(PDF) Genre analysis of essays in the Social Sciences: The case of Botswana students

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‘referencing’, ‘arranging ideas’, ‘lack of vocabulary’ and

‘linking paragraphs’.

Awareness-raising by itself may not be sufficient to deal with

students’ essay writing issues. Establishing collaboration

between Faculty of personal Sciences content lecturers and

CSSU lecturers providing EAP courses may bring another

solution to the writing issues. It is because insufficient

collaboration could cause confusion for the pupils in terms

of conflicting and contrasting specific writing requirements

from content lecturers and CSSU lecturers. The findings of

this research revealed that the help students were certainly getting

from their faculty needed to be more organised which the

CSSU should provide support that addresses specific writing

needs associated with students. In a similar research, Lea and Street (1998)

carried out interviews where learning support staff

questioned whether educational staff was conscious that they were

requesting specific methods for writing knowledge from their

pupils. Similarly, collaboration can also be encouraged

between students themselves. For instance, Zhu (2004) posits

that:

Composing courses and instructors may help 2nd language

learners further develop teamwork abilities. In cooperative groups,

members must know how to negotiate a standard task and

their individual responsibilities, how exactly to offer input and

feedback on others’ work, and exactly how to attain consensus when

conflicts arise.

Finally, along with content lecturers, it really is imperative

for the CSSU to build up writing materials that will assist the

Faculty of Social Sciences learners get some good of this genres

that they'll be asked to understand and eventually

produce as part of their scholastic studies or research. Based

on this analysis, they might design EAP teaching materials,

which would allow pupils to utilize particular linguistic and

stylistic strategies that may enable them to become accepted

users of these discourse communities.

Conclusions and recommendaons

The findings of this research have actually unearthed extremely important

conditions that should be considered so as to offer

composing help for the Social Sciences ESL students and also by

expansion pupils from all college traits. Firstly, the

findings showed the need to raise pupils’ knowing of

various writing genres and their essential differences and

uses. Secondly, a far more organised writing course is imperative

through collaboration between content lecturers and CSSU

lecturers. Both should conduct a requirements assessment and

syllabus review and use the results to develop a fully fledged

composing abilities program for Social Science students and also by

expansion for several characteristics. Including, the analysis of essays

within research unveiled there ended up being an importance of students

to be taught referencing, in-text citations and also the use of

paraphrasing. This study further recommends research

investigating types of writing done in all traits of this

University of Botswana as well as in all departments in each

faculty. The research may unearth the discrepancies existing

between content courses and EAP when it comes to the type of

content and appropriate approaches of teaching the essays and

other writing genres. This interdisciplinary research are

conducted by both content lecturers and CSSU lecturers.

Acknowledgements

Our company is profoundly indebted to students who participated in our

research as participants and also to peers whom offered advice

during the seminar in which this informative article had been presented. This

research would not are possible without their assistance.

Compeng interests

The authors declare they have no financial or personal

relationships which will have inappropriately influenced them

in writing this short article.

Authors’ contribuons

Both J.M.M. and U.M.N. consented to compose on this subject and also to

design the research. U.M.N. ended up being accountable for gathering the

information after both of those had decided on the technique and

procedure of information collection. Both of them analysed the info.

J.M.M. was more accountable for putting the content together,

and both of these edited and finalised it.

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