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.