Academic writing instruction in english in graduate school reflections on practice

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Viviana Alejandra Innocentini
Universidad Nacional de Mar del Plata
https://orcid.org/0000-0001-7102-8340

Abstract

Writing is an essential skill in higher education, both at undergraduate and graduate levels. In graduate school, academic writing is not only restricted to the first language; given the role of English as the Lingua Franca of scientific communication, graduate students must be able to produce expert genres in English as well. In Argentina, written productions in English are often prerequisites for graduation in master's and doctoral studies, but few institutions offer training on the writing of expert genres in the foreign language. In this paper, I reflect upon the applicability of a critical-pragmatic genre approach for the teaching of expert genres in English at the postgraduate level in an Argentinian university. In the light of the existing literature and based upon empirical, situated and qualitative analysis, this work reports on three teaching initiatives aimed at mediating the gap between the demands of writing in English and academic writing instruction that favors genuine and effective participation of multilingual writers in an international community.
Item information
Published: Dec 22, 2021
Issue: No. 61 (2021): UCMaule
Section: Ensayo
DOI: https://doi.org/10.29035/ucmaule.61.121
Keywords: academic writing, English, genres, teaching practice

Article Details

How to Cite
Innocentini, V. A. (2021). Academic writing instruction in english in graduate school: reflections on practice. UCMaule, 61, 121-133. https://doi.org/10.29035/ucmaule.61.121
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