Academic Style Research Articles

English academic writing for academic purposes and beyond: the experiences of undergraduate students in Hong Kong

ABSTRACT Drawing on an academic literacies approach to understand writing as a social practice, this paper explores the experiences of how undergraduate students make sense of and engage with English academic writing conventions in relation to their writing purposes. We traced the writing process of 12 undergraduate students in Hong Kong over the course of two semesters and invited them to talk over their texts at three different stages of their writing process. Our findings reveal the existence of a language-content dichotomy in which language courses tend to value English standardisation and academic style conventions while subject courses value argumentation in the assignments. A majority of students accommodated writing conventions for the achievement of good grades. This form of purpose, however, limits student agency. Designing academic assignments without the acknowledgment of wider non-academic relevance to students’ lives only reinforces a performance-oriented culture and alienates students from agentive learning. We suggest a pedagogical space for academic writing that can extend beyond academic conventions, allowing students to reflect on its social relevance. Creating a space for this exploration would foster an inclusive and empowering learning environment that facilitates student agency in academic language development and meaningful engagement with real-life issues.

A footnote on) the places of knowing the holy Quran and explaining its truth( by Mala Salh Gozapany from verse 148 of the surah to verse 160 of Surat An-Nisa.

This study explores the life of a great scholar among the scholars of Islamic world. This distinguished scholar، who has spent nearly sixty years in serving knowledge and science، has written many valuable books. Consequently، his writings have offered a great service to the Islamic library and many great scholars were learned and educated on his hands. In this research an intensive investigation has been made on those footnotes that this scholar has written on a number of the holy Quran verses، in the interpretation “the places of knowing the holy Quran and explaining its truth” that was written by Abdulla Ibn-Ahmed Al-Nafasy. It is considered as one of the valuable books. It has an accurate academic style and only a group of exceptional scholars can understand it، for understanding the terms and concepts they are in need of these footnotes that “Gozapanky” Scholar has written. The study resolves these footnotes which mostly have been taken from sources، footnotes and reliable enlightenments for explaining “the places of knowing the holy Quran and explaining its truth”. Accordingly، it was done by rewriting the text as the writer wanted to be، then confirming the academic material from various aspects of the reliable sources، and simplifying these footnotes for readers and researchers، as a service and an easier way of taking benefit from it. The research explains the unknown aspects of the author’s life and unobvious places of the footnotes. It also referred the derived quotes to their owners as it is required in a scientific research. This paper comes up with a number of results which in general benefit all the researchers of the Kurdish scholar lives and their efforts and this great scholar in particular، including: “Mala Salh Gozapany” has been an educator، a Daii، a teacher and a Mufti، too ،The footnotes involve quoting، collecting، making concise that solve the difficult and the vague terms،The author، in his footnotes، has combined the interpretation of the Prophet companions and his interpretation These footnotes mention those distinguished signs that are taken from the holy Quran and the interpretation of “the places of knowing the holy Quran and explaining its truth”.

Exploring EFL Teachers’ Teaching Styles at a Junior Secondary School

The study aimed to find out the teachers’ teaching styles applied at SMP Telkom Makassar, students’ perceptions, and the teachers’ obstacles faced during teaching. This study was categorized as qualitative research, and the data was collected through observation, TSI questionnaire, and interview. There were six participants in this study, consisting of three teachers, and three students. The findings of this research showed that: (1) Teachers respectively applied various teaching styles in teaching English in the classroom and no one teacher applied only one style in teaching, they applied as a facilitator, delegator, formal authority, personal, expert, academic style, audiolingual, communicative style, and task-based learning style. The dominant teaching styles applied by the participants are facilitator and delegator styles. (2) The students’ perceptions, they feel comfortable learning English with their teachers because their teachers applied various styles to teach not only focusing on the book, but their teachers providing the material using interesting PPT, audio-video conversation, ice-breaking, and games to make their class fun. Another activity that the students enjoyed learning English like discussion with pairs or groups and the atmosphere that is built by the teachers such as interaction with other students, never judging, and yelling at students when they make a mistake. (3) The obstacle that the participants faced during teaching they were exhausted from teaching in large classes that consisted of many students with different characteristics and abilities. Sometimes, they are confused about the method or strategy, and media that are suitable for their students that can increase their ability in English.

The Status Quo and Countermeasures of College Students' Academic Style Construction

The academic style construction of college students is an important content of college education, which is of great significance for cultivating students' comprehensive quality and improving the quality of education. This paper analyses the problems in learning attitude, learning method, learning environment and learning habits through the investigation and research on the current situation of college students' academic style construction, and discusses the personal and environmental factors that affect college students' academic style construction. On this basis, countermeasures for the construction of college students' academic style are proposed, including measures at the school level and individual level. This study aims to provide targeted guidance and suggestions for the construction of college students' academic style, and to promote the comprehensive quality improvement of college students and the improvement of education quality.

The Effectiveness of Using an H5P Pathway to Enhance College Students' Academic Style in Writing

This study investigates the effectiveness of using an H5P pathway to enhance college students' academic style in writing. The study was conducted at XJTLU, a Sino-foreign university, where the language barriers of first-year students posed difficulties in their transition from informal language to the formal tone required in academic writing. Through a careful experimental design, participants were assigned to either an experimental or a control group, with the former engaging in a structured H5P pathway including five specific academic writing style rules based on learner needs analysis. The five rules are in aspects of word choice, sentence structure, transition, hedging and redundancy. The latter received lesson PPTs with the same content. This paper discusses the results of the study, which show that the application of the H5P pathway effectively assisted Year 1 students at XJTLU in narrowing the gap between the two writing styles. Preliminary analysis indicates a significant improvement in the experimental group's academic writing style specifically in aspects of using formal words and complex sentence structure. By comparison, other than word choice, there is no significant improvement in the control group. The findings of this study highlight the potential of H5P pathways as an effective tool for enhancing college students' academic writing style. Through interactive and tailored activities, students’ challenges at academic writing conventions could be addressed. This research provides implications for innovative pedagogical strategies that can promote students' academic development.

Polyphony

This special issue explores the concept of polyphony in writing art history, using it as a methodological lens to examine diverse voices, along with their intricate interactions and contradictions, archival practices, and the collective creation of knowledge. Ranging from dialogic and experimental approaches to academic styles in writing, the authors embrace a spectrum of narratives in their writing to challenge canonical art history. Exploration of themes such as otherness, cross-cultural encounters, and relational aesthetics are also central, enriching the discourse with varied perspectives. Relational approaches to art history writing exemplify efforts in some of the articles to transcend conventional academic boundaries, offering writing nearby artistic practices and merging written with oral narratives. The issue also examines the role of archives, reflecting on racial and gender-based power dynamics and the concepts of living archive and archival rewriting. Several articles explore the implications of this approach, highlighting the need for a multi-dimensional narrative that acknowledges the complexities of the interactions between local and global discourses, transnational, transcultural, and diasporic identities. In summary, this special issue invites the reader to reconsider the traditional frameworks of art history and to embrace a more inclusive, resonant, and interconnected understanding of the field.

The lost shape of words: reading the post-literate condition in Ali Smith’s Like (1997)

ABSTRACT This article explores the representation of ‘post-literacy’ in Ali Smith’s debut novel Like (1997). The protagonist Amy Shone – once a fellow in English an unnamed Cambridge college who wielded books and knowledge as ‘power tools’ over others – mysteriously loses the ability to read and to write. I argue that Smith uses her protagonist’s experience of post-literacy to critique the scholarly regimentation of reading in academic literary criticism. As the narrative charts the protagonist’s loss and eventual recovery of literacy, Smith uses puns and wordplay to disrupt academic reading habits, in the process re-enchanting modes of aesthetic appreciation and interpretive enquiry through the inquisitive eyes of Amy’s seven-year-old daughter. This article uses Like, and its framing of post-literacy, to intervene in emergent discourses on the postcritical. It asks: how does academic criticism, including postcriticism, entrench ideas of written literacy as superior? How does Like challenge this? What are the epistemological possibilities of post-literacy (as a state of being, mode of reading, way of knowing), as they emerge in Like through Amy’s journey? How might they challenge, serve, or disrupt academic styles of reading – that is, the kinds of reading taught in the university classroom or valorised in contemporary literary studies?

ВИКОРИСТАННЯ В ОСВІТНЬОМУ ПРОЦЕСІ ТЕХНОЛОГІЙДИСТАНЦІЙНОГО НАВЧАННЯ

The integration of Ukraine into the European educational space involves strengthening the requirements for the quality of professional training of future specialists. The main task is to create all the conditions for learning, personal and professional development of students, to ensure the effective formation of their professional competence, regardless of the modern challenges and dangers faced by society in the 21st century. Currently, higher education institutions have a dilemma: are they able to move away from the traditional academic style of teaching to innovations, to focus not on knowledge and skills, but to ensure the process of forming the competence of the future specialist. Considering the circumstances, digital technologies are becoming more and more widespread, and in scientific publications there is a debate about the effectiveness of their use in the educational process of higher education. The integration of digital technologies in higher education creates new opportunities for both students and teachers, making learning more interesting, dynamic, visual, etc. The advantages and features of the use of remote technologies to improve the quality of professional training of future specialists in the conditions of a mixed form of organization of the educational process in institutions of higher education, which creates new conditions of learning and cooperation for all participants of the educational process, are considered. The most promising technologies of distance learning are characterized, which have important advantages, taking into account the peculiarities of the professional training of future specialists in the conditions of mixed learning in institutions of higher education. Such technologies include: gamification of the process of professional training of future specialists, quest technologies, cloud-based learning technologies, intelligent information systems in education, mobile learning technologies, immersive technologies. Currently, in the conditions of modern existence and development of society, innovative technologies are offered to higher education seekers, which gradually replace traditional methods of learning and ensure flexibility and quality of the educational process. We see the prospects for further research in the improvement of the educational process by determining the optimal ratio of classroom and remote components in the conditions of a mixed form of education in the process of developing the professional competence of future specialists and developing appropriate educational and methodological support.

Research on the Innovation and Implementation of Interactive Teaching Content of Civic and Political Education in Colleges and Universities under the Digital Transformation of the Academic Style Building

Abstract The construction of ideological and political education and the construction of academic style are complementary to each other and jointly committed to the good development of education and teaching in colleges and universities. This paper starts from the relationship between the two, discusses the interaction between ideological and political education and the construction of academic style in colleges and universities, and draws out the methodological path of ideological and political education in colleges and universities to lead the construction of academic style. It proposes interactive teaching methods to strengthen the construction of ideological and political education by utilizing the interactive teaching process between teachers and students. It points out that the digital video coding technology (H.265/HEVC intra-frame coding technology and H.265/HEVC rate-distortion optimization technology) and the video encryption mechanism based on H.265/HEVC optimize the processing of interactive video to enhance the interactive performance of ideological and political academic style. By comparing the coding performance of H.264 and H.265, as well as the PNSR and SSIM evaluation indices, the rationality of the proposed digital video coding and encryption technology is verified. A survey on the academic style construction of different majors and grades, as well as an analysis of the attitude of Civics academic style construction, is conducted in the sample schools to find out what can be optimized in the academic style construction of Civics education in colleges and universities. In all five schools, 4.76% of students believe that the academic culture situation is not conducive to the current learning culture. However, 58.96% and 14.46% of the groups think that learning is something that has to be done and something that is not interesting, indicating that there is still a lack of interest in the teaching interaction of Civics and Political Science style, and schools should make full use of digital technology to attract students to carry out teaching interaction.

Research on the Coupling of College Academic Style Construction and Great Ideological Politics under the Guidance of the Concept of Three-Whole Parenting

Abstract The construction of academic style is the central link in implementing the fundamental task of cultivating moral integrity in colleges and universities, and it is also a meaningful way and carrier for realizing the all-embracing, all-encompassing and all-encompassing cultivation of human beings. Based on the four-stage cycle theory of PDCA (Plan-Do-Check-Act), the article constructs a comprehensive evaluation system focusing on the construction of academic style and the evaluation system of the quality of the significant ideological and political cultivation with the goal of value shaping. In the study, the method of variance maximization is adopted to determine the weights of evaluation indexes, and a genetic algorithm is introduced to optimize these weights to solve the optimal linear programming problem of variance maximization. The study establishes a fuzzy comprehensive evaluation and coupled coordination model through this method. Taking University S as an example, the article conducted a comprehensive review of the quality of the academic style construction and the quality of the significant ideological and political education. It used the comprehensive development index to analyze the level of the coupled and coordinated development of the two. The results show that in the construction of academic style, the weight value of students’ learning behavior is 0.2565, while in the evaluation system of the quality of considerable ideological and political education, the weight value of teaching effect is 0.2564. These two fields’ coupling coordination levels increased 1.33 times from 2010 to 2019. This indicates that the higher the level of coupled and coordinated development of college academic style construction and more excellent ideological and political education, the more helpful it is for colleges and universities to realize the goal of cultivating moral character. The study in this paper provides a practical evaluation and optimization framework to promote the comprehensive improvement of the quality of college academic style construction and considerable ideological and political education, and then better achieve the educational goal of establishing morality and educating people.

Exploring Student’s Perception and Experiences of Challenges in Academic Writing: A Qualitative Study

Academic writing is a critical skill for nursing students, essential for effective communication, critical thinking, and evidence-based practice in healthcare settings. With advancements in healthcare technology and the increasing emphasis on evidence-based practice, nursing students must develop strong academic writing skills to navigate the complexities of healthcare documentation and contribute to the evolving body of nursing knowledge. However, little is known about the specific challenges faced by nursing students in this domain. Through semi-structured interviews and thematic analysis, this study investigates the multifaceted nature of challenges encountered by nursing students in academic writing. Methodology: A qualitative study design is used at College of Nursing AFPGMI using purposive sampling; a sample of five MSN students was collected. Thematic analysis was done to get results. Results: Findings reveal several key themes that highlight the complexities of nursing students’ experiences. Language proficiency emerges as a significant challenge, with students struggling to master grammar, syntax, and academic vocabulary. Integration of evidence-based practices into writing presents difficulties, including identifying, evaluating, and synthesizing research findings. Time management and workload pressures compound these challenges, as students balance academic assignments with clinical placements and other responsibilities. Conclusion: Language proficiency surfaced as a significant challenge, with students grappling with grammar, vocabulary, and academic style. Integrating evidence-based practices into writing posed difficulties, highlighting the need for enhanced research skills and critical thinking. Time management and workload pressures compounded these challenges, underscoring the importance of effective planning and prioritization.

Optimization and Integration of Student Work Management Mechanism in Colleges and Universities Based on Deep Neural Networks

Abstract Under the new situation, student management work in colleges and universities must keep pace with the development of information technology, take the initiative to comply with the laws of the new era, innovate work concepts, revolutionize work methods, and make full use of the new era technology to improve the level of management services. After integrating and optimizing the management mechanism of student work in colleges and universities, the study establishes a deep neural network-based student management work effect assessment model in colleges and universities using cluster analysis and convolutional neural network and takes 20 colleges and universities in city A as examples to conduct empirical analysis. The results show that the fit of the CNN neural network model is relatively good, and the total R value is 0.99634, R 2 = 0.98324, R 2 is greater than 0.75. The student work management mechanism has been optimized and integrated by 13 colleges and universities, and their scores are all above 80 points. Among them, there are 5 colleges and universities whose evaluation results exceed 90 points. The construction of their student management cadres, the construction of student self-government capacity, the construction of school spirit and academic style, the work of campus security and stability, and the campus cultural activities have achieved better optimization results.

Gray correlation analysis of the big ideology and politics course and academic style construction in colleges and universities oriented to the three-whole-parenting approach

Abstract Academic style, as the core of college culture, has a decisive impact on the development of schools. This paper adopts the gray correlation algorithm and introduces the sequence of dynamic discrimination coefficients to improve the flexibility and accuracy of the analysis. Through the improved gray correlation method, 11 factors affecting the construction of academic style in colleges and universities are studied. The results showed that teachers’ professionalism and teaching methods (15.23), individual students (11.34), social environment (9.51) and teachers’ teaching and management level (7.21) were the main influencing factors. This study provides data support for educational administrators and schools to formulate relevant strategies to promote the construction of excellent school spirit.

Arhitektura palate Popović Tonkić u Leskovcu

The economic and social development of Leskovac was accompanied by intensive construction activity. The urban environment was enriched by the construction of private residential buildings, whose owners were distinguished members of the bourgeois class. The palace of industrialist Milan Popović Tonkić occupies a prominent place in the architectural heritage of Leskovac. It was built in 1937 as a monumental corner building for residential and commercial purposes. It was designed by architect Miša Manojlović, who had a private design office in Belgrade with his colleague Isak Azriel. His independent authorship is evidenced by a marble tile placed on the corner part, under the window of the former tavern. Since historical styles were preferred in the circles of clients due to the expression of social position, the author applied an academic style tempered by a personal reinterpretation of experimentation with form. Following the contemporary practice of designing residential architecture, he paid equal attention to the interior of the building, applying high-quality decorative treatment and functional disposition of the Belgrade apartment. After more then a decade since the last historiographic contributions on the history and visual identity of the building, the main goal of this research is to contextualize the Popović Tonkić palace in Leskovac with phenomenological and stylistic aspects of interwar residential architecture.

Two-faced Janus of early French romanticism: Pierre Simon Ballanche as an esthetician and writer

The subject of the study is the fundamental philosophical and aesthetic problems in the aesthetics of Pierre Simon Ballanche, who stood at the origins of French romanticism. Two layers of his creativity - explicit and implicit - have been identified and analyzed. It is shown that his ideas about the art of romanticism are verbalized in a strict academic style. The implicit layer, is associated with Ballanche’s artistic prose. It includes philosophical and aesthetic poems, testifying the originality of his aesthetic position. Unlike most French romantics, who distance themselves from ancient culture as pagan in favor of Christianity and medieval art, Ballanche, in his talented paraphrases of mythological stories, romanticizes Antiquity, finding in it the beginnings of future Christian ideas of sublime love, mercy, sacrifice, beauty and goodness. The main conclusion of the study is the conclusion that art, according to Ballanche, plays a leading civilizational role in the cosmogonic-historical process. The core of Ballanche's implicit philosophical aesthetics is revealed - the original concept of palingenesis, interpreted by the author as a radical degeneration of the world for the sake of its future revival; it is precisely this stage of cultural and historical development that, in his opinion, marks romanticism. The author's special contribution lies in introducing into domestic scientific circulation, translated into Russian for the first time and analyzed the philosophical and aesthetic poems “Antigone”, “The Man with No Name”, “The Experience of Social Palingenesis. Orpheus".

Content aspects of translation training programmes at chinese universities

The paper deals with the problem of training translators in higher education institutions of the People's Republic of China. Translation training programmes are offered by polytechnic, educational and language universities. It is stated that in China, translation training at the master's level is provided not only at language universities, but also at universities of applied sciences. The system of requirements for the content of bachelor's and master's programmes is considered. It is established that the training of translators at the bachelor's level consists of two stages: the basic and the professional training stage. Translation training programmes have the same structure at both stages, but differ in the content of the structural components, which are: theory, translation, interpreting, translator's tools, cultural literacy. The main competences required for obtaining a master's degree in translation are highlighted: language competence, translation competence, intercultural communication competence, competence in acquiring encyclopaedic knowledge, and teamwork competence. The basic stage focuses on fostering students' good academic style and correct teaching methods and on building basic bilingual skills. At the vocational stage, the focus is on developing students' practical interpretation and translation skills. As a result of professional translation training, a translation specialist should be able to translate texts of various genres, using translation principles and techniques professionally; be able to translate texts in various fields, such as politics, economics, automotive, business, medicine, into Chinese, and be able to translate texts in related fields into foreign languages. It has been determined that in order to better meet the current needs of society for qualified translators, universities create professional courses on a scientific basis. Such courses include, in particular, technical translation, translator's tools, and cultural studies.

Writing with “Academic Style”: Theoretical considerations and preliminary findings on the new frontiers of EAP

Research in English for Academic Purposes (EAP) has increased in terms of teaching and learning forms, methods and materials over the past decades. The globalisation of knowledge sharing and communication within the academic community, and the inclusion of marginalised higher education and research institutions have resulted in an ongoing evolution of many EAP-related terms. Nevertheless, underexplored areas of EAP research and practice remain, including that of “academic style”, a necessary integration of EAP and academic writing teaching and practice. The study presents a pilot study consisting in the detailed qualitative analysis of a collection of abstracts from a PhD seminar on academic style (self)proofreading. By employing a methodological framework combining stylistics, error analysis, and the categorisation of specific “areas of interest”, the pilot study highlights relevant stylistic errors in academic writing and draws conclusions on the requirements and implications of introducing academic style to EAP.

도광․함풍 연간에 조선 사신들이 만났던 청나라 문인들 -『한객시존』의 자료를 중심으로-

Dao Guang(道光, 1821～1850) and Xian Feng(咸豐, 1851～1861) Period of the Qing Dynasty was a time when they faced internal and external conditions. During this period, evidential learning still held a leading position in the Qing Dynasty, but some writers began with a sense of crisis and promoted a useful learning for running a country, which drew support from the court and a favorable response from literature. On the other hand, Song School of Poetry had the greatest influence in literature at the time, and Song School of Poetry’s influence grew even greater with the addition of Tongchengpai writers with similar poetic tendencies.
 In this paper, the connections, exchanges, and tendencies of Qing writers who directly interacted with Joseon envoys during this period were examined based on changes in the Qing Dynasty’s academic style and literature. It is noteworthy that many of the writers who exchanged with Joseon envoys during this period were from Jinsa, so they had a high level of literature. In addition, it is presumed that many writers had a Suffering consciousness of friendship as they directly or indirectly participated in the Opium War or Taiping Heavenly Kingdom War.
 In terms of literary trends, it can be divided into Song School of Poetry and Tongchengpai , and in this paper, Zhang mu (1805-1849), who was a historian and had a very close relationship with the key figures of Song Si-pa, examined his academic trends, characteristics of poetry, and exchanges with Koreans. As for the Tongchengpai faction, the characteristics of poetry creation and friendship with Joseon writers were examined, focusing on the Zhu qi (朱琦, 1801～1861). Their academic trends and poetry style are thought to have had a certain influence on Joseon’s writers.

Implementing and scaling authentic assessment through a pedagogical technology partnership

Authentic assessment has been identified as an effective strategy to transform assessment, with a focus on measuring students’ success in skill-relevant and real-life situations (Wiggins, 1998). However, effectively implementing activities that can help foster authentic assessment, such as peer feedback, group work, or team-based learning, especially in online and hybrid courses and large cohorts, is a consistent challenge. (Shank, 2009) To combat this challenge, the higher education institution Deakin University partnered with the pedagogical technology company FeedbackFruits, with the initial focus on developing a solution aimed at optimising group work. Due to the positive impact of the partnership, the two organisations continued their collaboration and worked together on implementing faculty-wide authentic assessment strategies with pedagogical technology, across a wide range of course sizes and modalities. The first collaborative project was meant to build on FeedbackFruits’s two solutions, Peer Review, for streamlining peer feedback, and Group Member Evaluation, enabling group member evaluation. Deakin University signalled the need for a pedagogical feature that would ensure fairness in group work. The two organisations developed the Group Contribution Grading feature that based the students’ grades on the contribution of each individual to the group deliverable and allowed the instructor to later manually adjust the grade. With increased visibility for teachers and between students on their performance and contribution to group work, students had more opportunities for autonomy and self-regulation. The results of the initial collaboration encouraged Deakin University to continue collaborating with FeedbackFruits on a wider scope. Since FeedbackFruits’s pedagogical technology included multiple tools that supported a wide range of learning approaches, the new project introduced the possibility to link different elements of different assignment types to customise the setup flow of assignments. As a result, educators could create complete, diversified activities more quickly and easily, as well as access the combined analytics in one place. Following the success of the past projects, the two organisations, together with several other higher education institutions, developed an AI-powered tool, Automated Feedback, that provided instant formative feedback to students on “lower-level” academic writing concerns, such as citation, academic style, grammar, and structure, freeing up time for the instructors to provide personalised feedback on “higher-order” concerns such as comprehension and critical argumentation of concepts. The most recent collaborative project involved leveraging the team-based learning (TBL) framework to provide additional learning experiences in established authentic assessment, with plans to scale up across STEM faculty. Following the principles for defining and measuring authentic assessment (Schultz et al., 2021), the institution used the team-based learning Tool 4 to conduct intra-group evaluation after authentic group projects. The collaboration between Deakin University and FeedbackFruits resulted in a robust ecosystem of co-developed authentic assessment technology that has prioritised the lived experience of educators and continuous improvement. Combining the expertise of higher education practitioners and pedagogical technology developers enabled a highly engaging, innovative learning experience for all students.

The Reception of the Modern Historiographic Footnote in Twentieth Century China

Abstract In the first half of the twentieth century, it took a long time for modern historiographic footnotes to be accepted as a standard practice of Chinese historiography in professionalization. Although the word “footnote” as a foreign loanword entered Japanese and Chinese dictionaries as early as the first decade of the twentieth century, in the 1920s and 1930s, most historical journals did not adopt footnotes as a typical style requirement. In 1928, when Academia Sinica started publishing its flagship history journal, Bulletin of the Institute of History and Philology, footnote style was not required. However, some linguists and archaeologists published their papers in this journal with modern footnotes. Gradually, this practice was also accepted by historians. Though many scholars published their works with footnotes in the West, once they returned to Japan, the vertically printed publications pushed them back to the Japanese tradition of no footnotes. However, since the 1930s, footnotes have been accepted more widely. In the 1950s, with the publication of state-sponsored history journals, the modern academic style with footnotes was gradually established. Marxist historians played a vital role in accepting and implementing footnotes by citing classical Marxist works in a standard format to guarantee quotation accuracy.