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Fake Degrees and Fraudulent Credentials in Higher Education
This book addresses an important topic in higher education: credential fraud. This includes, but is not limited to, fake degrees, diploma mills, admissions fraud, and cheating on standardized admissions tests. The book directly addresses fake and fraudulent credentials in higher education. It explores transcript tampering and fraud in varsity athletics and discusses lazy practices in the higher education hiring processes that open the door for professors without proper credentials to get jobs in post-secondary institutions. The book also discusses how technology is being used to stop the proliferation of fake and fraudulent credentials in a variety of ways, including blockchain technology.
English as an International Language Education
This volume provides an overview of current issues in English as an International Language (EIL) education and critical intercultural literacy pedagogy. The different chapters are inspired by ‘critical interculturality’ as a decolonial project that seeks to interrogate the structures, conditions, and mechanisms of colonial power relations that still pervade our increasingly globalising postcolonial societies; they tend to perpetuate forms of discrimination such as sexism, racism, classism, heterosexism and linguicism. Divided into five sections, this collection critically examines English Language Teaching textbooks’ integration of intercultural dimensions, the promotion of intercultur...
Narratives and Practices of Mentorship in Scholarly Publication
This edited volume explores mentorship in knowledge production and dissemination and examines its implications for academic lives and careers of novice scholarly writers. By bringing together experts in a variety of areas in applied linguistics, the book addresses the complex topic of mentorship in scholarly publication practices of junior scholars. Drawing on the perspectives and experiences of novice scholars, supervisors, practitioners, and researchers, it intends to demystify the socialization process of junior academics and help paint a richer and more nuanced picture of the practices, experiences, and challenges of mentorship in writing for publication. An important aspect of the book is a serious attempt to explore the experiences of different stakeholders both through empirical research and personal (hi)stories and accounts. The book acts as a valuable resource for graduate students and both novice and established scholars looking to build a more holistic understanding of mentorship in scholarly publication today, in such fields as English for research publication purposes, applied linguistics, and TESOL.
Adaptable English Language Teaching
In an age of rapid technological transformation and evolving teaching settings, the ELT community must adapt to the needs of emerging situations and a diverse range of learners. Adaptable English Language Teaching addresses this need by bringing together contributions from renowned scholars around the world with insights on all major areas of English language teaching with an emphasis on adaptability—of teaching method, context, skills, and priorities. Organized around an innovative past-present-future structure, chapters offer methods, strategies, and perspectives that are adaptable to any difficult or under-resourced context. It delves into engaging through online applications, understanding emerging trends in computer-assisted language learning and teaching, and the implementation of virtual classroom and multimodality in ELT. Given its multifaceted focus, this book will provide ELT practitioners, trainers, trainees, and researchers with invaluable insights and research findings to effectively navigate and adapt to emerging circumstances.
Novice Writers and Scholarly Publication
This book draws on the perspectives of authors, supervisors, reviewers and editors to present a rich, nuanced picture of the practices and challenges involved in writing for scholarly publication. Organized into four sections, it brings together international experts and junior scholars from a variety of disciplines to examine both publishing experiences and current research in the field. In doing so, it challenges the view that Native English speakers have a relatively easy ride in this process and that it is only English as an Additional Language (EAL) scholars who experience difficulties. The volume highlights central themes of writing for publication, including mentoring and collaborative writing, the writing experience, text mediation, the review process, journal practices and editorial decision-making, and makes a strong case for taking a more inclusive approach to research in this domain. This edited collection will appeal to students and scholars of applied linguistics, English for academic purposes, academic writing, and second language writing.
Teaching Labor History in Art and Design
Drawing from American history, fashion design, history of luxury, visual culture, museum studies, and women’s history, among others, this book explores the challenges, rewards and benefits of teaching business and the labor history of art and design professions to those in higher education. Recognizing that artists and designers are no longer just creatives, but bosses, employees, members of professional associations, and citizens of nations that encourage and restrain their creative work in various ways, the book identifies a crucial need for art and design students to be taught the intricacies of these other roles, as well as how to navigate or challenge them. This empirically driven stu...
Studies and Essays on Learning, Teaching and Assessing L2 Writing in Honour of Alister Cumming
This volume highlights some of the main issues and questions surrounding the field of second language (L2) writing, and includes 14 chapters authored by contributors from a wide variety of geographical regions including, but not limited to, North America, Europe, Australia, and Asia. The authors are all experienced L2 writing researchers, and their contributions will enhance the reader’s understanding of issues related to L2 writing. Considering the breadth and the depth of the issues raised and discussed, the book will appeal to a wide readership, including postgraduate students of Teaching English to Speakers of Other Languages (TESOL) and Applied Linguistics (AL), and both early-career and experienced TESOL/AL researchers.
Scholarly Publication Trajectories of Early-career Scholars
This edited book addresses the complex topic of writing for scholarly publication by early-career scholars. Drawing on self-study and auto-ethnographic perspectives, a group of international early-career researchers share their personal histories, narratives and first-hand accounts of their scholarly publication practices. The book helps paint a richer and more nuanced picture of the experiences, success stories, failures, and challenges that frame and shape academic trajectories of both Anglophone and English as an additional language (EAL) scholars in writing for publication. This book will be of particular interest to scholars of Applied Linguistics, English for academic purposes (EAP), and second language writing, but it will also be of use to other early-career scholars embarking on their first attempts at writing for publication.
TL;DR
You’ve just been assigned your very first university paper. Are you unsure of how to start? Do you feel stressed about failing, or are you worried that you’ll have to pull all-nighters to get the work done? And what even is APA style? If you feel uncertain, stuck, or overwhelmed, be encouraged, because this book has the tools you need to get that assignment done. TL;DR’s quick, concise chapters will help you identify your audience, create an outline, get a handle on grammar and sentence structure, correctly quote a source, and write a strong conclusion. If you want to know what and how professors expect you to write – and why – this is the book for you. TL;DR (too long; didn’t read): This book will show you how to write better papers, and it’s short, so you should read it!
Theories in Stories
Readers of “Theories in Stories” may be trapped in a confusion while reading it. Given the first-person point of view, the book looks a diary. However, when grasping the “highlight” of every chapter it made clear that the content is a philosophical assertion followed by a summary of the main ideas and ended with follow up activities. In this regard, the authors applied theories his ideas that can be theoretical hypothesis. Furthermore, since the rhetorical flow only recounts the events without passing judgment, readers may become perplexed when delving deeper into the true story in the classroom. It does resemble a narrative genre more. Upon carefully reading a certain chapter, it be...
