A case study of the popularization discourse in first-year undergraduate students serves as the baseline assessment in writing research

Abstract

In popularisation discourse, the concepts taken from academic discourse are reinvented within a new situation and translated into information that an audience can comprehend, constituted mostly of individuals who are not specialists. This is done to make the concepts understandable to an audience not constituted of professionals. There has not been much attention placed on the research issue of training in popularisation discourse since it is still in the process of increasing. There is an issue with the research being done right now in scientific communication because pretests and baseline assessments are not implemented in educational interventions nearly enough. As a result of this defect in the approach, there is an absence of supporting data comments regarding pupils' progress, and there is also a knowledge gap regarding the popularisation abilities that are thought to be vital. Both of these difficulties might have the same underlying source, which is the approach that's being employed. We bring the problem into the sphere of research on writing by undertaking a baseline evaluation of the pre-training popularisation skills of first-year undergraduate students. The research focuses, more particularly, on the process of writing. Before official schooling, pupils undergo aptitude testing to understand their current skill level. The assessment of scientific communication texts published at the undergraduate level uses a coding system commonly applied for the textual analysis of popularisation discourse. This is done to discover instances of distinct ways of popularisation that have been put into effect. The statistics imply that neither academic nor popular discourse has a clear knowledge of the genre. [Further citation is requested] The intellectual material has been distorted, the core structure of journalism has been gone, and the literary styles are either excessively academic or unduly popularised. Because of this, an educational programme that centres on popularisation ought to place a strong emphasis on the genre requirements of popularisation discourse, awareness of academic writing conventions, the genre shift that takes place when transitioning from academic writing to popular writing, the role of the student as a writer, and stylistic characteristics.