Academic Texts Research Articles

Toward an empirical understanding of formality: Triangulating corpus data with teacher perceptions

Academic writing is often referred to as “formal,” but the teaching and assessment of formality can be challenging as formality has been conceptualized in many ways. The goal of this study is to explore the elusive construct of formality in the context of academic writing, especially with regard to what formality means to academic writing instructors. We used instructors’ perceptions of formality (i) to identify relationships between the use of linguistic features in academic texts and perceptions of formality and (ii) to determine the extent to which the situational characteristics of texts (e.g., differences in audience, purpose, and discipline) are related to perceptions of formality. Specifically, we asked 72 academic writing instructors to rate the formality level of 60 short academic text excerpts on a five-point scale. The excerpts were sampled from two publication types (university textbooks, journal articles) in three disciplines (psychology, biology, history). Overall, the results indicate that perceptions of formality can be explained by both linguistic features and situational characteristics. As linguistic features and situational characteristics are intertwined, differences in perceptions of formality seem to be functionally motivated. Implications for the teaching of academic writing are discussed.

From notes to writing: three students in focus

Abstract Taking notes while listening not only aids comprehension and concentration in the moment but also creates an external storage repository of information for later use. As the number of students taking content courses in their L2 in English medium instruction contexts grows, L2 notetaking abilities are beginning to receive much-needed pedagogic and research attention. Students use their notes for a variety of post-listening activities, one of which is writing assignments. The present paper examines the relationship between notes taken by three L2 English students while listening to an academic English text, and writing tasks based on the notes taken. Quantitative and qualitative analysis of the written tasks are presented and discussed in light of note content, providing insights as to how notes are used to generate post-listening writing tasks. Pedagogic implications related to the note-writing task relationship stemming from the findings are presented.

JOB CREATION LAW: HEALTHY INVESTMENT CLIMATE OR INJURED CLIMATE COMMITMENT?

To overcome the problem of overlapping regulations and complexities of investment in Indonesia, on 5th October 2020, the Jokowi government passed Law Number 11 of 2020 concerning Job Creation (“Job Creation Law”), which is still a controversy to this day. This law has drawn broad criticism, particularly regarding the formal law-making and its problematic substances. Critics argue the legal drafting process is not in accordance with the characteristic of good law making aspired by the 1945 Constitution and Law Number 12 Year 2011 concerning the Establishment of Legislation (“Establishment of Legislation Law”). Noting that the academic text of this law does not address the importance of protecting forests and the environment, but only focuses on increasing economic development and investment. The public is faced with a dilemma of trust whether there is a trade between economic growth and environmental sustainability that is hidden by the government. The pro-deforestation articles in this law generate fundamental changes in the framework of protecting Indonesia's environment which it is feared could open the door to massive deforestation and have a global impact on violating Indonesia's climate commitment under Paris Agreement. Through this writing, the author questions the consistency of the Indonesian government in carrying out its climate commitments to prevent future deforestation. The authors will identify weakening instruments for environmental protection and forest management under the Job Creation Law as well as their impact to environmental protection efforts and Indonesia's future climate commitments. At the end of this study, the author found that due to weakening of forest and environmental protection instruments, Indonesia risks failing to meet its climate commitments targeted in the first Nationally Determined Contribution (NDC) to reduce deforestation to below 3.25 million hectares by 2030 or a maximum of 325,000 hectares / year during 2020 to 2030 either on their own or with international assistance.

Exploring teacher and student knowledge of sentence‐level language features

AbstractProficiency with sentence‐level features of language is essential for reading comprehension of academic texts, especially for early adolescents who face increasingly complex, discipline‐specific texts as they enter upper elementary and middle school. However, little research has been done to explore instruction in sentence‐level features. This qualitative case study explores how a sixth‐grade social studies teacher developed knowledge of sentence‐level features and implemented sentence‐level instruction through a professional learning inquiry, as well as how 3 sixth‐grade students responded to challenging sentences as a result of this instruction. Findings from thematic analyses of both teacher and student data sources indicate that increased metalinguistic awareness of sentence‐level features in the teacher participant was essential to effective, discipline‐specific instruction in sentence‐level features. Additionally, explicit instruction in sentence‐level features led to increased metalinguistic awareness in students, which supported their comprehension of challenging sentences.

Реализация концессивной конструкции zwar …, aber … в устной коммуникации врача и пациента

The aim of the study is to determine the communicative features of the adversative construction ‘(zwar) …, aber …’ (‘true …, but …’) when used in oral dialogues between oncologists and cancer patients. The scientific novelty lies, firstly, in presenting the ways of construction verbalisation in oral dialogues on specialised medical topics; secondly, in determining the communicative functions manifested in stressful doctor-patient communication when delivering and discussing a cancer diagnosis. The results of the study show that the similarity in the realisation of the construction in oral and written speech is mainly in the need to predict the speech situation: for the oncologist, this is a need to anticipate the patient’s questions, for the creator of an academic written text – the reader’s counterarguments. The main difference is seen in the purpose of using this construction. In doctor-patient communication, the construction is used to deliver bad news (in the first part of the construction, i.e. the ‘zwar’ part), as well as to describe the positive characteristics of a tumor (in the second part of the construction, i.e. the ‘aber’ part). In academic texts, the construction serves to oppose the author’s opinion to other points of view.

LEARNING BY DOING: THE BENEFITS OF ADOPTING AN ONLINE NEGOTIATION SUPPORT SYSTEM INTO AN ENGLISH FOR ACADEMIC PURPOSES COURSE

The paper reports on the benefits of imbedding an online negotiation support system (NSS) into the experiential learning framework of an English for Academic Purposes (EAP) course. Proponents of experiential learning projects in the second/foreign language classroom emphasize the benefits of learning by doing. To test the claim, the performances of students in two advanced level EAP courses at Carleton University, Ottawa, Canada, were compared. One course was developed with the principles of content-based (CBI) instruction, with input primarily from academic texts; the other course also used content-based instruction but was enhanced by an experiential learning project for which the online negotiation system was adopted. Participation in the project provided a novel learning experience for second language learners at Carleton, with counterparts from universities in three additional countries (Austria, Poland, and Taiwan) also participating. A statistical analysis of student grades showed that the students in the EAP course enhanced by the experiential learning project obtained significantly higher grades on the final assignment in comparison to the students in the “traditional” CBI course.The paper also demonstrates that this teaching and training system enhances learning by promoting learner autonomy, critical thinking, and academic language development. Relevant aspects of the experiential learning project led to enhanced learning outcomes, supporting the claim that learning by doing benefits language acquisition. The paper proposes a new experiential learning model, applicable to ESP/EAP instruction, i.e., the sustained-content experiential learning model which can be applied to any project that emphasizes learning through direct experience. The model depicts the importance of sequencing academic content tasks that build on each other allowing learners to accumulate knowledge and language and prepare them to engage in a meaningful, authentic communication. It also illustrates the importance of using reflection as an effective learning tool that helps develop critical thinking and analysis, skills necessary for academic success.

A Student-Faculty Collaboration for Authentic Teaching of the Effects of Discrimination on Brain Health (P5-2.002)

<h3>Objective:</h3> We describe the co-creation, implementation, and evaluation of a learning session from a pre-clerkship neurology course about the effects of social discrimination on the body’s stress response and development of empathetic communication skills for providers. <h3>Background:</h3> To provide compassionate and high-value healthcare, providers and medical students must recognize physiological and clinical manifestations of stress in response to social discrimination and have the tools to communicate with their patients in a culturally responsive manner. However, many medical educators may feel unprepared to teach these topics to students. <h3>Design/Methods:</h3> Second-year medical student (M2) leaders from diverse backgrounds and faculty developed together an hour-long flipped classroom teaching session for M1 students addressing discrimination-related manifestations of stress. Before class, M1 students read academic texts and viewed lecture videos created by M2 students and faculty. M1 student groups created their own clinical case examples of patients experiencing stress related to racism, heterosexism, and ableism. During class, M1 students used these cases to facilitate group discussions on how providers can utilize screening tools and patient-physician dialogue frameworks. After the session, a debriefing period was offered to address lasting concerns, reflections and offer additional resources. <h3>Results:</h3> A post-session survey found that 87% of students agreed that the session increased their overall understanding of the role of discrimination in the development of stress-related illnesses. 100% of students agreed with the statement that the session dealt with sensitive issues in a culturally responsive manner. Qualitative student responses indicated that the participation of M2 students was highly valued, and that the session was perceived as authentic and delivered in a respectful manner. <h3>Conclusions:</h3> Co-curriculum design with faculty and diverse student leaders offers a unique opportunity to teach challenging DEI topics that require authenticity and respect. Tips &amp; tricks for creating a similar session at your institution will be provided. <b>Disclosure:</b> Ms. Chachere has nothing to disclose. Miss Taylor has nothing to disclose. Mrs. Mills has nothing to disclose. Miss Wilson has nothing to disclose. LeChauncy Woodard has nothing to disclose. Prof. Thesen has nothing to disclose.

Functional stylistics and vertical context

Compared to the philological disciplines of general systematic nature functional stylistics and the studies of vertical context are relatively young and underdeveloped: the definitions of the disciplines in question are there, but the details have either not been investigated or have not been universally agreed upon. The aim of the present paper is to reveal the relevant points concerning functional stylistics and the investigations of vertical context as such and to study these two phenomena in their interrelation. Our analysis has shown that in the more neutral varieties of different functional styles vertical context elements are used sparingly realizing the communicative function of language. The conceptually condensed specialized (academic and official) texts contain a greater amount of these elements fulfilling the intellective function and being directly relevant to developing the main idea of the text; taken together these elements form a consistent global thematic whole. In highly expressive journalistic texts the amount of vertical context elements is equally considerable, but their function is different: instead of developing the main idea they serve as mere intensifiers and their connection with each other is thematically loose and very general or simply non-existent, for they either develop the opposition of good and bad or refer to facts unrelated to each other, thus flaunting the authors sophistication only; vertical context elements here fulfill the aesthetic function of language or strive to render specialized and emotional kinds of content simultaneously. In imaginative writing apart from allusions and quotations, which one may come across in any text, special attention should be given to symbolic texts where one is likely to find vertical context elements aplenty, they perform mainly the aesthetic function of language, and deciphering them proves to be a gratifying undertaking adding significantly to the adequate interpretation of the material under study.

Exploring Reading Strategies Used by Students Based on Metacognitive Awareness

The crucial impact of knowing about learners reading strategies to acquire a second language has been widely accepted. Therefore, this paper reports a study investigating university students' awareness of their reading strategies when they read English academic texts. As many as 39 first-year university students took part as the research subject, and they answered a 30-item questionnaire on reading strategies. A four-point Likert Scale questionnaire named SORS (Survey of Reading Strategies) was deployed to collect the data concerning the use of reading strategies. The results indicated that among the three reading strategies, the students tended to use Problem-solving strategies more, followed by the Global Reading Strategies and Support Reading Strategies. Finally, the idea of metacognitive that undergoes before, during, and after reading activities must be equipped by the teachers to fulfil the scarcity in those stages of reading. The findings showed that the mean score of each category varied among the three, and these were discussed considering the reading strategy knowledge base as well as the theoretical and practical implications.

Children as Participants in the Liberation Struggle: Lydia Shaketange’s Walking the Boeing 707 (2008) and Ellen Namhila’s The Price of Freedom (1997)

This paper explores how two Namibian female-authored autobiographical texts represent children as active participants in the liberation struggle. It interrogates whether children are portrayed as agents in the liberation struggle or simply objects of pity and victims in the exilic environment. The findings in this study reveal that during the liberation struggle, children were active agents and subjects. As such, the study debunks the portrayal of children as passive victims of the exilic environment, as often portrayed in some literary and academic texts. Although, to some extent, they suffer victimisation and the brutality of the struggle, the child characters in the autobiographies have proven agency by taking part in activities that enable the country to attain independence, for instance, the maintenance of the camps, working as teachers and material developers, and as nurses. It has further been revealed that children are intelligent and perseverant beings. Implicitly, they are portrayed as compassionate, assertive, full of endurance, as well as “s/heroes.” Therefore, the study re-versions the representation of children simply as weak, passive, and objects and victims of life’s historical events. The paper also argues that issues of child subjectivity in the struggle are rarely foregrounded in Namibian literary studies; hence this study has proven to be a platform to interrogate the conventional objectification of child characters in the autobiographical works of Shaketange and Namhila.

HF01-04 THE VIRGINIA STERILIZATION ACT: A CATALYST FOR AMERICAN EUGENICS

You have accessJournal of UrologyCME1 Apr 2023HF01-04 THE VIRGINIA STERILIZATION ACT: A CATALYST FOR AMERICAN EUGENICS Davis Moore, Theodore Cisu, and Adam Klausner Davis MooreDavis Moore More articles by this author , Theodore CisuTheodore Cisu More articles by this author , and Adam KlausnerAdam Klausner More articles by this author View All Author Informationhttps://doi.org/10.1097/JU.0000000000003243.04AboutPDF ToolsAdd to favoritesDownload CitationsTrack CitationsPermissionsReprints ShareFacebookLinked InTwitterEmail Abstract INTRODUCTION AND OBJECTIVE: The origins of the American eugenics movement are rooted in the Virginia Eugenical Sterilization Act of 1924. This set a historic precedent that led to the Supreme Court ruling in Buck v. Bell (1927), which legitimized sterilization to prevent the birth of more “defective” individuals. More than 3,000 men underwent forced sterilization via vasectomy in Virginia alone. METHODS: A review of historical and medical literature was undertaken, as well as analysis of academic texts on American sterilization and eugenics. RESULTS: In the early 20th century, an increasing number of physicians promoted forced sterilization of “feebleminded” men and women to prevent the propagation of undesirable character traits in American society. One notable early proponent of eugenics was Harvey E. Jordan, dean of the School of Medicine at the University of Virginia and president of the American Genetic Association. The movement gained support from other prominent physicians including acclaimed urologist and birth control advocate William J. Robinson who wrote the early seminal books on contraception, including Eugenics, Marriage, and Birth Control in 1917. Although the first eugenic sterilization law was passed in Indiana in 1907, it was not until the Virginia Sterilization Act of 1924 that the practice of eugenic sterilization was codified as a legitimate medical practice. In its historic Buck v. Bell decision of 1927, the Supreme Court ruled that forced sterilization did not violate the 14th Amendment. The case centered around Carrie Buck in Charlottesville, VA who was deemed “defective” and “feebleminded” after being raped by the nephew of her foster parents. She was institutionalized after giving birth, and later sterilized in October 1927 as a result of the Supreme Court decision. Over the next four decades, the rate of eugenic sterilization soared nationwide. Estimates of the number of men and women undergoing forced vasectomies and salpingectomies in Virginia range from 7,300 to 8,300 between 1924 and 1979, with historical estimates of more than 60,000 sterilizations across the US. The American eugenics movement has been credited with lending inspiration to Adolf Hitler and the architects of the Holocaust. CONCLUSIONS: Virginia remained the last state to practice eugenic sterilization, repealing the statute in 1974. More than 3,000 forced vasectomies were performed in the state, and tens of thousands others across the country. The now infamous Buck v. Bell decision has yet to be overturned. Virginia Gov. Mark Warner issued a formal apology in 2002 for Virginia’s embrace of eugenics for more than five decades. Source of Funding: N/A © 2023 by American Urological Association Education and Research, Inc.FiguresReferencesRelatedDetails Volume 209Issue Supplement 4April 2023Page: e257 Advertisement Copyright & Permissions© 2023 by American Urological Association Education and Research, Inc.MetricsAuthor Information Davis Moore More articles by this author Theodore Cisu More articles by this author Adam Klausner More articles by this author Expand All Advertisement PDF downloadLoading ...

Effectiveness of cooperative grouping in developing reading skills of university level EFL learners

Background. Collaborative Strategic Reading (CSR) is an instructional method in which students work together in a cooperative framework, jointly construct a model of text and come to its potential meaning through discussions.&#x0D; Purpose. A quasi-experimental pretest-posttest non-equivalent control group research design was used to examine the effects of cooperative grouping within the framework of CSR, with the aim of determining whether cooperative grouping is effective in developing EFL students’ reading skills.&#x0D; Method. The response variables included the students’ scores on questions testing Vocabulary, Factual Information, Prose Summary, Sentence Simplification, Reference Question and Insert text, whereas the explanatory variable was group membership (+/- cooperative), measured across three testing times (the beginning, middle and the end of the experimental intervention).&#x0D; Results. The results indicate that the students exposed to CSR within cooperative groups significantly developed those reading skills which focus on the comprehension of global information – prose summary, insert text and reference question. A possible explanation is that, in order to answer these questions, readers must approach the text in a holistic manner and focus on its main ideas, which seems to be facilitated by discussions in heterogeneous teams and negotiations of meaning resulting from those discussions.&#x0D; Conclusion. The main pedagogical implication of the results concerns the need for introducing cooperative grouping as an alternative to a typical university-level foreign language classroom, allowing teachers to organize an effective, interactive context for reading academic texts in English.

ЖИТТЄПИС СЕМЕНА ЖУКА: PUBLIC HISTORY

The article analyzes the role of public discourse regarding the promotion of the name of Semen Zhuk. This will help to find out, firstly, how the use of Public History will contribute to the popularization of its activities. Secondly, what influence does public history have on society, using the example of spreading information about Semen Zhuk. In particular, through online communications, museum exhibitions, public lectures for a wide audience. Thirdly, S. Zhuk was destroyed by the Bolsheviks, like thousands of modern Ukrainians, and his name was forgotten for a long time. We should popularize our past with the tools of public history. The author set herself the goal of reconstructing the biography of Semen Zhuk by constructing the communication of the actor with modern society using the means of Public History. Research methods: generalizing, interactive, empirical, system-structural. As part of Public History, Semyon Zhuk's biography appears in a different format and is intended for public perception. Because academic texts published in scientific journals, conference proceedings, and monographs are read by professional historians or interested persons. Thus, understanding Semyon Zhuk's biography in the public space with the involvement of professional historians and representatives from outside academic history is an important step for popularizing his name. Historical science should focus more on the demands of society.

Lists for Many Occasions in Qualitative Research Writing

This article proposes many ways qualitative scholars can use the list as a writing form when composing their academic texts. Given that so many people already write lists in daily life, the list as a form contains a democratic quality unmatched by many other forms of experimental research writing, which are more often garnered from other disciplinary contexts or elevated writing practices. Embracing the simplicity of form and complexity of interpretation that the list offers, the author describes different styles of lists—such as the to-do and the catalog—particularly emphasizing how they may serve qualitative researchers in their writing process or textual expression. In addition, the author analyzes existing lists written by children, poets, and researchers in the context of qualitative inquiry. Each section is accompanied by prompts and pedagogical advice for researchers wishing to practicing composing lists.

Managing the Rules of Natural Justice amongst Teachers in Melaka

Everyone should know the law. Irrespective of your background, the law presumes that you should know the law. This is incompatible with the maxim “Ignorance of Law is No Defence”. Despite this maxim, there seems to be a significant number of individuals who appear to be in the dark with some basic laws in this country. This writing discovers whether teachers in public schools in Melaka know of one basic law namely the rules of natural justice (RNJ) before any action is taken against them because of disciplinary issues, misconduct or breach of rules and others. This doctrinal writing is delivered based on library research collecting secondary data from academic text books, online journals and reported cases. Topping that up were the surveys collected online amongst 126 teachers from three districts in Melaka making this study also empirical in nature. The finding of this study was also gathered from cases brought to courts in relation to teachers and it indicates that there is still room for improvement for managing the RNJ application in decision making in schools. The outcome of this study provides guidelines for the State Education Department to strategize a mechanism to convey the rules to teachers in Melaka so that they will be aware of their rights and responsibilities. It also serves as a path for researchers to further discover the status for teachers in other states as well as identifying other aspects relating to this law.

Testing of support tools to detect plagiarism in academic Japanese texts

Testing of support tools to detect plagiarism in academic Japanese texts

Sufficient or adequate evidence? Using corpus data to distinguish between near-synonymous adjectives in academic prose

Using the British Academic Written English Corpus as data, this study attempts to reveal the semantic and usage differences between adequate and sufficient, two near-synonymous adjectives often used in academic texts. The distributional patterns examined include overall and discipline frequency, syntactic functions, typical noun collocates and modifying adverbs. The results show a preference for sufficient in academic prose, where it is distinguished from adequate by a more frequent predicative use; an inclination towards it-extraposed constructions, and the VPto and pp_for patterns; the tendency to express more absolute and more specialized meanings; and a close collocational relationship with nouns relating to information. Adequate, which is less frequent, tends to more often modify abstract nouns and co-occur with the definite uses of its modifiees, and its uses may involve comparison. Insights from the study can support scholars in their lexical choices in English academic writing.

Linguistic Means of Constructing the Image of Japan in Pedagogical Discourse

The current globalization means that countries have to use different channels in order to build a positive national image. This article describes linguistic means that shape the image of Japan in the corpus of academic and methodological texts for learners of the Japanese language. It focuses on the impact of pedagogical discourse and foreign language textbooks as a channel for linguistic construction of a positive national image. The analysis involved such methods as linguo-imagological analysis, content analysis, lexico-semantic and morpho-semantic analyses. The study owes its scientific novelty to the fact that the Japanese textbooks for foreigners were described for the first time not from the perspective of cultural studies or Japanese language teaching methodology, but as a key genre of pedagogical discourse that transmits knowledge and attitudes reflecting the interests of the most influential social groups and institutions. The textbooks demonstrated a variety of linguistic means of Japan’s image at different linguistic levels. The directions of country image-making are set by texts related to linguistic and cultural studies. Intertextual inclusions, visuals, and grammatical constructions have an ancillary character in this process. Japan’s image has a complex nature, which includes positive and negative aspects. Lexical units with negative connotations are used to "ground" the image, presenting Japan as a country which has problems that should be corrected. The conclusions and observations on the process of country image formation obtained in the study are of practical significance for teaching such university courses as Cultural Linguistics, Sociolinguistics, and Discourse Analysis. The research will be useful for specialists in the Japanese language, linguistic imagology, and pedagogical linguistics.

The Value of Academic Writing for Doctor of Philosophy Dissertations in Law

Problem setting. The issue of speech competence of legal professionals is gaining more and more importance in connection with the observance of academic integrity both in the educational process and in professional activity. Academic writing is the basis on which legal experts, in particular, in the process of preparing a dissertation for obtaining a doctor of philosophy, create scientific texts, form and present their own ideas, argue, generalize and abstract. Analysis of recent researches and publications. The issues of academic writing, academic literacy, and academic culture were investigated by T.V. Tymoshenko, N.V. Grechikhina, G.F. Khoruzhiy, N. Shlichta, T.V. Lyuty, A. V. Vykhrushch, M.B. Tsenko and others. Academic writing is interpreted as the process of creating and publishing a scientific text, which involves the expediency of using the possibilities of modern information technologies, as well as mastering the basics of academic culture. Yuvayapan F., Bilginer H., Lin L. H. F., Morrison B. dealt with issues of the importance of academic writing for graduate students. Target of the research is to find out the importance of academic writing, academic literacy for the training of legal professionals in the process of preparing dissertations for obtaining the scientific degree of Doctor of Philosophy, to deepen speech competence and to suggest areas for improvement. Article’s main body. The issue of language and speech competences of law specialists in academic writing, in particular in the preparation of scientific texts of higher education holders of the degree of doctor of philosophy (postgraduate students), was investigated. The specifics of the concept of “academic writing”, its types and structural elements are clarified, the compliance of dissertation annotations with the norms of the modern Ukrainian language, compliance with the laws of academic writing, which is considered by scientists as a complex and multifaceted complex of skills that includes linguistic, syntactic and stylistic competences, is analyzed. The importance of proficiency in academic literacy in relation to written language involves the purpose of the work and the task. The result of academic writing should be an impeccable scientific text, both from the point of view of linguistics and regarding the formulation of the topic of the scientific work, its relevance, scientific novelty, substantiation of the significance of the research results, etc. It is analyzed how the quality of academic writing dynamically changes in the process of language design of dissertation annotations. Attention is focused on typical language problems in academic writing, ways to avoid them are suggested. The competence of specialists in the field of law regarding the peculiarities of academic writing, its structure and requirements for it, language specifics will allow avoiding many mistakes in the professional field, will contribute to the creation of a highquality academic text, and will serve as evidence of high professional culture and general professional training. Conclusions and prospects for the development. Achieving a high level of speech competence of scientists and specialists in the field of law in academic writing is one of the important tasks that requires constant attention, an essential solution at all stages of the educational process, most strongly at the level of obtaining a doctor of philosophy.

Strengthening Riau Province's Oil Palm Policy Based on Strengthening Local Institutions in Riau Province Bengkalis

Improving sustainable management of oil palm plantations, providing legal certainty, maintaining and protecting environmental sustainability, including reducing greenhouse gas emissions, and increasing the development of oil palm farmers as well as the productivity of oil palm plantations. The policy aspect of considering sustainable development is something that cannot be missed, it must be discussed in an academic text on an oil palm plantation policy. So we need a model that minimizes the complexity and contestation that often appears in the area of oil palm plantation policy. After the research is carried out, it is expected to be able to formulate policies. These findings are useful for the government as part of the implementation of oil palm plantation policies, while still prioritizing the sustainable development aspect. This policy model can later be developed with the birth of strategies and activities that are interconnected in the development of oil palm plantations in Riau Province because it needs support from many stakeholders. So far, the existing policy pattern is top-down, and the dynamics between implementor actors and target groups in the field sometimes differ from the main objectives of the public policies that have been formulated so far. This research will provide new insights into a constructive policy model with a microscope because it is about public and private goods, which provide benefits for the government and welfare for smallholder plantations to oil palm farmers.&#x0D; Keywords: palm oil policy, smallholder plantation, sustainable development