Keywords
acculturation
disciplinary awareness,
novice researchers
How to Cite
Abstract
As an intellectual task, academic writing is not reducible solely to language skills or adequate writing tech-niques. The paper aims to compare the research results related to the cognitive and discursive aspects of expertise in academic writing to determine the key elements that contribute to its special character. These elements are intended to lay the foundation for the teaching of academic writing in tertiary education. The analysis focuses on the development of cognitive skills among novice researchers.
References
Beaudet, C. (2015). Littéracie universitaire, patchwriting et impéritie. Le français aujourd’hui, 190, 99- 114.
Bereiter, C., Scardamalia, M. (1987). The psychology of written composition. Hillsdale, NJ : Lawrence Erlbaum Associates.
Bereiter, C., Scardamalia, M. (1998). Beyond Bloom’s Taxonomy: Rethinking Knowledge for the Knowledge Age. In A. Hargreaves, A. Lieberman, M. Fullan, D. Hopkins (dir.), International Handbook of Educational Change. Kluwer International Handbooks of Education, vol 5. Dordrecht : Springer. https://doi.org/10.1007/978-94-011-4944-0_33 [accès : le 00.00.0000].
Boch, F. (2013). Former des doctorants à l’écriture de la thèse en exploitant les études descriptives de l’écrit scientifique. Linguagem em (Dis)curso, 13/3, 543-548.
Bodergat, J.Y. (2012). Quels dispositifs pour passer du guidage à l’accompagnement dans la direction de mémoires à distance?. In T. Karsenti, R-Ph. Garry, A. Benziane, B. N’Goy Fiama, F. Baudot (dir.), La formation de formateurs et d’enseignants à l’ère du numérique: stratégies politiques et accom- pagnement pédagogique, du présentiel à l’enseignement à distance (pp. 51-63). Montréal : Réseau international francophone des établissements de formation de formateurs (RIFEFF).
Clerc-Georgy, A. (2015). Approche méthodologique de l’analyse d’écrits en formation à l’enseignement : que deviennent les savoirs de référence proposés par la formation ?. In M. Morisse, L. Lafortune (dir.), L’Écriture réflexive. Objet de recherche et de professionnalisation (pp. 83-104). Québec : Presses de l’Université du Québec.
Delcambre, I., Lahanier-Reuter, D. (2012). Littéracies universitaires : présentation. Pratiques, [En ligne], 153-154, http://journals.openedition.org/pratiques/1905 [accès : le 22.09.2021] ; DOI : https://doi.org/10.4000/pratiques.1905.
Delcambre, I., Reuter, Y. (2002). Le rapport à l’écriture d’étudiants en licence et maîtrise : première ap- proche. Spirale, 29, Lire-écrire dans le supérieur, 7-27.
Denis, C., Colet, N.R., Lison, Ch. (2019). Doctoral Supervision in North America: Perception and Challenges of Supervisor and Supervisee. Higher Education Studies, 9 (1), 30-39.
Dupont, S., Meert, G., Galand, B., Nils, F. (2014). Comment expliquer le dépôt différé du mémoire de fin d’études. Recherche du Girsef. [En ligne], https://hal.archives-ouvertes.fr/hal-00976884 [accès : le 22.02.2022] ; DOI : hal-00976884.
Fløttum, K. (2004). La présence de l’auteur dans les articles scientifiques : étude des pronoms je, nous et on. In A. Auchlin, E. Roulet, J.-M. Adam (dir.), Structures et discours. Mélanges offerts à Eddy Roulet (pp. 404-414), Québec : Nota bene.
Fløttum, K., Vold, E.T. (2010). L’éthos auto-attribué d’auteurs-doctorants dans le discours scientifique. LIDILI, 41, 41-58.
Gremmo, M.-J., Gérard, L. (2008). Accompagner les apprentis-chercheurs : jeux et enjeux de direction de mémoire. Recherche et Formation, 59, 43-58.
Grossmann, F., Tutin, A., Garcia Da Silva, P. (2009). Filiation et Transfert D’objets Scientifiques Dans Les Écrits de Recherche. Pratiques 143/144 (Écrits de savoirs), 187-202.
Hyland, K. (2001). Bringing in the reader: Addressee features in academic articles. Written Communica- tion, 18, 549-574. DOI : 10.1177/0741088301018004005.
Hyland, K. (2005). Metadiscourse. Londres : Bloomsbury Publishing.
Hyland, K. (2009). Metadiscourse : mapping interactions in academic writing. Nordic Journal of English Studies, 9 (2), 125-143.
Karpińska-Szaj, K., Wojciechowska, B., Lewandowska, A., Sopata, A. (2019). Reformulation in foreign language learning. Poznań: Wydawnictwo Naukowe UAM.
Kellogg, R.T. (2008). Training writing skills: A cognitive developmental perspective. Journal of Writing Research, 1 (1), 1-26.
Lang, E. (2019). L’écrit(ure) universitaire, une tâche située et complexe : approche holiste du processus d’adaptation de la compétence scripturale chez les apprenants avancés en FLE. Linguistique. Thèse de doctorat soutenue à l’Université de Strasbourg. https://tel.archives-ouvertes.fr/tel-03018108/do- cument [accès : le 23.01.2022].
Macfadyen, A., English, C., Kelleher, M., Coates, M., Cameron, C., Gibson, V. (2019). ‘Am I doing it right?’: Conceptualising the practice of supervising master’s dissertation students. Higher Education Research and Development, 38 (5), 985-1000. https://doi.org/10.1080/07294360.2019.1597024.
Maingueneau, D. (2014). Discours et analyse du discours. Paris, Armand Colin.
Meunier, D. (2020). Des effets de l’expérience altéritaire sur les compétences métadiscursives des étu- diant·es-scripteur·es allophones. Revue TDFLE, 76. https://doi.org/10.34745/numerev_1290.
Orchowska, I. (2020). Favoriser le développement de la conscience épistémologique des étudiants lors de l’appropriation de l’écrit glottodidactique en français et en polonais. Le cas des étudiants polonais d’ethnolinguistique. Glottodidactica, XLVII/1, 91-111. DOI : 10.14746/gl.2020.47.1.06.
Piollat, A. (2004). Ecriture : approches en sciences cognitives. Aix-en Provence : Publications de l’Uni- versité de Provence.
Pollet, M.-Ch. (2004). Appropriation et écriture de savoirs chez des étudiants de première année. Une voie difficile entre stockage et élaboration. Pratiques, 121-122, 81-92.
Reuter, Y. (2004). Analyser les problèmes de l’écriture de recherche en formation. Pratiques, 121/122, 9-27.
Reuter, Y. (2006). À propos des usages de Goody en didactique. Éléments d’analyse et de discussion. Pra- tiques, 131-132, 131-154.
Rinck, F., Boch, F., Grossmann, F. (2007). Quelques lieux de variation du positionnement énonciatif dans l’article de recherche. In A. Millet, M. Rispail, P. Lambert, Trimaille C. (dir.), Variations au cœur et aux marges de la sociolinguistique – Hommages à Jacqueline Billiez (pp. 285-296). Paris : L’Harmattan.
Scheepers, C. (2015). De la note de lecture à la formulation d’une problématique, Linx [En ligne],72, http://journals.openedition.org/linx/1663 [accès : le 12.11.2021]; DOI : 10.4000/linx.1663.
Swales, J.M. (1990). Genre analysis: English in academic and research settings. Cambridge, UK: CUP. Swales, J.M. (2005). Research genres: Explorations and applications. Cambridge : Cambridge University Press.
Tassin, A., Spanghero-Gaillard, N. (2015). Le développement des habiletés rédactionnelles à l’université : expertise discursive et acculturation aux discours universitaires, Linx [En ligne],72, http://journals.openedition.org/linx/1648 [accès : le 23.01.2022] ; DOI : 10.4000/linx.1648.
Tutin, A. (2010). Dans cet article, nous souhaitons montrer que… Lexique verbal et positionnement de l’auteur dans les articles en sciences humaines. Lidil [En ligne], 41, http://journals.openedition.org/lidil/3040 [accès : le 23.01.2022] ; DOI : 10.4000/lidil.3040.
Wingate, U. (2012). Argument!’ helping students understand what essay writing is about. Journal of En- glish for Academic Purposes 11, 145–154.
Wojciechowska, B. (2017). Le mémoire de licence dans la formation intellectuelle et professionnelle des enseignants de langues. In E. Andrzejewska, M. Wawrzyniak-Śliwska (dir.), Nauczyciele języków obcych. Kontekst pracy – kształcenie – doskonalenie (pp. 153-167). Gdańsk: Wydawnictwo Uniwer- sytetu Gdańskiego.
License
- The Author hereby warrants that he/she is the owner of all the copyright and other intellectual property rights in the Work and that, within the scope of the present Agreement, the paper does not infringe the legal rights of another person.The owner of the copyright work also warrants that he/she is the sole and original creator thereof and that is not bound by any legal constraints in regard to the use or sale of the work.
- The Author grants the Purchaser non-exclusive and free of charge license to unlimited use worldwide over an unspecified period of time in the following areas of exploitation:
2.1. production of multiple copies of the Work produced according to the specific application of a given technology, including printing, reproduction of graphics through mechanical or electrical means (reprography) and digital technology;
2.2. marketing authorisation, loan or lease of the original or copies thereof;
2.3. public performance, public performance in the broadcast, video screening, media enhancements as well as broadcasting and rebroadcasting, made available to the public in such a way that members of the public may access the Work from a place and at a time individually chosen by them;
2.4. inclusion of the Work into a collective work (i.e. with a number of contributions);
2.5. inclusion of the Work in the electronic version to be offered on an electronic platform, or any other conceivable introduction of the Work in its electronic version to the Internet;
2.6. dissemination of electronic versions of the Work in its electronic version online, in a collective work or independently;
2.7. making the Work in the electronic version available to the public in such a way that members of the public may access the Work from a place and at a time individually chosen by them, in particular by making it accessible via the Internet, Intranet, Extranet;
2.8. making the Work available according to appropriate license pattern Attribution-NonCommercial-ShareAlike 4.0 International (CC BY-NC-SA 4.0) as well as another language version of this license or any later version published by Creative Commons. - The Author grants the Adam Mickiewicz University in Poznan permission to:
3.1. reproduce a single copy (print or download) and royalty-free use and disposal of rights to compilations of the Work and these compilations.
3.2. send metadata files related to the Work, including to commercial and non-commercial journal-indexing databases. - The Author declares that, on the basis of the license granted in the present Agreement, the Purchaser is entitled and obliged to allow third parties to obtain further licenses (sublicenses) to the Work and to other materials, including derivatives thereof or compilations made based on or including the Work, whereas the provisions of such sub-licenses will be the same as with the attributed license pattern Attribution-NonCommercial-ShareAlike 4.0 International (CC BY-NC-SA 4.0)or another language version of this license, or any later version of this license published by Creative Commons. Thereby, the Author entitles all interested parties to use the work, for non-commercial purposes only, under the following conditions:
4.1. acknowledgment of authorship, i.e. observing the obligation to provide, along with the distributed work, information about the author, title, source (link to the original Work, DOI) and of the license itself.
4.2. the derivatives of the Work are subject to the same conditions, i.e. they may be published only based on a licence which would be identical to the one granting access to the original Work. - The University of Adam Mickiewicz in Poznań is obliged to
5.1. make the Work available to the public in such a way that members of the public may access the Work from a place and at a time individually chosen by them, without any technological constraints;
5.2. appropriately inform members of the public to whom the Work is to be made available about sublicenses in such a way as to ensure that all parties are properly informed (appropriate informing messages).
Other provisions
- The University of Adam Mickiewicz in Poznań hereby preserves the copyright to the journal as a whole (layout/stylesheet, graphics, cover design, logo etc.)