Dictionary of Academic Terms

Dictionary of Academic Terms

The following definitions will be published by the Caece University Dictionary of Academic Terms 2010:

Academic Writing

In general terms, the phrase academic writing is used to refer to a specific kind of writing which occurs within specific academic contexts or communities and with specific purposes (Pintos and Crimi, 2010). Apart from context and purpose, the formal aspects of language and writing conventions are also defining characteristics of academic writing. As this definition implies, academic writing is not simple and it “requires conscious effort and much practice in composing, developing, and analyzing ideas” (Myles, 2002, abstract, ¶1).

It can be stated that academic writing takes place in contexts where knowledge is constantly generated. The purpose of academic texts is not the mere rendering of already available information but the creation of knowledge. As Pintos and Crimi (2010) state: “Academic writers develop from reading academic texts and from writing to call to action, introspect, create and make judgments” (p.9).

Currently, there is some discussion as regards what the focus of writing courses should be. Some researchers argue that format and style training is essential whereas others suggest that “both social and cognitive factors affect language learning” (Myles, 2002, ¶1) and that they should be taken into account when teaching academic writing.

Vignette

A vignette is a kind of personal narrative which describes a specific situation, shortly after it takes place (Pintos and Crimi, 2010). Events are recorded by an observer as they occur, and the resulting piece of writing is subject to later analysis or reflection.

Many definitions have been rendered to outline the concept of vignette. Miles (1990), for example, defines vignettes as a way of “providing a snapshot, or perhaps a mini-movie, of a professional practitioner at work” (as cited in Angelides, Panayiotis, Gibbs and Paul, 2006, p.2). On the other hand, Erickson (1986) suggests that a vignette is “a vivid portrayal of the conduct of an event of everyday life, in which the sights and sounds of what was being said and done are described” (as cited in Angelides et al., 2006, p.3). Despite subtle differences, they all agree on the fact that vignettes describe a situation in detail. 

According to Angelides et al (2006), “The process of discussing vignettes during staff meetings has a further advantage of helping teachers to develop as a team” (p.5). Currently, vignettes are highly used in education to record situations in class and reflect on the teacher or the students’ behavior. These practices foster cooperative work and professional development.

Reference

Angelides, Panayiotis, Gibbs, Paul (2006). “Supporting the Continued Professional Development of Teachers through the Use of Vignettes” - Teacher Education Quarterly.

Myles, J. (2002). Second Language writing and research: The writing process and error analysis in student texts. Retrieved September 2002, from http://writing.berkeley.edu/TESL-EJ/ej22/a1.html

Pintos, V., & Crimi Y., (2010) Unit 3: Academic writing. Retrieved September 2010, from http://caece.campusuniversidad.com.ar/file.php/54/EAP_UNIT_3_-_ACADEMIC_WRITING.pdf