Teaching academic writing to students with English as second language

Abstract

The article on university pedagogy paper presents a course on academic
writing for PhD students with English as second language delivered according
to Biggs’ theory of constructive alignment. The article starts by reviewing
the literature on academic writing and English as second language, and
presents the theory of constructive alignment with intended learning outcomes,
teaching and learning activities and evaluation applied to academic
writing. It argues that peer review and academic writing are two complementary
process, and that a course on academic writing focusing on publishing
internationally has to embed them both in group activities. The article
demonstrates the features of the course and ends by discussing its generativity
for research, as it promotes a deep approach thus enhancing research
results even in terms of theorization.