Becoming a (peripheral) member of the academic and
the professional discourse community?
Our paper aims at investigating how ‘peripheral participants’ tackle the interrelation of knowledge and text production in the academic community, and hereby negotiate their identity shaped by academic rigor, societal / organizational relevance, and their future profession.
The (double) transition: Becoming a (peripheral) member of the academic and t...Karl-Heinz Pogner
The (double) transition
Becoming a (peripheral) member of the academic and the professional discourse community?
Vibeke Ankersborg & Karl-Heinz Pogner
(Copenhagen Business School)
Presented at #EARLI 2015, Limassol (Cypris), August 25, 2015
Quantifying the Relation among Marks, Words and Time Duration in Descriptive ...Dilip Barad
‘How much am I supposed to write?’ must be one of the most frequent questions students ask themselves when faced with descriptive essay type handwritten answers in English literature examination.
Tom Benton [Cambridge Assessment, Research Division]: “I remember this question being asked by someone in the class nearly every time… Despite the ubiquity of the question, clear answers are hard to come by.”
Previous research has shown that the length of responses does have some association with achievement and also provided some norms around the possible writing speed.
Tom Benton’s study shows that –
“Nearly all responses of fewer than 200 words resulted in a grade U, suggesting that whilst very long answers are not necessary for a good mark, candidates must write enough to make sure that the examiner can recognize their knowledge at all.”
With this in mind it would be a good advice for all candidates, even those who are not expecting to achieve the highest grades, to ensure that they write at least a significant number of pages in response to an English Literature exam question allowing 30 minutes to write descriptive answer.
But exactly how long shall a student write?
How many words shall an answer consist of?
How many pages or lines shall be produced in writing descriptive answer?
Teaching Writing Skills to Engineering Students: Panel Discussion via Google ...Dilip Barad
This presentation was a part of online participation via Google Hangout in the panel discussion on 'Teaching Writing Skills to Engineering Students. It was organised by Samvad Faculty forum of Dept. of Communication Skills, Marwadi Education Foundation's Group of Institutions, Rajkot (Gujarat - India)
The (double) transition: Becoming a (peripheral) member of the academic and t...Karl-Heinz Pogner
The (double) transition
Becoming a (peripheral) member of the academic and the professional discourse community?
Vibeke Ankersborg & Karl-Heinz Pogner
(Copenhagen Business School)
Presented at #EARLI 2015, Limassol (Cypris), August 25, 2015
Quantifying the Relation among Marks, Words and Time Duration in Descriptive ...Dilip Barad
‘How much am I supposed to write?’ must be one of the most frequent questions students ask themselves when faced with descriptive essay type handwritten answers in English literature examination.
Tom Benton [Cambridge Assessment, Research Division]: “I remember this question being asked by someone in the class nearly every time… Despite the ubiquity of the question, clear answers are hard to come by.”
Previous research has shown that the length of responses does have some association with achievement and also provided some norms around the possible writing speed.
Tom Benton’s study shows that –
“Nearly all responses of fewer than 200 words resulted in a grade U, suggesting that whilst very long answers are not necessary for a good mark, candidates must write enough to make sure that the examiner can recognize their knowledge at all.”
With this in mind it would be a good advice for all candidates, even those who are not expecting to achieve the highest grades, to ensure that they write at least a significant number of pages in response to an English Literature exam question allowing 30 minutes to write descriptive answer.
But exactly how long shall a student write?
How many words shall an answer consist of?
How many pages or lines shall be produced in writing descriptive answer?
Teaching Writing Skills to Engineering Students: Panel Discussion via Google ...Dilip Barad
This presentation was a part of online participation via Google Hangout in the panel discussion on 'Teaching Writing Skills to Engineering Students. It was organised by Samvad Faculty forum of Dept. of Communication Skills, Marwadi Education Foundation's Group of Institutions, Rajkot (Gujarat - India)
Betty Tsakarestou
Karl-Heinz Pogner
Presentation for the
International Studying Leadership Conference
Copenhagen, December 16th , 2014
Living Lab:
Living Leading Cities (LLC)
Conversations about leaderships
EXPOs are one of the places for the negotiation of the concepts “Danish contribution to the Expo ” an, “co-branding” as a “Public-Private Partnership” (nation branding, organizational branding, corporate branding).This paper looks at the social / discursive construction of the mentioned concept/s (macro) by analyzing the retrospective evaluation (micro) of the event itself and the co-operation by different stakeholders. This relation between the conceptual level and the everyday enactment and (indirect) negotiation might be seen as a dichotomy; but the different levels might only be different places for negation of meaning, enactment and institutionalization of the concepts.
Presented at
Workshop discussing Theory Building at the Intersections of Organizing, Communication and the Public Private Debate, Copenhagen Business School 6th September 2012
From writing to “texting”Dagmar Knorr & Karl-Heinz Pogner: Academic text pro...Karl-Heinz Pogner
Academic Writing has achieved a prominent position on political, educational, and scientific agendas. In the context of multilingualism, Academic Writing places high demands on the learners, because it does not only serve the production of text and knowledge, but it also should develop the acquisition of discursive and multilingual competences in academic Discourse Communities and facilitate the peripheral participation in the scientific / academic Communities of Practice. Our contribution is aiming at investigating how learners in Higher Education can acquire the discourse of scientific communities and – at the same time - a target language (L2, L3, Lx). In this context, multilingual competences not only constrain, but also enable academic text and knowledge production. Furthermore, multilingual competences can facilitate linguistic, procedural, and contextual awareness. Our concept of the ‘Discourse and Action Space’ bridges the widely employed didactic approaches of ‘reading the manual’ or ‘learning from the Master’, in order to support the simultaneous development of multilingual and academic skills.
Lego's Shellgate: Ptolemaeus, Copernicus or Castells?
From a company-centered stakeholder approach to a
network perspective
Bricolage for the Roundtable ''Communication in a Global Crisis environment''at the ICCM Athens 2015
Slides from The Kick off of the #ComCaseCompetition17 with #Novozymes challenge for graduate / master students : #Creatingbetterlives. November 16th at Copenhagen Business School
Couto & Pogner: Challenges of Master Thesis Projects and academic writingKarl-Heinz Pogner
Pilot project to detect the challenges of students, supervisers , and institutions when it comes to the Master Thesis.
Presented at the Inaurgural Conference of the #ELN (European Literacy Network) at Charles University in Prague
Teaching writing
Of the 4 skills, writing is arguably the most problematic for learners and often the most challenging
for teachers. Writing is not easy particularly when compared with speaking, where
reformulations, body language, clues from listeners can do much to compensate for a lack of
precision or inaccuracies when communicating messages. Time is also a factor – writing may be
relegated to homework tasks as there is often a feeling that writing in class uses up time which can
be more usefully spent on other activities. However, as this workshop aims to show, developing
good writing skills is conducive to the development of other language skills including
communication skills.
Studies in Higher Education Volume 25, No. 1, 2000Teaching.docxflorriezhamphrey3065
Studies in Higher Education Volume 25, No. 1, 2000
Teaching Doctoral Students to
Become Scholarly Writers: the
importance of giving and receiving
critiques
ROSEMARY S. CAFFARELLA & BRUCE G. BARNETT
University of Northern Colorado, USA
ABSTRACT Data were gathered from 45 doctoral students through focus groups, observations, and
written and oral re¯ ections to ascertain their perceptions of a speci® c teaching process (the Scholarly
Writing Project), which was designed to assist these students in learning how to do academic writing.
It was found that preparing and receiving critiques from professors and peers was perceived to be the
most in¯ uential element in helping them to understand the process of scholarly writing and in
producing a better written product. More speci® cally, these students believed that two factors integral
to the critiquing process were responsible for building their con® dence as academic writers: personal-
ized face-to-face feedback; and the iterative or ongoing nature of the critiques they received. In
addition, these students emphasized that although the critiquing process was powerful and useful, it
was also highly emotional and at times frustrating. The ® ndings suggest that, in teaching scholarly
writing, instructors should be very clear about the purposes and bene® ts of a strong and sustained
critiquing process, and assist students in learning how to both receive and give useful feedback.
Introduction
University faculty often assume that their doctoral students begin graduate school as
pro® cient writers or that they will develop this skill during their program of studies. What is
shocking to faculty is that many graduate students not only do not write like scholars, but
they also may not think like scholars. This problem is particularly evident in professional
schools in which many doctoral students in the USA are full-time practitioners with very
demanding schedules and precious little time for research and writing. In general, many
faculty observe that teaching the scholarly writing process often comes in the form of t̀oo
little too late’ . In particular, some students may not be exposed to the scholarly writing
process until the dissertation, which may have signi® cant implications for the completion of
their doctoral program. Those of us who assist students in learning the scholarly writing
process ask ourselves the following question: `Is there a better way to teach novice scholars
what we know about the seemingly mysterious process of scholarly writing?’
The purpose of this article is to describe a research study conducted in order to obtain
doctoral students’ perceptions of a speci® c teaching process (the Scholarly Writing Project,
or SWP), which was intended to assist them to improve their scholarly writing skills. From
our perspective, scholarly writing was equated with academic writing, such as the production
of dissertations and journal publications. We were most interested to learn w.
Betty Tsakarestou
Karl-Heinz Pogner
Presentation for the
International Studying Leadership Conference
Copenhagen, December 16th , 2014
Living Lab:
Living Leading Cities (LLC)
Conversations about leaderships
EXPOs are one of the places for the negotiation of the concepts “Danish contribution to the Expo ” an, “co-branding” as a “Public-Private Partnership” (nation branding, organizational branding, corporate branding).This paper looks at the social / discursive construction of the mentioned concept/s (macro) by analyzing the retrospective evaluation (micro) of the event itself and the co-operation by different stakeholders. This relation between the conceptual level and the everyday enactment and (indirect) negotiation might be seen as a dichotomy; but the different levels might only be different places for negation of meaning, enactment and institutionalization of the concepts.
Presented at
Workshop discussing Theory Building at the Intersections of Organizing, Communication and the Public Private Debate, Copenhagen Business School 6th September 2012
From writing to “texting”Dagmar Knorr & Karl-Heinz Pogner: Academic text pro...Karl-Heinz Pogner
Academic Writing has achieved a prominent position on political, educational, and scientific agendas. In the context of multilingualism, Academic Writing places high demands on the learners, because it does not only serve the production of text and knowledge, but it also should develop the acquisition of discursive and multilingual competences in academic Discourse Communities and facilitate the peripheral participation in the scientific / academic Communities of Practice. Our contribution is aiming at investigating how learners in Higher Education can acquire the discourse of scientific communities and – at the same time - a target language (L2, L3, Lx). In this context, multilingual competences not only constrain, but also enable academic text and knowledge production. Furthermore, multilingual competences can facilitate linguistic, procedural, and contextual awareness. Our concept of the ‘Discourse and Action Space’ bridges the widely employed didactic approaches of ‘reading the manual’ or ‘learning from the Master’, in order to support the simultaneous development of multilingual and academic skills.
Lego's Shellgate: Ptolemaeus, Copernicus or Castells?
From a company-centered stakeholder approach to a
network perspective
Bricolage for the Roundtable ''Communication in a Global Crisis environment''at the ICCM Athens 2015
Slides from The Kick off of the #ComCaseCompetition17 with #Novozymes challenge for graduate / master students : #Creatingbetterlives. November 16th at Copenhagen Business School
Couto & Pogner: Challenges of Master Thesis Projects and academic writingKarl-Heinz Pogner
Pilot project to detect the challenges of students, supervisers , and institutions when it comes to the Master Thesis.
Presented at the Inaurgural Conference of the #ELN (European Literacy Network) at Charles University in Prague
Teaching writing
Of the 4 skills, writing is arguably the most problematic for learners and often the most challenging
for teachers. Writing is not easy particularly when compared with speaking, where
reformulations, body language, clues from listeners can do much to compensate for a lack of
precision or inaccuracies when communicating messages. Time is also a factor – writing may be
relegated to homework tasks as there is often a feeling that writing in class uses up time which can
be more usefully spent on other activities. However, as this workshop aims to show, developing
good writing skills is conducive to the development of other language skills including
communication skills.
Studies in Higher Education Volume 25, No. 1, 2000Teaching.docxflorriezhamphrey3065
Studies in Higher Education Volume 25, No. 1, 2000
Teaching Doctoral Students to
Become Scholarly Writers: the
importance of giving and receiving
critiques
ROSEMARY S. CAFFARELLA & BRUCE G. BARNETT
University of Northern Colorado, USA
ABSTRACT Data were gathered from 45 doctoral students through focus groups, observations, and
written and oral re¯ ections to ascertain their perceptions of a speci® c teaching process (the Scholarly
Writing Project), which was designed to assist these students in learning how to do academic writing.
It was found that preparing and receiving critiques from professors and peers was perceived to be the
most in¯ uential element in helping them to understand the process of scholarly writing and in
producing a better written product. More speci® cally, these students believed that two factors integral
to the critiquing process were responsible for building their con® dence as academic writers: personal-
ized face-to-face feedback; and the iterative or ongoing nature of the critiques they received. In
addition, these students emphasized that although the critiquing process was powerful and useful, it
was also highly emotional and at times frustrating. The ® ndings suggest that, in teaching scholarly
writing, instructors should be very clear about the purposes and bene® ts of a strong and sustained
critiquing process, and assist students in learning how to both receive and give useful feedback.
Introduction
University faculty often assume that their doctoral students begin graduate school as
pro® cient writers or that they will develop this skill during their program of studies. What is
shocking to faculty is that many graduate students not only do not write like scholars, but
they also may not think like scholars. This problem is particularly evident in professional
schools in which many doctoral students in the USA are full-time practitioners with very
demanding schedules and precious little time for research and writing. In general, many
faculty observe that teaching the scholarly writing process often comes in the form of t̀oo
little too late’ . In particular, some students may not be exposed to the scholarly writing
process until the dissertation, which may have signi® cant implications for the completion of
their doctoral program. Those of us who assist students in learning the scholarly writing
process ask ourselves the following question: `Is there a better way to teach novice scholars
what we know about the seemingly mysterious process of scholarly writing?’
The purpose of this article is to describe a research study conducted in order to obtain
doctoral students’ perceptions of a speci® c teaching process (the Scholarly Writing Project,
or SWP), which was intended to assist them to improve their scholarly writing skills. From
our perspective, scholarly writing was equated with academic writing, such as the production
of dissertations and journal publications. We were most interested to learn w.
Assessing collaboration: The effect of pedagogical alignment and shared learning outcomes for information literacy instruction in first year writing classes
Presentation given at LILAC (Librarian's Information Literacy Annual Conference) 2010 in Limerick, Ireland
Presenters: Sara D. Miller, Assistant Library Instruction Coordinator, and Nancy DeJoy, Director of First Year Writing, Michigan State University
Normal Labour/ Stages of Labour/ Mechanism of LabourWasim Ak
Normal labor is also termed spontaneous labor, defined as the natural physiological process through which the fetus, placenta, and membranes are expelled from the uterus through the birth canal at term (37 to 42 weeks
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
Executive Directors Chat Leveraging AI for Diversity, Equity, and InclusionTechSoup
Let’s explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
Delivering Micro-Credentials in Technical and Vocational Education and TrainingAG2 Design
Explore how micro-credentials are transforming Technical and Vocational Education and Training (TVET) with this comprehensive slide deck. Discover what micro-credentials are, their importance in TVET, the advantages they offer, and the insights from industry experts. Additionally, learn about the top software applications available for creating and managing micro-credentials. This presentation also includes valuable resources and a discussion on the future of these specialised certifications.
For more detailed information on delivering micro-credentials in TVET, visit this https://tvettrainer.com/delivering-micro-credentials-in-tvet/
How to Add Chatter in the odoo 17 ERP ModuleCeline George
In Odoo, the chatter is like a chat tool that helps you work together on records. You can leave notes and track things, making it easier to talk with your team and partners. Inside chatter, all communication history, activity, and changes will be displayed.
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
South African Journal of Science: Writing with integrity workshop (2024)
The double transition Becoming a (peripheral) member of the academic and the professional discourse community?
1. THE DOUBLE TRANSITION
BECOMING A (PERIPHERAL) MEMBER OF THE ACADEMIC AND THE
PROFESSIONAL DISCOURSE COMMUNITY?
XI. Internationales PROWITEC-Symposium: Schreiben im Übergang – Übergänge gestalten
28./29. Mai 2015, Universität zu Köln, Institut für Deutsche Sprache und Literatur II Schreiben
Vibeke Ankersborg & Karl-Heinz Pogner
Copenhagen Business School
2. MASTER’S THESIS STUDENTS’ APPROACHES TO WRITING AT
COPENHAGEN BUSINESS SCHOOL
THE FRAMEWORK
ACADEMIC WRITING – TEXT – PEDAGOGY
WRITING & THINKING /KNOWLEDGE PRODUCTION
WRITING & MEMBERSHIP IN COMMUNITIES
ACADEMIC WRITING AS ANOTHER SECOND / FOREIGN LANGUAGE TO LEARN
DAS: DISCOURSE & ACTION SPACE *
A PILOT STUDY
APPLIED NETWORK ANALYSIS
PRELIMINARY CONCLUSIONS: KNOWLEDGE PRODUCTION // TEXT PRODUCTION
*KNORR, DAGMAR / POGNER, KARL-HEINZ (2015): VOM SCHREIBEN ZUM „TEXTEN“. AKADEMISCHE TEXTPRODUKTION
UNTER DEN BEDINGUNGEN VON MEHRSPRACHIGKEIT. IN: FREMDSPRACHEN LEHREN UND LERNEN 44,1.
3.
4.
5. Background – pilot study
6 students
4 theses
Thesis start february/March 2014
4 semi-structured qualitative interviews june/july 2014
Focus: Thesis process and approach to writing
Analysis inspired by Attride-Stirling (2001): Thematic networks and Guest
et al. (2012): Applied thematic analysis
6. 4 theses
4 research
designs
4 approaches
to writing
Approaches to writing
• Brainstorm
• Keywords
• Pieces of texts
• Put it together
• Edit later
• Rought texts
while reading
• Finalizes a
section
• Adds corrections
• First draft has
manuscript
quality
• Discuss every word
• Spend days on writing a
few sentences
• Write paragraphs in
reading order
• Aim at first draft has
manuscript quality
• Lyng write what springs
to mind
• Louise adds and corrects
• Rearrange pararaphs
• Discuss it – again
• Present draft is 10th
version
Iben: Case study
Christina: Deductive
with empirical test
Julie & Julie: Literature review
– purely theoretical
Lyng & Louise: Inductive,
ethnographic
Hypothesis: There is correlation
between research design and
approach to writing and
personality.
7. Writing
helps the
students
progress,
but 5 of
them don´t
realize it
Writing facilitates knowledge
- But they write fairly little!
Writing leads to
deleting and
adding paragraphs
Writing helps stay
disciplined
Concepts are
choosen in part as
a consequense of
writing
Semi-loose writing
about a new theory
deepened insight
into that theory
Writing changed
the structure
Writing the
introduction early
created clarity
and helps stay on
track
Writing and drawing
while reading, helps
select the literature
Tentative research question:
How can we enhance students’
awareness of the role of writing?
8. challenge:
Reading and
writing
develop the
structure,
but a chosen
stucture
facilitates
writing
Structure seems to be
the name of the game
Fixation on
structure prevents
writing
Adjust structure
wile writing
Lack of structure
at chapter level
prevented writing
Chose the classic
structure for
master’s theses and
simply started to
write
Deeper insight
into theories
changed the
structure – which
makes writing
about them easier
Lack of
knowledge about
the role of thesis
structure
prevented writing
Methodological
approach dictates the
structure of that
chapter – then they
could write
Structure
creates control
– then she can
write in all
directions
9. Lack of
knowledge
is a key,
but no
clear
pattern
Factors that block writing
Unsure about
choice of literature
on methodology
Unsure about the
correlation between
research design and
thesis structure
Captured by
data ollection
”Must be there”
praragraphs are
borring to write
Lack of
understanding of
the role of parts
of methodology
Data collection
before the
summer vacation
– a time factor
Lack of
understanding of
theoretical
perspective
Inspiration
Practical issues
Methodology
Lack of access to
literature – the
library
Things of interests
are easy to write
Needs to
read more
Pairs lead to
more discussion
than writing
10. Thesis
activities
influence
students’
thesis
proces
Traces of learning
Inductive approach
chosen based on
methodology class
Literature review
style thesis
chosen based on
thesis seminar
Controlled approach to
”unfounded grounds”
Too old to change habits
on writing style at
sentence level
Slides provide
structure and a linse
for reading literature
about methodology
Methodology
classes provided
an overview
Tools to shape
the topic
Ideas from other
students
Tools directly applied in the
students’ writing process
New knowledge on
types of theses A more
refleksive
approach
11. We could
probably
utilize
influential
factors
more
Other influential factors
Methodology class led
to the choice of
research approach
before anything else
Internship led to
identifying the
topic
Supervisors’
suggestions led to
additional choices of
theory
Academic focus at
bachelor level led to
choice of reverse
research approach
Student job led to
identifying the topic
2 years ago
A former student
inspired choice
of theory
Core course led to
choice of theory
Academic focus at
bachelor level led to
choice of analytical
approach
Academic
background
Classes
People
around the
students
Factors
outside CBS
12. Regardless of
approach, students
could utilize writing
more and CBS could
utilize our means of
influenze more
Conclusions:
Knowledge production vs. / and
text production
4 theses
4 research
designs
4 approaches
to writing
Writing
helps the
students
progress,
but 5 of
them
don´t
realize it
Challenge:
Reading and
writing
develop the
structure, but
a chosen
stucture
facilitates
writing
Lack of
knowledge is a
key, but no
clear pattern
We could
probably utilize
influential
factors more
Thesis
activities
influence
students’
thesis
process
Editor's Notes
Skal med i kopier – også hvis kopi uddeles uden at der (gruppe)vejledes
Skal med i kopier – også hvis kopi uddeles uden at der (gruppe)vejledes
Skal med i kopier – også hvis kopi uddeles uden at der (gruppe)vejledes
Skal med i kopier – også hvis kopi uddeles uden at der (gruppe)vejledes
Skal med i kopier – også hvis kopi uddeles uden at der (gruppe)vejledes
Skal med i kopier – også hvis kopi uddeles uden at der (gruppe)vejledes
Skal med i kopier – også hvis kopi uddeles uden at der (gruppe)vejledes
Skal med i kopier – også hvis kopi uddeles uden at der (gruppe)vejledes
Skal med i kopier – også hvis kopi uddeles uden at der (gruppe)vejledes