Chapter 8. Poster Conferences in a University Classroom: A Collaborative Approach to Scaffolding the Writing of Complex Academic Texts.
Anna Loseva
Abstract
This chapter explores the use of a poster conference as a scaffold for developing complex academic writing among university students. Within a course guided by the process writing approach (Graves, 1983), this collaborative step provides structured support for students, who progressively move towards independent mastery of academic writing conventions. By presenting and discussing their work in a semi-formal setting simulating a poster conference experience, students receive feedback from their classmates and instructor in a natural, non-judgmental way. This classroom activity leverages the collaborative and reflective dimensions of learning to reduce writing anxiety and enhance students’ ability to engage with disciplinary expectations. The chapter includes a step-by-step guide to preparing and implementing this activity as part of a foundational academic skills course, supplemented by past student feedback and an analysis of how poster conferences can address common challenges in teaching advanced academic writing in an EFL environment.
About the Contributor
Anna Loseva is a Lecturer and Unit Coordinator at WSU Vietnam. Anna has taught English and academic skills for university students in Russia, Japan, and Vietnam since 2010. A passionate educator and writer, she has presented at conferences worldwide and served as a regular contributor and editor of iTDi Blog.
Citation
Loseva, A. (2026). Poster conferences in a university classroom: A collaborative approach to scaffolding the writing of complex academic texts. In A. E. Dawes & K. Jurns (Eds.), Cultivating confidence in L2 writing: Communicative and peer review practices. Candlin & Mynard. https://doi.org/10.47908/44/8
This chapter explores the use of a poster conference as a scaffold for developing complex academic writing among university students. Within a course guided by the process writing approach (Graves, 1983), this collaborative step provides structured support for students, who progressively move towards independent mastery of academic writing conventions. By presenting and discussing their work in a semi-formal setting simulating a poster conference experience, students receive feedback from their classmates and instructor in a natural, non-judgmental way. This classroom activity leverages the collaborative and reflective dimensions of learning to reduce writing anxiety and enhance students’ ability to engage with disciplinary expectations. The chapter includes a step-by-step guide to preparing and implementing this activity as part of a foundational academic skills course, supplemented by past student feedback and an analysis of how poster conferences can address common challenges in teaching advanced academic writing in an EFL environment.
About the Contributor
Anna Loseva is a Lecturer and Unit Coordinator at WSU Vietnam. Anna has taught English and academic skills for university students in Russia, Japan, and Vietnam since 2010. A passionate educator and writer, she has presented at conferences worldwide and served as a regular contributor and editor of iTDi Blog.
Citation
Loseva, A. (2026). Poster conferences in a university classroom: A collaborative approach to scaffolding the writing of complex academic texts. In A. E. Dawes & K. Jurns (Eds.), Cultivating confidence in L2 writing: Communicative and peer review practices. Candlin & Mynard. https://doi.org/10.47908/44/8
Information About the Book
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Title: Cultivating Confidence in L2 Writing: Communicative and Peer Review Practices
Editors: Edited by Ashton E. Dawes and Kathryn Jurns Publication date: May 2026 Read more... |