بررسي مقايسه اي نظر اساتيد زبان انگليسي بر روي سرفصل هاي علمي دروس نگارش پيشرفته،نامه نگاري،و مقاله نويسي

It seems that most EFL students do not have the sufficient ability to write appropriately in many academic writing courses at universities in Iran. Many EFL instructors are not satisfied with the goals, time tables and assessments of these courses (Fulkerson, 2005). In Iran, academic writing starts in universities for EFL learners. It consists of three courses, advanced writing, letter writing and essay writing. The present qualitative study aimed at investigating the academic writing rubrics in three courses at university and compare EFL instructors’ points of views. It was intended to find the faculty members idea about these rubrics and also find out their familiarity with these rubrics. To do so, 12 EFL instructors from Rasht, Guilan universities were selected and an interview was run to answer the questions of the study. Two raters reviewed the transcriptions and Cohen Kappa was used to see the reliability. The results of data analysis showed that most of the instructors were not agreed with the current curriculums. It was shown that there were some strengths and weaknesses in the rubrics. Being classic and lack of eva‎luation process and ignorance of the genre-based writing and emphasis on quantity rather than quality, were reported as the main shortcomings. Attention to the coherence and referencing were mentioned as the strength of the rubrics. Comparison between other countries objectives and the present study showed that genre-based writing was one of the main differences between them.

97/07/21

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