Improving the Academic Writing Experience in Higher Education


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Series: University Teaching and Faculty Development
BISAC: EDU015000

To fulfill their academic purposes in higher education, students must mobilize knowledge learned in the classroom, but also obtained individually and with access to a variety of sources, in particular, the information resources available in their libraries. To achieve an academic degree as master or doctor, information resources grow in importance and meaning, since because from them a great part of the theoretical and methodological support is obtained for the pursuit of this purpose. The validation of their learning is carried out in large part by the written presentation of these academic works.

The book reflects on the importance of academic writing and presents methods and techniques for writing in a grounded manner. The contributions that make up the book Improving the Academic Writing Experience in Higher Education aim to bring ideas and share experiences, broaden horizons and shed some light on the landscape of academic writing. The different formulations, perspectives, and approaches are divided into two parts: the first one with a conceptual point of view, explaining the importance of the development of academic writing within the university and theorizing about the transformative impact of this practice on the higher education’ student.

The second one seeks to bring a more practical, diversified and comprehensive contribution to the thematic and to respond to the challenge of professionals related to the area – particularly those involved in higher education libraries, but not only – and who work with the transformation of information into knowledge. Through concrete tips for writing appropriately in a university context, the focus is on how and why to write well. The challenge that mobilized the achievement of this book was to encourage better learning and academic success, through awareness of a concrete action of teachers, students, and librarians who, in higher education, develop their activities in support of academic writing. We hope, therefore, that this will be a catalyst for renewed learning around this subject.
(Imprint: Nova)

Table of Contents

Table of Contents



Chapter 1. Plural Word and Inventive Writing: The Legacy of Postmodern Social Theory
(Jorge Ramos do Ó, Instituto de Educação, Universidade de Lisboa, Lisbon, Portugal)

Chapter 2. Academic Writing Centers Improving Students Skills
(Angela Repanovici, Ane Landøy and Natalia Cheradi (Transilvania University of Brasov, Brasov, Romania, and others))

Chapter 3. Facing the Thesis with Positive Thinking and Dispositions to Act: Contributions of Information Literacy Training for Higher Education Students’ Skills Development
(Tatiana Sanches and Maria Manuel Borges (Instituto de Educação, Universidade de Lisboa, Lisboa, Portugal, and others))

Chapter 4. Starting from Scratch: Searching for the Purpose of Writing
(Maria da Luz Antunes, Carlos Lopes and Tatiana Sanches (Escola Superior de Tecnologia da Saúde de Lisboa, Instituto Politécnico de Lisboa, Lisboa, Portugal, and others))

Chapter 5. Writing with Ethics: Strategies to Quoting and Referring
(Carlos Lopes, Maria da Luz Antunes and Tatiana Sanches, (ISPA-Instituto Universitário, Lisboa, Portugal, and others))

Chapter 6. Architecture and Morphology of a Scientific Article
(Carlos Lopes, Maria da Luz Antunes and Tatiana Sanches (ISPA-Instituto Universitário, Lisboa, Portugal, and others))

Chapter 7. Publishing within Open Science Challenges
(Maria da Luz Antunes, Tatiana Sanches, Carlos Lopes and Julio Alonso-Arévalo, (Escola Superior de Tecnologia da Saúde de Lisboa, Instituto Politécnico de Lisboa, Lisboa, Portugal, and others))



“This book analyzes the work of Sanches, Antunes and Lopes (2019) who, starting by addressing the concepts underlying the theoretical framework related to the development of writing in an academic context, invites us to reflect on the impact that the regularity of this practice can have on the academic success of higher education students. It also presents the notion that the competencies associated with the planning, guidance, dissemination and analysis of scientific information are based on knowing how to read in a careful way, thinking correctly, arguing logically and writing clearly, which, in the work under analysis, the authors consider to be a basic condition for the transfer of knowledge. It is concluded by proceeding to the approach of the implication and challenge that these formative conditions constitute for the ability to communicate science through a new architectural and morphological structure that, while traditionally already existing, now challenges the authors, but also the professors and librarians, added that it was the new and disruptive paradigm of publication in models associated with Open Science…To read more, click here.Isabel Sousa Andrade, National School of Public Health, NOVA University of Lisbon

“The book “Improving the Academic Writing Experience in Higher Education” is a solid resource for diverse groups working in academia: faculty, librarians, academic stakeholders, and students. It explores interesting issues related to academic writing. The contributors investigate this topic from different perspectives what widens horizons and allows to better understand the subject…To read more, click here.– Zuza Wiorogórska, PhD, Assistant Professor, Department of Information Studies, Faculty of Journalism, Information and Book Studies. University of Warsaw, Poland

Keywords: Academic writing, Scientific writing, Information literacy, Open Science, Plagiarism, Publication, Thesis

Audience: University students, doctoral students, university professors, researchers, librarians, and other information professionals.

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