Sample records for academic writing instruction
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Directory of Open Access Journals (Sweden)
M. Ali Ghufron
2017-04-01
Full Text Available Most of students in English Education Department of IKIP PGRI Bojonegoro frequently consider that academic writing, in term of writing scientific paper, is not easy task to do. The result of their academic writing performance at preliminary research indicated that they achieved low scores in writing a scientific article. Consequently, they are not motivated in academic writing. For this case, I used Research Paper Writing Instructional Materials as sources in teaching and learning. This research investigatedwhether the use of Research Paper Writing Instructional Materials can improve students‘ academic writing andhow class situation is when Research Paper Writing Instructional Materials are used as a source of teaching and learning process. This is a Classroom Action Research (CAR which is conducted at the fourth semester students of English Education Department of IKIP PGRI Bojonegoro in the academic year of 2014/2015. This research was done in two cycles. Each cycle consisted of four steps: Planning, Acting, Observing, and Reflecting. The qualitative data were collected through observation and interview. The quantitative data were collected through test. The research findings revealed that the use of Research Paper Writing Instructional Materialscan improve students‘ academic writing and improve students‘ motivation in academic writing class.Derived from the findings, it can be concluded that the use of Research Paper Writing Instructional Materialscan improve students‘ academic writing and class situation. Therefore, it is recommended for the lecturers to use Research Paper Writing Instructional Materialsas it can improve students‘ academic writing as well as class situation.
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Academic writing performance measured for research and instruction
Firssova, Olga
2012-01-01
Firssova, O. (2012, 19 January). Academic writing performance measured for research and instruction. Presentation given at the ICO Masterclass, Theme Domain-Specific Instruction, January 19-February 10, Utrecht, The Netherlands.
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Academic writing performance measured for research and instruction
Firssova, Olga
2012-01-01
Firssova, O. (2011, January 19). Academic writing performance measured for research and instruction. Presentation at the ICO Course Domain specific research on learning and instruction: theories, methodology and curricular innovations, Utrecht, The Netherlands: Interuniversitair Centrum voor
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Ghufron, M. Ali; Saleh, Mursid; Warsono; Sofwan, Ahmad
2016-01-01
This study aimed at designing a model of instructional materials for Academic Writing Course focusing on research paper writing. The model was designed based on the Curriculum at the English Education Study Program, Faculty of Language and Art Education of IKIP PGRI Bojonegoro, East Java, Indonesia. This model was developed in order to improve…
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Self-Regulated Strategic Writing for Academic Studies in an English-Medium-Instruction Context
Hu, Jingjing; Gao, Xuesong
2018-01-01
This study explored the processes of utilization of resources in secondary students' self-regulated strategic writing for academic studies in an English as medium of instruction context in Hong Kong. Drawing on multiple data sources collected through the observation of lessons, stimulated recall and semi-structured interviews, the study examined…
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Stories Are Like Water: An Academic Writing Workshop for Nurses.
Walker, Madeline; Tschanz, Coby
2018-04-01
Traditionally, there is very little formal instruction in academic writing for nurses in graduate programs. We, the writing scholar and a nurse educator and PhD student at a major Canadian university, describe how we collaborated on developing and delivering a 1-day academic writing workshop for incoming master of nursing students. By sharing this description, we hope to motivate nursing faculty to offer similar workshops to address the dearth of writing instruction for graduate students in nursing and to improve scholarship outcomes.
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GUIDED USE OF WRITING PROMPTS TO IMPROVE ACADEMIC WRITING IN COLLEGE STUDENTS
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Lina Marcela Trigos Carrillo
2011-12-01
Full Text Available The paper presents empirical data supporting the hypothesis that the systematic and guided use of academic writing prompts is a successful instructional strategy to improve the academic writing in Spanish of college students, mainly during their first semesters. A combined methodology, with pre- and post-tests, was used in this research project conducted from July 2009 to June 2010. The participants were freshmen students of different disciplines of the Human Sciences in a private university in Bogota, Colombia. The aim of this research project was twofold. First, it sought to identify the difficulties students faced in the writing process of academic texts when they are related to real communicative contexts. Second, it involved the design and application of the guided and systematic use of writing prompts for academic writing in a sequence called "The Cognitive Pedagogical Model of Writing for Higher Education". The results show empirical evidence supporting the use of writing prompts designed with specific academic purposes to improve the academic writing level of college students in their first stages of study. However, further research is needed to consolidate the results presented here.
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Eremina, Svetlana V.
2003-10-01
The series of workshops on academic writing have been developed by academic writing instructors from Language Teaching Centre, Central European University and presented at the Samara Academic Writing Workshops in November 2001. This paper presents only the part dealing with strucutre of an argumentative essay.
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Mentor Texts and the Coding of Academic Writing Structures: A Functional Approach
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Wilder Yesid Escobar Alméciga
2014-10-01
Full Text Available The purpose of the present pedagogical experience was to address the English language writing needs of university-level students pursuing a degree in bilingual education with an emphasis in the teaching of English. Using mentor texts and coding academic writing structures, an instructional design was developed to directly address the shortcomings presented through a triangulated needs analysis. Through promoting awareness of international standards of writing as well as fostering an understanding of the inherent structures of academic texts, a methodology intended to increase academic writing proficiency was explored. The study suggests that mentor texts and the coding of academic writing structures can have a positive impact on the production of students’ academic writing.
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Writing by Academics: A Transactional and Systems Approach to Academic Writing Behaviours
Kempenaar, Larissa Elisabeth; Murray, Rowena
2016-01-01
The literature on academic writing in higher education contains a wealth of research and theory on students' writing, but much less on academics' writing. In performative higher education cultures, discussions of academics' writing mainly concern outputs, rather than the process of producing them. This key component of academic work remains…
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Teaching Adolescent ELs to Write Academic-Style Persuasive Essays
Ramos, Kathleen
2014-01-01
The wide adoption of the new Common Core State Standards (CCSS) in the U.S. has increased expectations for all teachers to prepare all learners to read and write in academic ways. More knowledge is needed about instructional approaches that may lead adolescent English learners (ELs) to meet this goal. Developing academic literacy practices…
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Mentor Texts and the Coding of Academic Writing Structures: A Functional Approach
Escobar Alméciga, Wilder Yesid; Evans, Reid
2014-01-01
The purpose of the present pedagogical experience was to address the English language writing needs of university-level students pursuing a degree in bilingual education with an emphasis in the teaching of English. Using mentor texts and coding academic writing structures, an instructional design was developed to directly address the shortcomings…
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Writing in History: Effects of writing instruction on historical reasoning and text quality
van Drie, J.; Braaksma, M.; van Boxtel, C.
2015-01-01
This study aims at gaining more insight in effective writing instruction to promote historical reasoning. In an experimental study, two types of instructions were compared; a general writing instruction and a discipline-based writing instruction. In addition, the effects of these instructions for
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Re-contextualising academic writing in English
DEFF Research Database (Denmark)
Larsen, Sanne
six focal students’ challenges in re-contextualising themselves as writers in English in a new university environment, data were generated from regular interviews with the participants over one semester, supplemented by questionnaires, documentary evidence, and observational data. Analyses building......’ experiences as writers of English, manifested in three main areas of concern: ideational, linguistic, and interpersonal. These writing concerns were embedded in more global processes of establishing academic continuity and in managing English-mediated instruction and learning in the English...
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Learning to Write with Interactive Writing Instruction
Williams, Cheri
2018-01-01
Interactive writing is a process-oriented instructional approach designed to make the composing and encoding processes of writing overt and explicit for young students who are learning to write. It is particularly suitable for students who struggle with literacy learning. This article describes one first-grade teacher's use of interactive writing…
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Effects of Writing Instruction on Kindergarten Students' Writing Achievement: An Experimental Study
Jones, Cindy D'On
2015-01-01
This full-year experimental study examined how methods of writing instruction contribute to kindergarten students' acquisition of foundational and compositional early writing skills. Multiple regression with cluster analysis was used to compare 3 writing instructional groups: an interactive writing group, a writing workshop group, and a…
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Self-efficacy and Its Relation to ESL Writing Proficiency and Academic Disciplines
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Saeid Raoofi
2017-07-01
Full Text Available Writing is an essential skill for academic development within any disciplinary area. Despite the rapidly growing body of research on the various aspects of second language writing, research on writing self-efficacy remains scarce. This study investigated the relationship the between writing self-efficacy and writing proficiency in English as a second language. In this cross-sectional study, 304 Malaysian undergraduate students completed a writing self-efficacy questionnaire. The participants’ writing proficiency was assessed using two different writing tasks. The results showed that there was a significant difference in writing self-efficacy among the three writing proficiency groups. It was also found that science students had significantly higher writing self-efficacy than those in social sciences. Limitations of the study and Implications for second language writing instruction are also discussed.
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Computers in writing instruction
Schwartz, Helen J.; van der Geest, Thea; Smit-Kreuzen, Marlies
1992-01-01
For computers to be useful in writing instruction, innovations should be valuable for students and feasible for teachers to implement. Research findings yield contradictory results in measuring the effects of different uses of computers in writing, in part because of the methodological complexity of
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Puranik, Cynthia S.; Al Otaiba, Stephanie; Sidler, Jessica Folsom; Greulich, Luana
2014-01-01
The objective of this exploratory investigation was to examine the nature of writing instruction in kindergarten classrooms and to describe student writing outcomes at the end of the school year. Participants for this study included 21 teachers and 238 kindergarten children from nine schools. Classroom teachers were videotaped once each in the fall and winter during the 90 minute instructional block for reading and language arts to examine time allocation and the types of writing instructional practices taking place in the kindergarten classrooms. Classroom observation of writing was divided into student-practice variables (activities in which students were observed practicing writing or writing independently) and teacher-instruction variables (activities in which the teacher was observed providing direct writing instruction). In addition, participants completed handwriting fluency, spelling, and writing tasks. Large variability was observed in the amount of writing instruction occurring in the classroom, the amount of time kindergarten teachers spent on writing and in the amount of time students spent writing. Marked variability was also observed in classroom practices both within and across schools and this fact was reflected in the large variability noted in kindergartners’ writing performance. PMID:24578591
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Puranik, Cynthia S; Al Otaiba, Stephanie; Sidler, Jessica Folsom; Greulich, Luana
2014-02-01
The objective of this exploratory investigation was to examine the nature of writing instruction in kindergarten classrooms and to describe student writing outcomes at the end of the school year. Participants for this study included 21 teachers and 238 kindergarten children from nine schools. Classroom teachers were videotaped once each in the fall and winter during the 90 minute instructional block for reading and language arts to examine time allocation and the types of writing instructional practices taking place in the kindergarten classrooms. Classroom observation of writing was divided into student-practice variables (activities in which students were observed practicing writing or writing independently) and teacher-instruction variables (activities in which the teacher was observed providing direct writing instruction). In addition, participants completed handwriting fluency, spelling, and writing tasks. Large variability was observed in the amount of writing instruction occurring in the classroom, the amount of time kindergarten teachers spent on writing and in the amount of time students spent writing. Marked variability was also observed in classroom practices both within and across schools and this fact was reflected in the large variability noted in kindergartners' writing performance.
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Collaborative Writing to Enhance Academic Writing Development through Project Work
Robayo Lun, Alma Milena; Hernandez Ortiz, Luz Stella
2013-01-01
Advanced students at university level struggle with many aspects of academic writing in English as a foreign language. The purpose of this article is to report on an investigation aimed at analyzing what collaborative writing through project work tells us about students' academic writing development at the tertiary level. The compositions written…
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Conversations with Leaders: Principles of Effective Writing Instruction
Zumbrunn, Sharon; Krause, Keegan
2012-01-01
Findings from research demonstrate that student writing proficiency and classroom writing instruction is a national concern (Applebee & Langer, 2006, 2009; Graham, Harris, Fink-Chorzempa, & MacArthur, 2003; Persky, Daane, & Jin, 2003). This qualitative study explored principles of effective writing instruction through the perspectives of leading…
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Wang, Xin; Cho, Kwangsu
2010-01-01
This study examined two major academic genres of writing: argumentative and technical writing. Three hundred eighty-four undergraduate student-produced texts were parsed and analyzed through a computational tool called Coh-Metrix. The results inform the instructional librarians that students used genre-dependent cohesive devices in a limited way…
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Larson, Susan C.
Academic language, discourse, vocabulary, motivation, and comprehension of complex texts and concepts are keys to learning subject-area content. The need for a disciplinary literacy approach in high school classrooms accelerates as students become increasing disengaged in school and as content complexity increases. In the present quasi-experimental mixed-method study, a ninth-grade biology unit was designed with an emphasis on promoting academic literacy skills, discourse, meaningful constructivist learning, interest development, and positive learning experiences in order to learn science content. Quantitative and qualitative analyses on a variety of measures completed by 222 students in two high schools revealed that those who received academic literacy instruction in science class performed at significantly higher levels of conceptual understanding of biology content, academic language and vocabulary use, reasoned thought, engagement, and quality of learning experience than control-group students receiving traditionally-organized instruction. Academic literacy was embedded into biology instruction to engage students in meaning-making discourses of science to promote learning. Academic literacy activities were organized according the phases of interest development to trigger and sustain interest and goal-oriented engagement throughout the unit. Specific methods included the Generative Vocabulary Matrix (GVM), scenario-based writing, and involvement in a variety of strategically-placed discourse activities to sustain or "boost" engagement for learning. Traditional instruction for the control group included teacher lecture, whole-group discussion, a conceptual organizer, and textbook reading. Theoretical foundations include flow theory, sociocultural learning theory, and interest theory. Qualitative data were obtained from field notes and participants' journals. Quantitative survey data were collected and analyzed using the Experience Sampling Method (ESM) to
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Best practices in writing instruction
Fitzgerald, Jill; MacArthur, Charles A
2014-01-01
An indispensable teacher resource and course text, this book presents evidence-based practices for helping all K-12 students develop their skills as writers. Every chapter draws clear connections to the Common Core State Standards (CCSS). Leading authorities describe how to teach the skills and strategies that students need to plan, draft, evaluate, and revise multiple types of texts. Also addressed are ways for teachers to integrate technology into the writing program, use assessment to inform instruction, teach writing in the content areas, and tailor instruction for English language learner
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EXPLORING THE TERTIARY EFL STUDENTS' ACADEMIC WRITING COMPETENCIES
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Aunurrahman Aunurrahman
2017-05-01
Full Text Available For tertiary English as a Foreign Language (EFL students, academic writing is not an easy task. It requires knowledge of the academic writing genres with their particular linguistic features. Moreover, academic writing demands good critical thinking. This research aims to explore the students' academic writing competencies that also focus on critical thinking. The research involved thirty-six first-year tertiary EFL students from a regular class of a private university in Pontianak, West Kalimantan, Indonesia. The source for data collection was the students’ texts. Three texts were selected and the students were categorized into low, medium, and high levels of writing achievement. The text analysis utilized functional grammar rooted in systemic functional linguistics (Emilia, 2014. The analysis shows that the students, regardless of their levels of writing achievement, have little control over the schematic structure and linguistic features of an argumentative writing. The text analysis also shows that the students’ texts have some limitations as regards their critical thinking capacity. Still, a few examples of academic language were detected in the texts. The findings suggest that the lecturer should incorporate explicit teaching and cooperative learning activities to alleviate the students' difficulties and develop their academic writing and critical thinking capacity.
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Writing Poetry: A Self-Instructional Approach.
Utah Univ., Salt Lake City. Bureau of Educational Research.
The general design of this book is that of a step-by-step self-instructional program leading toward the writing of poetry. It consists of 156 exercises which lead the student from writing about a picture and poems to kinds of poetry and techniques for writing poetry (alliteration, assonance, consonance, onomatopoeia, metaphor, simile, rhyme, meter…
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Lin, Chih-Chung; Liu, Gi-Zen; Wang, Tzong-I
2017-01-01
Many non-native English speaking (NNES) graduates are required to write academic papers in English; consequently, recent research in the past decade has been devoted to investigating the usefulness of genre-based Writing Instructions (GBWI) on learners' writing cultivation. There is little specific guidance, however, on how GBWI can be employed in…
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Approaches Reflected in Academic Writing MOOCs
Kwak, Subeom
2017-01-01
Since it was first introduced in 2008, Massive Open Online Courses (MOOCs) have been attracting a lot of interest. Since then, MOOCs have emerged as powerful platforms for teaching and learning academic writing. However, there has been no detailed investigation of academic writing MOOCs. As a result, much uncertainty still exists about the…
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Rakedzon, Tzipora; Baram-Tsabari, Ayelet
2017-01-01
This paper reports a study using a quasi-experimental design to examine whether an academic writing course in English can improve graduate students' academic and popular science writing skills. To address this issue, we designed pre- and post-assessment tasks, an intervention assessment task and a scoring rubric. The pre- and post-assessment tasks…
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Action Research on a WebQuest as an Instructional Tool for Writing Abstracts of Research Articles
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Krismiyati Latuperissa
2012-08-01
Full Text Available The massive growth of and access to information technology (IT has enabled the integration of technology into classrooms. One such integration is the use of WebQuests as an instructional tool in teaching targeted learning activities such as writing abstracts of research articles in English for English as a Foreign Language (EFL learners. In the academic world, writing an abstract of a research paper or final project in English can be challenging for EFL students. This article presents an action research project on the process and outcomes of using a WebQuest designed to help 20 Indonesian university IT students write a research article’s abstract in English. Findings reveal that despite positive feedback, changes need to be made to make the WebQuest a more effective instructional tool for the purpose it was designed.
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Directory of Open Access Journals (Sweden)
Mariet Raedts
2017-02-01
Full Text Available This study extends previous research on observational learning in writing. It was our objective to enhance students’ motivation and learning in an academic writing course on research synthesis writing. Participants were 162 first-year college students who had no experience with the writing task. Based on Bandura’s Social Cognitive Theory we developed two videos. In the first video a manager (prestige model elaborated on how synthesizing information is important in professional life. In the second video a peer model demonstrated a five-step writing strategy for writing up a research synthesis. We compared two versions of this video. In the explicit-strategy-instruction-video we added visual cues to channel learners’ attention to critical features of the demonstrated task using an acronym in which each letter represented a step of the model’s strategy. In the implicit-strategy-instruction-video these cues were absent. The effects of the videos were tested using a 2x2 factorial between-subjects design with video of the prestige model (yes/no and type of instructional video (implicit versus explicit strategy instruction as factors. Four post-test measures were obtained: task value, self-efficacy beliefs, task knowledge and writing performances. Path analyses revealed that the prestige model did not affect students’ task value. Peer-mediated explicit strategy instruction had no effect on self-efficacy, but a strong effect on task knowledge. Task knowledge – in turn – was found to be predictive of writing performance.
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Beliefs and Practices of Writing Instruction in Japanese Elementary Schools
Spence, Lucy K.; Kite, Yuriko
2018-01-01
Focusing on writing instruction within an era of international curricular reform, this study analysed classroom observations, educator interviews, and documents related to Japanese elementary writing instruction. A deductive approach using discourses of writing framework and an inductive approach to Japanese cultural practices uncovered beliefs…
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Writing the Ties that Bind: Service-Learning in the Writing Classroom.
Cooper, David D.; Julier, Laura
1995-01-01
The Service Learning Writing Project at Michigan State University links service-learning and writing instruction. Students read and discuss American literary and historical texts, write academic analyses of ideas, and practice peer editing and revision in small workshops, while working in service placements in community and nonprofit…
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DESIGNING ACADEMIC WRITING COURSE IN RUSSIA: FOCUS ON CONTENT
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Elina S. Chujkova
2015-01-01
Full Text Available The aim of the study is to find the ways to adapt the content of Academic Writing course to Russian educational needs.Methods. The methods involve both – theoretical and empirical. Theoretical methods: the analysis of the teaching materials by English-speaking and Russianspeaking researchers in the field of EAP (English for Academic Purposes writing, modeling, systematisation. Empirical methods: observation, interview, questioning, students’ needs analysis; longitudinal pedagogical experiment; methods of mathematical statistics.Results. Syllabus design starts with the course objectives that are quite specific with reference to writing academically in English in Russia. The author examines cultural factors that make motivation to use English for academic purposes (EAP wane. One of them is teaching the subject which has application different from that in English-speaking countries. The author concludes that the experimental results of students’ expectations may contribute to the Academic Writing course design. They may alter both content and sequencing the material. Two main areas of academic writing application are writing for science and teaching others to write in English. The article provides a list of possible genres that vary depending on students’ professional needs.Scientific novelty. Further, developing the idea the researcher discusses three basic sources for the choice of the course material, i.e. foreign teaching EFL writing sources, printed works of Russian scholars devoted to teaching academic writing and, finally, needs analysis conducted with the Russian language students. The article provides an overview of these three sources and illustrates the main positions with the examples.Practical significance. Theoretical framework and findings may serve as a basis for organising a course of Academic Writing. For instance, a specially developed set of lectures is strongly recommended as the introduction to practice. Firstly, a
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Academic Writing : Examples from BUV
Engdahl, Ingrid
2016-01-01
This guide is an introduction to academic writing that describes features of scientific writing that are recommended for students in Teacher Education Programmes and in Child and Youth Studies. It includes a style guide, how to structure your text, and an APA Publication Manual for referencing, as well as guides for writing an outline for a study, advice for serving as opponent(s) and respondent(s) and an agenda for a thesis/examining seminar.
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Writing apprehension and academic procrastination among graduate students.
Onwuegbuzie, A J; Collins, K M
2001-04-01
Academic procrastination has been associated with both fear of failure and task aversiveness. Researchers have reported that most undergraduate and graduate students delay academic tasks. Among the latter, a large proportion report procrastination in writing term papers. Such procrastination may originate from and lead to anxiety about writing so the present purpose was to investigate the relationship between scores on Daly and Miller's 1975 Writing Apprehension Test and on the two dimensions, i.e., fear of failure and task aversiveness, of Solomon and Rothblum's 1984 Procrastination Assessment Scale-Students. Participants were 135 graduate students of varied disciplinary backgrounds. Correlations between writing apprehension and academic procrastination stemmed from fear of failure (29) and task aversiveness (.41). Implications are discussed.
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Directory of Open Access Journals (Sweden)
Grace H. Wang
2013-11-01
Full Text Available This paper argues that the development of academic writing proficiency may require both explicit metalinguistic awareness (MA and extensive reading (ER of academic texts. Specifically, it argues that: (a there may be a connection between explicit MA and the development of writing skills; (b there is a connection between ER and the development of writing skills, but academic ER may be required for development of academic writing skills; (c there may be a connection between explicit MA and the development of reading skills, which may be exploited for the development of academic ER skills, which in turn supports the development of academic writing skills.
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Ellis, Robert A.; Taylor, Charlotte E.; Drury, Helen
2005-01-01
Learning through writing is a way of learning not only the appropriate written expression of disciplinary knowledge, but also the knowledge itself through reflection and revision. This study investigates the quality of a writing experience provided to university students in a first-year biology subject. The writing instruction methodology used is…
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Potential of Mobile Learning in Teaching of ESL Academic Writing
Zaki, Arlina Ahmad; Yunus, Melor Md
2015-01-01
The potentials of mobile learning in teaching academic writing skills for ESL students are explored in this paper. Although there have been studies on MALL to improve writing skills, academic writing was never really touched. Few aspects are covered like the changes in educational technology, defining MALL, identifying issues in academic writing…
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Effect of Direct Grammar Instruction on Student Writing Skills
Robinson, Lisa; Feng, Jay
2016-01-01
Grammar Instruction has an important role to play in helping students to speak and write more effectively. The purpose of this study was to examine the effects of direct grammar instruction on the quality of student's writing skills. The participants in this study included 18 fifth grade students and two fifth grade teachers. Based on the results…
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Designing a Website to Support Students' Academic Writing Process
Åberg, Eva Svärdemo; Ståhle, Ylva; Engdahl, Ingrid; Knutes-Nyqvist, Helen
2016-01-01
Academic writing skills are crucial when students, e.g., in teacher education programs, write their undergraduate theses. A multi-modal web-based and self-regulated learning resource on academic writing was developed, using texts, hypertext, moving images, podcasts and templates. A study, using surveys and a focus group, showed that students used…
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Wolbers, Kimberly A.; Dostal, Hannah M.; Graham, Steve; Cihak, David; Kilpatrick, Jennifer R.; Saulsburry, Rachel
2015-01-01
Strategic and Interactive Writing Instruction (SIWI) has led to improved writing and language outcomes among deaf and hard of hearing (DHH) middle grades students. The purpose of this study was to examine the effects of SIWI on the written expression of DHH elementary students across recount/personal narrative, information report, and persuasive…
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Differentiating Writing Instruction: Meeting the Diverse Needs of Authors in a Classroom
Shea, Mary
2015-01-01
This article outlines a rational for responsive, differentiated writing instruction that targets students' identified needs with respect to various dimensions of the writing process. Discussed is a cycle that requires ongoing assessment, instructional decision-making, responsive, differentiated instruction, guided practice, and assessment.…
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Fostering Topic Knowledge: Essential for Academic Writing
Proske, Antje; Kapp, Felix
2013-01-01
Several researchers emphasize the role of the writer's topic knowledge for writing. In academic writing topic knowledge is often constructed by studying source texts. One possibility to support that essential phase of the writing process is to provide interactive learning questions which facilitate the construction of an adequate situation…
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Peer-Formativity: A Framework for Academic Writing
Murray, Rowena; Thow, Morag
2014-01-01
The system currently deployed to assess research outputs in higher education can influence what, how and for whom academics write; for some it may determine whether or not they write at all. This article offers a framework for negotiating this performative context--the writing meeting. This framework uses the established theoretical underpinning…
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Writing an academic essay: a practical guide for nurses.
Booth, Y
Writing academic essays can be a major hurdle and source of anxiety for many students. Fears and misconceptions relating to this kind of writing can be dispelled if the task is approached in a logical and systematic manner. This article outlines the key steps involved in successfully completing an essay and provides some practical tips to facilitate critical and analytical writing. These steps are: analysing the task; exploring the subject; planning the essay; writing the account; and revising the drafts. Although this process is challenging, academic writing is a means of developing both personally and professionally.
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Gap between Self-Efficacy and College Students' Writing Skills
Lichtinger, Einat
2018-01-01
This study explores the disparity between college students' self-efficacy beliefs regarding their writing skills and their teachers' perceptions of the latter. It also examines ways to improve the academic writing instruction provided by the institution, and the impact of a first-year introductory academic-writing course. A total of 151 third-year…
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Explicit or Implicit Instruction of Metadiscourse Markers and Writing Skill Improvement
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Ahmad Yaghoubi
2014-07-01
Full Text Available The current study is an attempt to investigate the explicit or the implicit instruction of metadiscourse markers and the writing skill improvement. The participants of the study (N = 90 were female Iranian students at Kish Institute of Science and Technology. Two experimental groups were defined in this study: experimental group “A” which received the explicit instruction of metadiscourse markers and experimental group “B” which were taught implicitly based on Hyland’s (2005 classification of metadiscourse markers. Two instruments were employed in the study: a pretest and a posttest. To elicit the pertinent data, the participants were given a pretest of writing ability to investigate if the learners had knowledge regarding the correct application of metadiscourse markers in their writing. After 8-session treatment, a posttest was administered to compare the participants’ performance in use of matediscourse markers. The findings of the present study indicated that there was a significant difference in the participants’ pretest and posttest writing scores with regard to the application of metadiscourse markers. The findings revealed that metadiscourse instruction had a positive effect on the learners’ writing. In addition, the results showed that both the explicit and the implicit instruction of metadiscourse markers significantly improved participants’ writing ability.
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Embedding the Teaching of Academic Writing into Anthropology Lectures
Mostert, Linda Ann; Townsend, Rodwell
2018-01-01
This paper lends support to the argument that students require a variety of teaching strategies to help them improve their academic writing. The study described here took place in 2014 in the context of embedding the teaching of academic writing into anthropology modules. The strategies implemented were microthemes, peer feedback, annotated…
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Improving Academic Writing in Nursing Education
Mattsson, Janet
2016-01-01
Background: At a specialist nursing education in intensive care, located at a University college in Sweden, there was a desire among the faculty to develop their ability to support specialist nursing students in their academic development, as well as in their academic writing, to improve the overall quality of the master theses. A quality…
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Reading-Writing Relationships in First and Second Language Academic Literacy Development
Grabe, William; Zhang, Cui
2016-01-01
Reading and writing relations, as this concept applies to academic learning contexts, whether as a major way to learn language or academic content, is a pervasive issue in English for academic purposes (EAP) contexts. In many cases, this major link between reading/writing and academic learning is true even though explicit discussions of this…
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International student adaptation to academic writing in higher education
Tran, Ly Thi
2013-01-01
Academic writing is a key practice in higher education and central to international students' academic success in the country of education. International Student Adaptation to Academic Writing in Higher Education addresses the prominent forms of adaptation emerging from international students' journey to mediate between disciplinary practices, cultural norms and personal desires in meaning making. It introduces new concepts that present different patterns of international student adaptation including surface adaptation, committed adaptation, reverse adaptation and hybrid adaptation. Drawing on
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Context-Model-Based Instruction in Teaching EFL Writing: A Narrative Inquiry
Lin, Zheng
2016-01-01
This study aims to re-story the provision of the context-model-based instruction in teaching EFL writing, focusing especially on students' development of the context model and learning to guide EFL writing with the context model. The research data have been collected from the audio recordings of the classroom instruction, the teacher-researcher's…
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Supporting the development of postgraduate academic writing skills in South African universities
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Schulze, Salome
2017-06-01
Full Text Available The ability to write according to the conventions and forms of disciplinary academic writing is essential to success at university. Meeting the demands of quality academic writing is a challenge to the increasing number of English Second Language (ESL students worldwide, from undergraduate to postgraduate level, who choose to study and publish in English. In particular, postgraduate students in South African universities struggle with the rigours of dissertation writing. Drawing on Lave and Wenger’s (1991 theory of collaborative learning in a community of practice (CoP, an exploratory, qualitative inquiry was undertaken to examine the support given by six selected South African higher education institutions (HEIs to promote the development of academic writing skills among master’s and doctoral students. Data were gathered from a purposeful sample of 10 expert informants through interviews, email communication, and scrutiny of institutional websites. Findings deal with academic writing skills as the core competence necessary for full participation in the academic CoP; the nature of postgraduate student engagement with core members of the CoP, such as supervisors and language experts; and the availability and efficacy of a range of intra-organisational resources, including informal and formal peer interaction with those who have more expertise in writing, books, manuals, visual representations, and technological tools, to develop academic writing among postgraduate students. Based on the findings, recommendations are made for ways in which institutions can strengthen, enrich, and extend the CoP to support academic writing skills of ESL postgraduate students.
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How to Write (Even) Better Academic Student Reports and Papers
DEFF Research Database (Denmark)
Prætorius, Thim
2017-01-01
and Content of an Academic Report/Paper covers the seven required parts that make up an academic piece of work. That is, introduction (e.g., setting the hook), theory and/or literature review (e.g., which literature to you draw on and contribute to), methods (how did you study the research question), findings......Writing good academic papers or reports that demonstrate academic rigour is not necessarily easy for university students (or academics for that matter). Common problems include lacking academic rigour when studying the research problem and difficulties in identifying literature and using theo-ry...... students write methods before theory but doing so means you need to operationalize theory before you have introduced it. The second theme, Gen-eral Tips and Tricks, provide rules of thumb (e.g., that you should kill your darlings), writing style and argumentation hints (e.g., use direct voice) and layout...
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Training of academic writing: improving competitiveness of Czech universities
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Tomáš Foltýnek
2013-01-01
Full Text Available Project “Impact of Policies for Plagiarism in Higher Education across Europe” has reached its final phase. We have collected lots of data reflecting facts and opinions about plagiarism and related areas. Training of academic writing is one of important means for plagiarism prevention.The paper compares levels of training of academic writing between the Czech republic and the rest of Europe. The answers in a questionnaire survey dealing with plagiarism and training of academic writing will be compared and analysed. According to these answers, best practices in European higher education institutions will be identified, and gaps in the Czech institutions will be described. Removing gaps than poses a step to improve the competitiveness of the Czech higher education institutions.
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EFL Academic writing. What should Dutch business communication students learn?
Meurs, Frank van; Hendriks, B.C.; Planken, B.C.; Barasa, S.N.; Groot, E.B. de; Nederstigt, U.; Arnhem, M. van; Smakman, D.
2016-01-01
Many Dutch university students are expected to read and write academic research papers in English. In this article, we discuss a number of areas of EFL academic writing that are relevant for first-year Dutch business communication students. These students need to become familiar with quantitative
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Surastina; Dedi, Fransisca S. O.
2018-01-01
Motivation determines students' success in academic writing. The current study adopted 28 items of the academic writing motivation questionnaire by Payne (2012) translated into Indonesian language to explore students' motivation in academic writing. This study involved 120 prospective Indonesian language teachers at STKIP PGRI Bandar Lampung that…
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In-Service Teachers' Perspectives on Adolescent ELL Writing Instruction
Kibler, Amanda K.; Heny, Natasha A.; Andrei, Elena
2016-01-01
As writing has assumed increasing importance in discussions of pedagogy for diverse classrooms, attention to the contexts in which secondary teachers develop and implement writing instruction for adolescent English language learners (ELLs) is of great importance. Drawing on ecological language learning theories and situated teacher learning theory…
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Use of school gardens in academic instruction.
Graham, Heather; Beall, Deborah Lane; Lussier, Mary; McLaughlin, Peggy; Zidenberg-Cherr, Sheri
2005-01-01
To determine the status of gardens in California schools. A self-administered Internet and mailed survey was sent to all California principals (N = 9805). 4194 California school principals. School garden practices, attitudes associated with the use of gardens in schools, and perceptions of barriers to having and using school gardens in academic instruction. Descriptive statistics and chi-square; P science, environmental studies, and nutrition. Principals strongly agreed that resources such as curriculum materials linked to academic instruction and lessons on teaching nutrition in the garden would assist in the school garden being used for academic instruction. Principals deemed the garden as being not to slightly effective at enhancing the school meal program. School gardens appear to be predominantly used by most schools to enhance academic instruction. There is a need for curriculum materials and teacher training for gardening and nutrition. The link between the garden and the school meal program is an area that clearly requires attention. School lunch would be a logical setting for provision of edible produce, in addition to taste-testing of fresh produce in the garden or classroom setting.
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The Neglected "R": Improving Writing Instruction through iPad Apps
Sessions, Laird; Kang, Mi Ok; Womack, Sue
2016-01-01
In this study the authors investigated the effects of integrating iPad applications into writing instruction for fifth grade students. By comparing the writing of students taught with paper and pencil methods with that of students utilizing the iPad writing applications, two research questions guided the study: (1) Are there differences in student…
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Gopee, Neil; Deane, Mary
2013-12-01
Students develop better academic writing skills as they progress through their higher education programme, but despite recent continuing monitoring of student satisfaction with their education in UK, there has been relatively little research into students' perceptions of the active support that they need and receive to succeed as academic writers. To examine the strategies that university students on health or social care courses utilise to develop as writers in the face of many pressures and demands from different sources. Qualitative research conducted at a British University into undergraduates' writing practices in the field of healthcare. Ten participants took part in semi-structured interviews, half of whom were international students. The data was analysed by the researchers from the field of writing development using thematic analysis. The main findings are that certain students struggle as academic writers if they do not receive tuition on appropriate and effective academic writing through institutional provisions, or through non-institutional strategies, that can promote success with the writing process. There is also uncertainty over the extent to which nurse educators are expected to teach academic writing skills, alongside their discipline-specific subject areas. Both institutional provisions for academic writing development, such as a dedicated writing support department, and non-institutional factors such as peer-collaboration should be fully recognised, supported and resourced in tertiary education at a time when students' satisfaction and performance are high on the agenda. Copyright © 2012 Elsevier Ltd. All rights reserved.
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Perceptions of Challenges in Writing Academically: Iranian Postgraduate Students’ Perspectives
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Sedigheh Shakib Kotamjani
2017-05-01
Full Text Available Academic writing skills are essential tools that postgraduate students reading for their doctoral degree have to master to be able to produce dissertations, research reports and academic assignments of quality in the course of their studies; and publish research-based articles in established journals. This paper discusses the perceptions of a group of Iranian postgraduate students pursuing their doctoral degrees at UPM (Universiti Putra Malaysia on the challenges they face in writing academically. They provided the data for this paper via their responses to a survey. The findings indicate that these postgraduate students perceived some academic writing skills to be more challenging than the others. The paper concludes with a discussion on the implications of the findings; and recommendations on how the situation can be improved.
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Chen, Cheryl Wei-yu; Wang, Hung-chun
2016-01-01
This study delineates two Taiwanese TESOL teachers' efforts of combining English writing with entrepreneurship education to cultivate English majors' interdisciplinary competence in academic writing classes. An integrated business-and-writing approach was proposed to foster English majors' academic writing skills and entrepreneurial capacities. In…
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Using tracking software for writing instruction
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Sane M. Yagi
2011-08-01
Full Text Available Writing is a complex skill that is hard to teach. Although the written product is what is often evaluated in the context of language teaching, the process of giving thought to linguistic form is fascinating. For almost forty years, language teachers have found it more effective to help learners in the writing process than in the written product; it is there that they could find sources of writing problems. Despite all controversy evoked by post-process approaches with respect to process writing, information technology has lately offered tools that can shed new light on how writing takes place. Software that can record keyboard, mouse, and screen activities is capable of unraveling mysteries of the writing process. Technology has given teachers and learners the option of examining the writing process as it unfolds, enabling them to diagnose strategy as well as wording problems, thus empowering teachers to guide learners individually in how to think about each of their trouble spots in the context of a specific product of writing. With these advances in information technology, metacognitive awareness and strategy training begin to acquire new dimensions of meaning. Technology lays open aspects of the writing process, offering unprecedented insight into creative text production as well. This paper attempts to explain how tracking software can influence writing instruction. It briefly examines the process and post-process approaches to assess their viability, explains the concept of tracking software, proposes methodology needed for the adoption of this technology, and then discusses the pedagogical implications of these issues.
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Preparing Educators for Online Writing Instruction: Principles and Processes
Hewett, Beth L.; Ehmann, Christa
2004-01-01
This book offers a theoretical justification for online writing instruction (OWI) and a fully developed approach to training educators for such instruction--whether in networked classrooms, distance learning, e-mail- or Internet-based conferences, or online tutoring. The book includes concrete examples of asynchronous (non-real-time) and…
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Facing the challenge of improving the legal writing skills of ...
African Journals Online (AJOL)
The Concise Writing Programme focused on English writing skills and grammar in ... to learn generic English writing skills, but that they also did not find it easy to ... those doing the instruction must be recognised and adequately compensated. ... generic English writing skills; academic disadvantage; legal discourse; legal ...
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How to incorporate academic writing pedagogy in undergraduate and postgraduate medical education.
Kostenko, Viktoriia G; Solohor, Iryna M
2018-01-01
Introduction: Medical researchers, who are non-native English speakers, are facing now the growing need to publish their research results in international journals switching to an English-only policy, to apply for grants and scholarship, but at the same time this puts many authors whose native language is not English at a disadvantage compared to their English-speaking counterparts. The aim: This paper aims at analysing the existing parameters of academic writing proficiency of medical undergraduate and postgraduate students; elucidating current approaches to develop academic writing competency and to promote academic multi-literacy of junior researchers, and outlining the general recommendations to improve the quality and sophistication of their writing by incorporating the principles and achievements of academic writing pedagogy into the system of medical training. Materials and methods: This study is an empirical applied research of a qualitative type mainly based on data elicited from informants (n=120) of the Ukrainian Medical Stomatological Academy aged from 20 - 35. Results and conclusions: All participants were able to identify personal problem areas, and virtually all they note dissatisfaction with the use of English in their scholarly writing. They stated the obvious difficulties in sentence patterns and keeping tone of scientific narrative format. Writing in genres other than original research articles seems to be quite demanding and is often associated with the lack of self-confidence and language anxiety. Attention to developing academic writing skills should focus on the basic elements of academic writing, characteristics of written genres across the disciplines, providing a framework in which expert and practical knowledge is internally organized.
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Academic voice: On feminism, presence, and objectivity in writing.
Mitchell, Kim M
2017-10-01
Academic voice is an oft-discussed, yet variably defined concept, and confusion exists over its meaning, evaluation, and interpretation. This paper will explore perspectives on academic voice and counterarguments to the positivist origins of objectivity in academic writing. While many epistemological and methodological perspectives exist, the feminist literature on voice is explored here as the contrary position. From the feminist perspective, voice is a socially constructed concept that cannot be separated from the experiences, emotions, and identity of the writer and, thus, constitutes a reflection of an author's way of knowing. A case study of how author presence can enhance meaning in text is included. Subjective experience is imperative to a practice involving human interaction. Nursing practice, our intimate involvement in patient's lives, and the nature of our research are not value free. A view is presented that a visible presence of an author in academic writing is relevant to the nursing discipline. The continued valuing of an objective, colorless academic voice has consequences for student writers and the faculty who teach them. Thus, a strategically used multivoiced writing style is warranted. © 2017 John Wiley & Sons Ltd.
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Effects of direct instruction and strategy modeling on upper-primary students' writing development
López, P.; Torrance, M.; Rijlaarsdam, G.; Fidalgo, R.
Strategy-focused instruction is one of the most effective approaches to improve writing skills. It aims to teach developing writers strategies that give them executive control over their writing processes. Programs under this kind of instruction tend to have multiple components that include direct
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An Exploration of Discoursal Construction of Identity in Academic Writing
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Davud Kuhi
2011-11-01
Full Text Available The view that academic writing is purely objective, impersonal and informational, which is often reflected in English for Academic Purposes materials, has been criticized by a number of researchers. By now, the view of academic writing as embodying interaction among writers, readers and the academic community as a whole has been established. Following this assumption, the present study focused on how second/foreign language writers enact, construct, and invent themselves through writing. In this study, the theoretical stance on identity is grounded on Ivanič’s (1998 four interrelated aspects of writer identity, namely autobiographical self, discoursal self, authorial self, and possibilities for self-hood in the socio-cultural and institutional contexts. Hyland’s model of metadiscourse (2004a was used as the analytical tool for analyzing texts. Based on a corpus of 30 research articles, the overall distribution of evidential markers, hedges, boosters, attitude markers, and self-mentions were calculated across four rhetorical sections (Abstract, Introduction, Methodology, Discussion and Conclusion of the research articles. According to the results of this study, identity is a critical aspect of writing which should be brought into the mainstream of second/foreign language writing pedagogy through consciousness -raising or the specific teaching of certain features.
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Using Web 2.0 technologies and collaborative work in teaching academic writing
Jekiel, Mateusz
2014-01-01
Paper presented at YLMP 2014 Teaching academic writing to ESL learners can be a difficult task: students are usually unfamiliar with academic style, have difficulties in producing a structured piece of writing and get easily discouraged by an examoriented approach, having to use old school pen and paper with no access to technology. Indeed, the gap between everyday writing tasks and the exam is significant: access to online dictionaries, linguistic corpora and academic articles, as well a...
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Linguistic Features of Humor in Academic Writing
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Stephen Skalicky
2016-06-01
Full Text Available A corpus of 313 freshman college essays was analyzed in order to better understand the forms and functions of humor in academic writing. Human ratings of humor and wordplay were statistically aggregated using Factor Analysis to provide an overall Humor component score for each essay in the corpus. In addition, the essays were also scored for overall writing quality by human raters, which correlated (r = .195 with the humor component score. Correlations between the humor component scores and linguistic features were examined. To investigate the potential for linguistic features to predict the Humor component scores, regression analysis identified four linguistic indices that accounted for approximately 17.5% of the variance in humor scores. These indices were related to text descriptiveness (i.e., more adjective and adverb use, lower cohesion (i.e., less paragraph-to-paragraph similarity, and lexical sophistication (lower word frequency. The findings suggest that humor can be partially predicted by linguistic features in the text. Furthermore, there was a small but significant correlation between the humor and essay quality scores, suggesting a positive relation between humor and writing quality. Keywords: humor, academic writing, text analysis, essay score, human rating
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Attitudes toward text recycling in academic writing across disciplines.
Hall, Susanne; Moskovitz, Cary; Pemberton, Michael A
2018-01-01
Text recycling, the reuse of material from one's own previously published writing in a new text without attribution, is a common academic writing practice that is not yet well understood. While some studies of text recycling in academic writing have been published, no previous study has focused on scholars' attitudes toward text recycling. This article presents results from a survey of over 300 journal editors and editorial board members from 86 top English-language journals in 16 different academic fields regarding text recycling in scholarly articles. Responses indicate that a large majority of academic gatekeepers believe text recycling is allowable in some circumstances; however, there is a lack of clear consensus about when text recycling is or is not appropriate. Opinions varied according to the source of the recycled material, its structural location and rhetorical purpose, and conditions of authorship conditions-as well as by the level of experience as a journal editor. Our study suggests the need for further research on text recycling utilizing focus groups and interviews.
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The Effect of Genre-based Scaffolding on Research Paper Writing of MA Candidates in an EFL Context
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Sara Salehpour
2014-11-01
Full Text Available In recent years, there has been an increasing amount of literature on genre-based approaches to writing instruction. However, scant attention has been paid to the use of genre-based scaffolding in the realm of academic writing. Hence, in an attempt to tackle the problems prevalent in academic writing, this study set out to investigate the effect of genre-based scaffolding through sentence starters and writing frames on MA candidates’ research paper writing. To this end, twenty MA candidates majoring in ELT were randomly assigned to two homogenous groups, one control and one experimental group, each including 10 participants. Both groups were exposed to a five-session genre-based instruction while the experimental group benefitted from the additional provision of sentence starters and writing frames relevant to different sections of a research paper. The analysis of the results, using independent sample of t-test, reveals that genre-based instruction can be a useful tool in improving academic writing. Moreover, the outperformance of the participants of the experimental group is indicative of the beneficial effect of scaffolding through starters and frames.
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Strategic and Interactive Writing Instruction: An Efficacy Study in Grades 3-5
Wolbers, Kimberly; Dostal, Hannah; Graham, Steve; Branum-Martin, Lee; Kilpatrick, Jennifer; Saulsburry, Rachel
2018-01-01
A quasi-experimental study was conducted to examine the impact of Strategic and Interactive Writing Instruction on 3rd-5th grade deaf and hard of hearing students' writing and written language compared to a business-as-usual condition (treatment group N = 41, comparison group N = 22). A total of 18 hours of instruction was provided for each of two…
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Designing Academic Writing Analytics for Civil Law Student Self-Assessment
Knight, Simon; Buckingham Shum, Simon; Ryan, Philippa; Sándor, Ágnes; Wang, Xiaolong
2018-01-01
Research into the teaching and assessment of student writing shows that many students find academic writing a challenge to learn, with legal writing no exception. Improving the availability and quality of timely formative feedback is an important aim. However, the time-consuming nature of assessing writing makes it impractical for instructors to…
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Through Rubrics and Scaffolded Instruction: A Programmatic Self-Study of Writing Expectations
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Hanfu Mi
2010-05-01
Full Text Available Colleagues in a teacher education program describe their journey of programmatic self-study as they examine how they teach and assess teacher candidates’ writing in a series of three required and sequenced undergraduate literacy courses. They lead the reader through the questions they asked themselves about their instruction and their reflective process with a goal of improving teacher candidates’ technical, reflective, and creative writing. Readers are encouraged to reflect on their expectations for teacher candidates’ writing in light of instruction and assessment. Implications for teacher education are explored.
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Taking a Closer Look at Your Informational Writing Instruction
Beschorner, Beth; Hall, Anna H.
2018-01-01
When students write informational text, they have the opportunity to engage with meaningful topics, become curious about the world, learn domain-specific knowledge, and use academic vocabulary. Given the possibilities for learning through writing informational text, it is important for teachers to reflect on and improve their informational writing…
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NEGOTIATING INTO ACADEMIC DISCOURSES: TAIWANESE AND U.S. COLLEGE STUDENTS IN RESEARCH WRITING
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Yichun Liu
2008-12-01
Full Text Available Cross-national, or cross-cultural, studies of academic writing have moved beyond contrastive rhetoric’s textual focus to broad concerns of students’ first-and second-language literacy development. However, we remain in the dark as to how, in a micro view, students initiate into academic discourses in cross-national contexts. Situating our study in first-year writing courses in a Taiwanese and a U.S. university, we examined students’ negotiation acts when they struggled to enter into social science discourses. Our study reveals that students in both institutions negotiated with academic writing at metacognitive, textual, and contextual levels. They brought rhetorical values, such as writing as a display of knowledge or writing grounded in evidential research, into their writing that they acquired in high school. Further, teachers’ expectations, their new perceptions of research and writing, and their dreams and experiences all came into play in their writing.
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The Tablet Inscribed: Inclusive Writing Instruction with the iPad
Sullivan, Rebecca M.
2013-01-01
Despite the author's initial skepticism, a classroom set of iPads has reinforced a student-directed approach to writing instruction, while also supporting an inclusive classroom. Using the iPads, students guide their writing process with access to the learning management system, electronic information resources, and an online text editor. Students…
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Context-model-based instruction in teaching EFL writing: A narrative inquiry
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Zheng Lin
2016-12-01
Full Text Available This study aims to re-story the provision of the context-model-based instruction in teaching EFL writing, focusing especially on students’ development of the context model and learning to guide EFL writing with the context model. The research data have been collected from the audio recordings of the classroom instruction, the teacher-researcher’s memos, and the students’ reflections on their learning experience in the study. The findings that have resulted from this narrative inquiry show (1 the context-model-based instruction has helped students develop their context model; (2 students could learn to configure the four elements of the context model (i.e. “the purpose of communication, the subject matter, the relationship with the reader and the normal pattern of presentation”; and (3 students could learn to be mindful to proactively apply the context model in the process of EFL writing to manage the situated, dynamic and intercultural issues involved.
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van der Loo, Janneke; Krahmer, Emiel; van Amelsvoort, Marije
2016-01-01
In this paper we present preliminary results on a study on the effect of instructional method (observational learning and learning by doing) and reflection (yes or no) on academic text quality and self-efficacy beliefs. 56 undergraduate students were assigned to either an observational learning or learning-by-doing condition, with or without…
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Applying Cultural Project Based Learning to Develop Students’ Academic Writing
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Lulus Irawati
2015-06-01
Full Text Available Writing is considered to be the most demanding and difficult skill for many college students, since there are some steps to be followed such as prewriting, drafting, editing, revising and publishing. The interesting topic like culture including lifestyle, costume, and custom is necessary to be offered in Academic Writing class. Accordingly, this article aims to elaborate the application of a cultural project based learning to develop students’ ability in academic writing. This descriptive qualitative research was conducted in Academic Writing class consisting of 20 students of the fourth semester. The students were divided into some groups, each consisting of 4-5 people assigned to make a cultural project within 6 weeks, in the form of essay. Each member of the groups has to create his/ her own essay and then compile the essays to be a mini-journal. Therefore, one group has one mini-journal consisting of 4-5 essays. To check the content of mini-journal, the lecturer also asked the groups to present in front of the class to get some suggestions, feedback, or comments.
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Ritchey, Kristen D.; Coker, David L., Jr.; Jackson, Allison F.
2015-01-01
We investigated the relationship between 28 teachers' theoretical orientations to writing instruction and self-reported instructional practices and student writing performance. First-, second-, and third-grade teachers completed the Teacher Writing Orientation Scale developed by Graham, Harris, MacArthur, and Fink (2002) and reported the frequency…
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THE INSTRUCTIONAL DELIVERY OF WRITING COURSE AT ENGLISH DEPARTMENT OF UMS: A NATURALISTIC STUDY
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Fibrian Anindyawati
2017-08-01
Full Text Available The objective of this research is to get a thorough description of the teaching learning process of Writing Course at English Department of Muhammadiyah University of Surakarta, covering the syllabuses, the learning objectives, the instructional materials, the teachers’ roles, the students’ roles, the classroom techniques, the classroom procedures, the teaching media, and the assessment models. The data of this research were collected through observation, interview, and documentation. This research was a naturalistic study. The result shows that the syllabus used in Writing I & II is grammatical syllabus and Writing III & IV task-based syllabus. The learning objectives categorized into two namely, general objectives and specific objectives. The instructional materials were divided into three categories: printed materials, visual materials, and materials from the internet. The teachers’ roles were as organizer, consultant, feedback provider, assessor, and motivator. The students’ roles were as active participant, peer reviewer, and peer editor. The classroom techniques consist of brainstorming, discussion, question and answer, self-correction, assignment. The classroom procedures of Writing I & II were BKOF-MOT-ICOT; Writing III were reviewing, gathering ideas, organizing, build writing activity; and Writing IV were reviewing, explaining the materials, gathering ideas, organizing, build writing activity. The media used were LCD Projector, board, slides, and videos. The assessment model consisted of: multiple choices, weekly assignments, quizzes, mid-test, and final-test. Keywords: Instruction, writing course, teaching writing
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Reading and Writing as Academic Literacy in EAP Program of Indonesian Leaners
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Imroatus Solikhah
2015-12-01
Full Text Available This study investigates academic literacy imposed in reading and writing for academic purposes in the EAP program. This study uses descriptive design elaborating data from curriculum documents and interviews. Involving 45 participants from IAIN Surakarta and Veteran University, data were analyzed using constant-comparison and inductive analysis tecniques. The study diseovers that academic literacy is prominent to serve and recently it has been the growing learning outcomes universities should provide besides discipline and experise. Academic literacy in EAP program is embedded into academic vocabulary, grammar, reading and writing for academic purposes. Consequently, academic literacy should be incurred in the curriculum, syllabus, aims and objectives, and teaching materials.
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Why It Is so Hard for Academics to Write Textbooks
Sternberg, Robert J.
2017-01-01
Although academics are accustomed to writing articles and books, they much less frequently write textbooks. When they do, they likely find it much harder to do well than they ever would have imagined. This difficulty is likely to surprise them, because they have considerable experience in writing research articles and in teaching. I argue in this…
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Using gamification to develop academic writing skills in dental undergraduate students.
El Tantawi, Maha; Sadaf, Shazia; AlHumaid, Jehan
2018-02-01
To assess the satisfaction of first-year dental students with gamification and its effect on perceived and actual improvement of academic writing. Two first-year classes of dental undergraduate students were recruited for the study which extended over 4 months and ended in January 2015. A pre-intervention assessment of students' academic writing skills was performed using criteria to evaluate writing. The same criteria were used to evaluate the final writing assignment after the intervention. Students' satisfaction with game aspects was assessed. The per cent change in writing score was regressed on scores of satisfaction with game aspects controlling for gender. Perceived improvement in writing was also assessed. Data from 87 (94.6%) students were available for analysis. Students' overall satisfaction with the gamified experience was modest [mean (SD) = 5.9 (2.1)] and so was their overall perception of improvement in writing [mean (SD) = 6.0 (2.2)]. The per cent score of the first assignment was 35.6 which improved to 80 in the last assignment. Satisfaction with playing the game was significantly associated with higher percentage of improvement in actual writing skills [regression coefficient (95% confidence interval) = 21.1 (1.9, 40.2)]. Using gamification in an obligatory course for first-year dental students was associated with an improvement in academic writing skills although students' satisfaction with game aspects was modest and their willingness to use gamification in future courses was minimal. © 2016 John Wiley & Sons A/S. Published by John Wiley & Sons Ltd.
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Angst about Academic Writing: Graduate Students at the Brink
Holmes, Barbara; Waterbury, Theresa; Baltrinic, Eric; Davis, Arielle
2018-01-01
This paper offers some insights into the anxieties graduate students bring into the classroom about academic or technical writing. In this qualitative study, a focus group of graduate students was utilized to describe the specific negative feelings, attitudes and experiences held about writing. Findings suggest that students were able to identify…
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Moves Analysis on Abstracts Written by the Students in Academic Writing Class
Ajeng Setyorini
2017-01-01
This paper contains analysis results on abstracts written by students in Academic Writing course. The analysis includes analyses on moves and linguistic features. The analysis aims at finding out how the abstract writing structures of the English Education students are in the Academic Writing course. The abstract analysis also includes the analysis on the use of the linguistic features in the abstracts. The analysis uses a qualitative research approach. There are totally 10 abstracts that are...
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Providing Electronic Writing Resources for Academic Purposes: Issues of Control and Flexibility.
Bruce, Nigel
2001-01-01
Reviews "Academic Writing: An Interactive Language Based CD-ROM for Teaching Academic Writing Skills to University Students." Suggests language teachers in the tertiary sector are required to accommodate the specific disciplinary needs of their students, and that it is rare for most commercial textbooks to find their way into an English for…
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Translanguaging in English Academic Writing Preparation
Adamson, John; Coulson, David
2015-01-01
We investigate translanguaging (i.e. the co-use of first and second languages) in a Content and Language Integrated Learning course, as a pragmatic means to promote the skill of young university students in extended critical academic writing. We aimed to prepare new undergraduate students (n = 180) for courses where partial English-medium…
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Troubling Our Desires for Research and Writing within the Academic Development Project
Peseta, Tai
2007-01-01
In this paper, I speculate on the work "usefulness" does to regulate the research and writing of the scholarship of academic development project. My argument is not that academic developers ought to repudiate a fidelity to usefulness; rather, I want to expand our ideas for the possibilities of research and writing beyond purposes of…
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Polanco, Marcela
2013-01-01
In this paper, I revise my experience of writing an autoethnographic (Ellis, 2004) dissertation in the field of family therapy as a Colombian mestiza. I discuss how I grappled with my writing, and, in the process, stumbled into matters of democratizing texts. I problematize male-dominant academic standards, telling of the tensions when maneuvering…
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Combined Training of One Cognitive and One Metacognitive Strategy Improves Academic Writing Skills.
Wischgoll, Anke
2016-01-01
Academic writing is a challenging task. Expert writers apply various writing skills as they anticipate the reader's view of their text while paying attention to structure and content. Research in the high school setting shows that the acquisition of writing skills can be supported by single-strategy training. However, research in higher education is scarce. We tested whether the development of academic writing skills can also be effectively supported by training single strategies or even combined strategies. As metacognition is an important skill for advanced and adult learners, we focused in this study on the benefit of combined cognitive strategies with and without a metacognitive strategy. An experiment including three conditions was conducted (N = 60 German-speaking psychology undergraduates, M = 22.8, SD = 4.4), which lasted for three hours. Each group received a modeling intervention of a basic cognitive strategy on the application of text structure knowledge. Two groups received an additional modeling intervention with either a cognitive strategy treatment on text summarization or a metacognitive strategy treatment on self-monitoring the writing process. One group received no further strategy treatment. Prior knowledge and learning outcomes were measured with a specially developed test on academic writing skills. In addition, all participants wrote an abstract of an empirical article. We found that learners who received the additional self-monitoring strategy intervention benefited significantly more in terms of acquisition of academic writing skills and the quality of their texts than learners who did not receive this intervention. Thus, the results underline the importance of self-monitoring strategies in academic writing. Implications and further research opportunities are discussed.
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Combined training of one cognitive and one metacognitive strategy improves academic writing skills
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Anke eWischgoll
2016-02-01
Full Text Available Academic writing is a challenging task. Expert writers apply various writing skills as they anticipate the reader’s view of their text while paying attention to structure and content. Research in the high school setting shows that the acquisition of writing skills can be supported by single-strategy training. However, research in higher education is scarce. We tested whether the development of academic writing skills can also be effectively supported by training single strategies or even combined strategies. As metacognition is an important skill for advanced and adult learners, we focused in this study on the benefit of combined cognitive strategies with and without a metacognitive strategy. An experiment including three conditions was conducted (N = 60 German-speaking psychology undergraduates, M=22.8, SD=4.4, which lasted for three hours. Each group received a modeling intervention of a basic cognitive strategy on the application of text structure knowledge. Two groups received an additional modeling intervention with either a cognitive strategy treatment on text summarization or a metacognitive strategy treatment on self-monitoring the writing process. One group received no further strategy treatment. Prior knowledge and learning outcomes were measured with a specially developed test on academic writing skills. In addition, all participants wrote an abstract of an empirical article. We found that learners who received the additional self-monitoring strategy intervention benefited significantly more in terms of acquisition of academic writing skills and the quality of their texts than learners who did not receive this intervention. Thus, the results underline the importance of self-monitoring strategies in academic writing. Implications and further research opportunities are discussed.
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Combined Training of One Cognitive and One Metacognitive Strategy Improves Academic Writing Skills
Wischgoll, Anke
2016-01-01
Academic writing is a challenging task. Expert writers apply various writing skills as they anticipate the reader’s view of their text while paying attention to structure and content. Research in the high school setting shows that the acquisition of writing skills can be supported by single-strategy training. However, research in higher education is scarce. We tested whether the development of academic writing skills can also be effectively supported by training single strategies or even combined strategies. As metacognition is an important skill for advanced and adult learners, we focused in this study on the benefit of combined cognitive strategies with and without a metacognitive strategy. An experiment including three conditions was conducted (N = 60 German-speaking psychology undergraduates, M = 22.8, SD = 4.4), which lasted for three hours. Each group received a modeling intervention of a basic cognitive strategy on the application of text structure knowledge. Two groups received an additional modeling intervention with either a cognitive strategy treatment on text summarization or a metacognitive strategy treatment on self-monitoring the writing process. One group received no further strategy treatment. Prior knowledge and learning outcomes were measured with a specially developed test on academic writing skills. In addition, all participants wrote an abstract of an empirical article. We found that learners who received the additional self-monitoring strategy intervention benefited significantly more in terms of acquisition of academic writing skills and the quality of their texts than learners who did not receive this intervention. Thus, the results underline the importance of self-monitoring strategies in academic writing. Implications and further research opportunities are discussed. PMID:26941671
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Merrell, Cheryl
2013-01-01
Online Writing Instruction (OWI) has become a viable educational alternative in online instruction in the K-12 educational community. To continue to effectively compete in a global society, educators have identified a necessity for instruction that replicates real-world situations and problem-solving tasks which is consistent with constructivism.…
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Melles, Gavin; Lockheart, Julia
2012-01-01
In disciplines with long histories in higher education, academic literacies, including writing practices, are less contested than in newer academic fields such as art and design. The relatively recent incorporation of such fields and schools into the university sector has required these fields to create academic writing practices consistent with…
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On using verbs appropriately in academic English writing
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Khrabrova Valentina Evgenievna
2016-12-01
Full Text Available The article is concerned with English action verbs as key elements of academic English writing. Due to cognitive and semantic characteristics, verbs in the predicate function, by contrast with deverbative suffixal nouns and adjectives as parts of nominal predicates, convey the meaning of written message more concisely. The article is provided with verb classifications aimed at systematizing the information about verbs and developing a conscious approach to choosing verbs in the writing process. Syntactic transformation, limitation of passive voice forms, substitution of action verbs for stative verbs, adjectives and nouns entail perfecting the second language student writing skills.
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Révész, Andrea; Michel, Marije; Lee, MinJin
2017-01-01
This project examined the cognitive processes and online behaviours of second language writers while performing IELTS Academic Writing Test Task 2, and the ways in which the online behaviours of test-takers relate to the quality of the text produced. An additional aim was to assess whether writing
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Main Ingredients for Success in L2 Academic Writing: Outlining, Drafting and Proofreading.
Munoz-Luna, Rosa
2015-01-01
Spanish undergraduates of English Studies are required to submit their essays in academic English, a genre which most of them are not acquainted with. This paper aims to explore the extralinguistic side of second language (L2) academic writing, more specifically, the combination of metalinguistic items (e.g. transition and frame markers, among others) with students' writing strategies when composing an academic text in L2 English. The research sample conveys a group of 200 Spanish undergraduates of English Studies; they are in their fourth year, so they are expected to be proficient in English academic writing but their written production quality varies considerably. Results are analysed following a mixed methodology by which metalinguistic items are statistically measured, and then contrasted with semi-structured interview results; SPSS and NVivo provide quantitative and qualitative outcomes, respectively. The analyses reveal that undergraduate students who produce complex sentences and more coherent texts employ a wider range of writing strategies both prior and while writing, being able to (un)consciously structure and design their texts more successfully. These high-scoring students make more proficient use of complex transition markers for coherence and frame markers for textual cohesion; their commonly used (pre-)writing strategies are drafting, outlining, and proofreading.
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Main Ingredients for Success in L2 Academic Writing: Outlining, Drafting and Proofreading.
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Rosa Munoz-Luna
Full Text Available Spanish undergraduates of English Studies are required to submit their essays in academic English, a genre which most of them are not acquainted with. This paper aims to explore the extralinguistic side of second language (L2 academic writing, more specifically, the combination of metalinguistic items (e.g. transition and frame markers, among others with students' writing strategies when composing an academic text in L2 English. The research sample conveys a group of 200 Spanish undergraduates of English Studies; they are in their fourth year, so they are expected to be proficient in English academic writing but their written production quality varies considerably. Results are analysed following a mixed methodology by which metalinguistic items are statistically measured, and then contrasted with semi-structured interview results; SPSS and NVivo provide quantitative and qualitative outcomes, respectively. The analyses reveal that undergraduate students who produce complex sentences and more coherent texts employ a wider range of writing strategies both prior and while writing, being able to (unconsciously structure and design their texts more successfully. These high-scoring students make more proficient use of complex transition markers for coherence and frame markers for textual cohesion; their commonly used (pre-writing strategies are drafting, outlining, and proofreading.
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Main Ingredients for Success in L2 Academic Writing: Outlining, Drafting and Proofreading
Munoz-Luna, Rosa
2015-01-01
Spanish undergraduates of English Studies are required to submit their essays in academic English, a genre which most of them are not acquainted with. This paper aims to explore the extralinguistic side of second language (L2) academic writing, more specifically, the combination of metalinguistic items (e.g. transition and frame markers, among others) with students’ writing strategies when composing an academic text in L2 English. The research sample conveys a group of 200 Spanish undergraduates of English Studies; they are in their fourth year, so they are expected to be proficient in English academic writing but their written production quality varies considerably. Results are analysed following a mixed methodology by which metalinguistic items are statistically measured, and then contrasted with semi-structured interview results; SPSS and NVivo provide quantitative and qualitative outcomes, respectively. The analyses reveal that undergraduate students who produce complex sentences and more coherent texts employ a wider range of writing strategies both prior and while writing, being able to (un)consciously structure and design their texts more successfully. These high-scoring students make more proficient use of complex transition markers for coherence and frame markers for textual cohesion; their commonly used (pre-)writing strategies are drafting, outlining, and proofreading. PMID:26046836
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Brown, Gavin T. L.; Marshall, Jennifer C.
2012-01-01
Successful academic writing requires strong command of the rhetorical moves that orient the reader to the theme and substantive material of an academic essay. Effective control of the introduction leads to better overall writing. The goal of this study was to devise and evaluate a pedagogy for teaching the writing of academic essay introductions.…
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Examining Shifts in Preservice Teachers' Beliefs and Attitudes toward Writing Instruction
Hall, Anna H.
2016-01-01
The purpose of this study was to examine the effectiveness of integrating self-reflection, focused instruction, and field practice in a semester-long language arts course in order to shift early childhood preservice teachers' (PSTs) beliefs and attitudes about writing instruction, as well as their development and planned use of tools for…
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Examining pre-service teacher views on the implementation of screen-based writing instruction
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Mehmet Tok
2015-03-01
Full Text Available Today, as new technological developments continue to emerge, education, like many other fields, is going through major changes. Technological developments are causing changes to many common concepts. In particular, studies that benefit from technology in the field of education are becoming increasingly widespread, opening the door for the emergence of new teaching methods by abandoning traditional ones. New technologies, and computers in particular, can benefit the teaching of writing, the most complex of the four basic language skills (reading, writing, speaking, and listening. This study aims to explore pre-service teachers' views on screen-based writing practices via a course they attended. A qualitative case study method (holistic single-case design was employed to explore pre-service teachers’ views. The study participants were selected using a purposeful sampling method among 4th year students majoring in Turkish Language Teaching at a major state university. The study group consisted of sixty-two pre-service teachers who were enrolled in the “Written Expression” I and II courses in the 2013-2014 education year. The study was conducted both in Fall and Spring semesters. All writing activities were conducted in a digital environment. The study results revealed that a majority (77% of the pre-service teachers favored continuation of the screen-based writing instruction. The study supported that digital literacy is important and the advantages of screen-based writing instruction outweighed its disadvantages. Screen-based writing activities should be integrated into the courses and instruction materials of pre-service Turkish teachers’ education programs.
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Syahriah Madjid
2017-10-01
Full Text Available The purpose of this research is for helping students to improve their academic writing skills by changing the existing strategies which were considered ineffective at solving this kind of problem. This research was about how to improve student’s academic writing skills through contextual teaching and learning. The clientele of this research was the students of Civil Engineering Department of Bosowa University of Makassar. To gain the final result in this research there are three periods were needed. The result for the first period is only 26.67% or only 8 from 30 students could pass the standard qualifying. The students which passed the standard qualifying becomes 80% from 30 students in next period and in the final period the result was already succeeded, all of the students could pass the standard qualifying. Those experiments prove that this research showed that contextual teaching and learning effects can be used in helping students improve their academic writing skills. This research recommends the lecturer to conduct intensive training in the process of planning to write, the evaluation of sources of references, and the development of writing based on academic writing strategy.
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Student Beliefs and Attitudes about Authorial Identity in Academic Writing
Pittam, Gail; Elander, James; Lusher, Joanne; Fox, Pauline; Payne, Nicola
2009-01-01
Authorial identity is the sense a writer has of themselves as an author and the textual identity they construct in their writing. This article describes two studies exploring psychology students' authorial identity in academic writing. A qualitative focus group study with 19 students showed that authorial identity was largely unfamiliar to…
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Main Ingredients for Success in L2 Academic Writing: Outlining, Drafting and Proofreading
Munoz-Luna, Rosa
2015-01-01
Spanish undergraduates of English Studies are required to submit their essays in academic English, a genre which most of them are not acquainted with. This paper aims to explore the extralinguistic side of second language (L2) academic writing, more specifically, the combination of metalinguistic items (e.g. transition and frame markers, among others) with students' writing strategies when composing an academic text in L2 English. The research sample conveys a group of 200 Spanish undergradua...
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Students' Perceptions of Academic Writing as a Mode of Communication
Majidi, Mojdeh
2005-01-01
Adopting the social theory of writing and new rhetorical genre studies (Bakhtin, 1986; Dias, Freedman, Medway, & Pare, 1999; Freedman & Medway, 1994; Miller, 1984/1994) as the theoretical framework in this study I made an attempt to explore graduate students' perceptions of academic writing as a mode of communication in academia. I interviewed…
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Applying Cultural Project Based Learning to Develop Students' Academic Writing
Irawati, Lulus
2015-01-01
Writing is considered to be the most demanding and difficult skill for many college students, since there are some steps to be followed such as prewriting, drafting, editing, revising and publishing. The interesting topic like culture including lifestyle, costume, and custom is necessary to be offered in Academic Writing class. Accordingly, this…
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The Effects of Teacher Directed Writing Instruction Combined with SOLO Literacy Suite
Park, Y.; Ambrose, G.; Coleman, M. B.; Moore, T. C.
2017-01-01
The purpose of this study was to examine the effectiveness of an intervention in which teacher-led instruction was combined with computerized writing software to improve paragraph writing for three middle school students with intellectual disability. A multiple probe across participants design was used to evaluate the effectiveness of the…
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Nielsen, Kristen
2014-01-01
Student writing achievement is essential to lifelong learner success, but supporting writing can be challenging for teachers. Several large-scale analyses of publications on writing have called for further study of instructional methods, as the current literature does not sufficiently address the need to support best teaching practices.…
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Ren, Junhong
2017-01-01
College English writing instruction has been a prominent research area in EFL field in mainland China. This paper has continued the focus by exploring a seemingly effective way for college English writing instruction in China--teaching writing based on reading on the basis of the "output-driven, input-enabled" hypothesis. This hypothesis…
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O'Brien, Orna; Dowling-Hetherington, Linda
2013-01-01
This paper discusses the design and delivery of support for academic writing skills development. The paper also presents a case study of such support on an undergraduate, part-time degree programme at University College Dublin (UCD). Elton (2010) suggests that the approach to academic writing is discipline dependent and that neither specialists in academic writing nor practising academics in a discipline can separately provide students with the necessary support to develop the ability to writ...
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Translation as a Paradigm Shift: A Corpus Study of Academic Writing
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Agnes Pisanski Peterlin
2013-05-01
Full Text Available In recent decades the increasing reliance on computer technology and the emergence of electronic publishing have precipitated changes in both the production and reception of academic writing. At the same time, the dominance of English as the medium of academic communication has been asserted in all fields of study. While many scholars write their own texts in English, it is not exceptional for others to have their papers translated into English. It is interesting, however, that translation of academic discourse has received relatively little research attention so far. In the study presented here, the question how translated academic texts differ from comparable original English academic texts is addressed. To explore this question, a 700,000-word corpus comprising 104 research articles (Slovene-English translations and comparable English originals is analyzed in terms of references to the entire text itself. The results show considerable differences between the translated texts and the comparable English-language originals.
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Plagiarism, Intertextuality and Emergent Authorship in University Students' Academic Writing
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Celia Helen Thompson
2009-08-01
Full Text Available Issues of plagiarism, intertextuality and authorial presence in academic writing are fundamental to the teaching and learning activities of all university lecturers and their students. Knowing how to assist students, particularly those who speak English as an additional language (EAL, to develop a sense of text/knowledge ownership and authorial presence in the creation of discipline-based scholarly texts can be especially challenging. Clarifying what is encompassed by the notion of ‘common knowledge’ is also central to this process. The aim of this paper is to explore the political and intertextual nature of text/knowledge construction and emergent student authorship through the analysis of interviews and written assignments from two EAL students, together with interview data from lecturers from relevant disciplinary fields. Drawing on the work of Bakhtin, Kristeva and Penrose and Geisler, I conclude by suggesting that it is by engaging with, rather than fearing, intertextual connections, that we can create a dialogic pedagogy for academic writing that will enable students to articulate an authoritative authorial identity of their own. The importance of lecturer intervention during the drafting stages of text production is also emphasised. Keywords: plagiarism; intertextuality; emergent authorship; academic writing
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Linguistic Features of Humor in Academic Writing
Skalicky, Stephen; Berger, Cynthia M.; Crossley, Scott A.; McNamara, Danielle S.
2016-01-01
A corpus of 313 freshman college essays was analyzed in order to better understand the forms and functions of humor in academic writing. Human ratings of humor and wordplay were statistically aggregated using Factor Analysis to provide an overall "Humor" component score for each essay in the corpus. In addition, the essays were also…
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Source-Based Tasks in Writing Independent and Integrated Essays
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Javad Gholami
2017-07-01
Full Text Available Integrated writing tasks have gained considerable attention in ESL and EFL writing assessment and are frequently needed and used in academic settings and daily life. However, they are very rarely practiced and promoted in writing classes. This paper explored the effects of source-based writing practice on EFL learners’ composing abilities and investigated the probable differences between those tasks and independent writing ones in improving Iranian EFL learners’ essay writing abilities. To this end, a quasi-experimental design was implemented to gauge EFL learners’ writing improvements using a pretest-posttest layout. Twenty female learners taking a TOEFL iBT preparation course were randomly divided into an only-writing group with just independent writing instruction and essay practice, and a hybrid-writing-approach group receiving instruction and practice on independent writing plus source-based essay writing for ten sessions. Based on the findings, the participants with hybrid writing practice outperformed their counterparts in integrated essay tests. Their superior performance was not observed in the case of traditional independent writing tasks. The present study calls for incorporating more source-based writing tasks in writing courses.
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Diagnosing EAP Writing Ability Using the Reduced Reparameterized Unified Model
Kim, Youn-Hee
2011-01-01
Despite the increasing interest in and need for test information for use in instructional practice and student learning, there have been few attempts to systematically link a diagnostic approach to English for academic purposes (EAP) writing instruction and assessment. In response to this need for research, this study examined the extent to which…
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DEFF Research Database (Denmark)
Andersen, Ida Gran; Andersen, Simon Calmar
2017-01-01
educational inequality. We analyze whether the impact of student-centered instructional strategies on academic achievement differs for students with different socioeconomic backgrounds. Results suggest that a student-centered instructional strategy has a negative impact on academic achievement in general......, and for students with low parental education in particular. Our findings support the argument that the instructional strategy of schools is an important mechanism in generating educational inequality through the stratification of learning opportunities.......Research in the sociology of education argues that the educational system provides different learning opportunities for students with different socioeconomic backgrounds and that this circumstance makes the educational process an important institutional context for the reproduction of educational...
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Embedded academic writing support for nursing students with English as a second language.
Salamonson, Yenna; Koch, Jane; Weaver, Roslyn; Everett, Bronwyn; Jackson, Debra
2010-02-01
This paper reports a study which evaluated a brief, embedded academic support workshop as a strategy for improving academic writing skills in first-year nursing students with low-to-medium English language proficiency. Nursing students who speak English as a second language have lower academic success compared with their native English-speaking counterparts. The development of academic writing skills is known to be most effective when embedded into discipline-specific curricula. Using a randomized controlled design, in 2008 106 students pre-enrolled in an introductory bioscience subject were randomized to receive either the intervention, a 4-day embedded academic learning support workshop facilitated by two bioscience (content) nursing academics and a writing and editing professional, or to act as the control group. The primary focus of the workshop was to support students to work through a mock assignment by providing progressive feedback and written suggestions on how to improve their answers. Of the 59 students randomized to the intervention, only 28 attended the workshop. Bioscience assignment results were analysed for those who attended (attendees), those randomized to the intervention but who did not attend (non-attendees), and the control group. Using anova, the results indicated that attendees achieved statistically significantly higher mean scores (70.8, sd: 6.1) compared to both control group (58.4, sd: 3.4, P = 0.002) and non-attendees (48.5, sd: 5.5, P = 0.001). A brief, intensive, embedded academic support workshop was effective in improving the academic writing ability of nursing students with low-to-medium English language proficiency, although reaching all students who are likely to benefit from this intervention remains a challenge.
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Rickard, Claire M; McGrail, Matthew R; Jones, Rebecca; O'Meara, Peter; Robinson, Anske; Burley, Mollie; Ray-Barruel, Gillian
2009-07-01
Publication rates are a vital measure of individual and institutional performance, yet many nurse academics publish rarely or not at all. Despite widespread acceptance of the need to increase academic publication rates and the pressure university faculty may experience to fulfil this obligation, little is known about the effectiveness of practical strategies to support academic writing. In this small cohort study (n=8) comprising nurses and other professionals involved in university education, a questionnaire survey was used to evaluate the effectiveness of a one-week "Writing for Publication" course combined with a monthly writers support group to increase publication rates. Two year pre and post submissions increased from 9 to 33 articles in peer-reviewed journals. Publications (in print) per person increased from a baseline of 0.5-1.2 per year. Participants reported increased writing confidence and greater satisfaction with the publishing process. Peer support and receiving recognition and encouragement from line managers were also cited as incentives to publish. Writing for publication is a skill that can be learned. The evaluated model of a formal writing course, followed by informal monthly group support meetings, can effectively increase publication rates.
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Scientific writing: a randomized controlled trial comparing standard and on-line instruction
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Phadtare Amruta
2009-05-01
Full Text Available Abstract Background Writing plays a central role in the communication of scientific ideas and is therefore a key aspect in researcher education, ultimately determining the success and long-term sustainability of their careers. Despite the growing popularity of e-learning, we are not aware of any existing study comparing on-line vs. traditional classroom-based methods for teaching scientific writing. Methods Forty eight participants from a medical, nursing and physiotherapy background from US and Brazil were randomly assigned to two groups (n = 24 per group: An on-line writing workshop group (on-line group, in which participants used virtual communication, google docs and standard writing templates, and a standard writing guidance training (standard group where participants received standard instruction without the aid of virtual communication and writing templates. Two outcomes, manuscript quality was assessed using the scores obtained in Six subgroup analysis scale as the primary outcome measure, and satisfaction scores with Likert scale were evaluated. To control for observer variability, inter-observer reliability was assessed using Fleiss's kappa. A post-hoc analysis comparing rates of communication between mentors and participants was performed. Nonparametric tests were used to assess intervention efficacy. Results Excellent inter-observer reliability among three reviewers was found, with an Intraclass Correlation Coefficient (ICC agreement = 0.931882 and ICC consistency = 0.932485. On-line group had better overall manuscript quality (p = 0.0017, SSQSavg score 75.3 ± 14.21, ranging from 37 to 94 compared to the standard group (47.27 ± 14.64, ranging from 20 to 72. Participant satisfaction was higher in the on-line group (4.3 ± 0.73 compared to the standard group (3.09 ± 1.11 (p = 0.001. The standard group also had fewer communication events compared to the on-line group (0.91 ± 0.81 vs. 2.05 ± 1.23; p = 0.0219. Conclusion Our protocol
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Using a Personalized System of Instruction to Improve the Writing Skills of Undergraduates.
Allen, George J.
1984-01-01
A traditional abnormal psychology course was restructured to emphasize writing using a personalized system of instruction. The major benefit was that students showed significant improvement in writing style and clarity. The major costs of the course were the high student turnover and the abnormally large workload for students and instructor. (RM)
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Directory of Open Access Journals (Sweden)
Nancy Chiuh @ Noemi
2015-12-01
Full Text Available When students begin their undergraduate studies, they will need to adjust to the demands of the undergraduate studies with regard to academic English at university level. Dudley-Evans & St. John (1998, p.37 maintain that “their English tuition up to the tertiary level will generally have been in the area of General English, and is unlikely to have included specific preparation for study at university level…” Barker (2000, p.8, in his study on first year students’ perception of writing difficulties, found that the students “come to realise during first semester that they are not adequately prepared for the writing demands required at university”. Pecorari (as cited in Phakiti & Li, 2011 found that Asian ESL students had problems in academic writing; “the students begin their aca-demic writing from ‘copying’ which implies a lack of training in academic writing and arouses accusations of plagiarism in their writing” (p.232. Being an English-medium public university in Malaysia, MARA University of Technology (UiTM poses challenges to both its students and instructors, as a good command of English is essential. In its attempt to equip its undergraduate students with language skills, UiTM has introduced credit-bearing English courses. This paper presents the findings from a research project to identify the academic writing needs of first-year Diploma in Public Administration students in UiTM Sabah. A total of 110 Diploma in Public Administration students and six instructors responded to the questionnaires. The research examined the students’ and instructors’ perceptions of the importance of academic writing skills the students need in order to complete their undergraduate programmes, assessment of the students’ academic writing skills, and the difficulty of academic writing skills. The findings indicated that there was consistency of response between the students and instructors. The follow-up interviews and focus groups with
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Online Writing Instruction for Children with Disabilities: A Review of the Empirical Literature
Vasquez, Eleazar, III.; Straub, Carrie
2016-01-01
We conducted a systematic review of the evidence related to online instruction in writing for students with special needs with the purpose of determining whether the existing literature can provide a research base and responding to special education researchers' concerns about students with disabilities receiving instruction online. We identified…
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Code Glosses in Academic Writing: The Comparison of Iranian and Native Authors
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Mahdi Dehghan
2016-01-01
Full Text Available One of the challenges of academic writing is the creation of a structurally and communicatively well-organized and coherent text. Metadiscourse enables authors of journal articles to achieve this goal by raising the writers‘ awareness about discourse features which can contribute to a better academic content production. Also, L1 background has always been a hot topic in applied linguistics and native versus non-native comparisons have been of particular interest in this field. The purpose of this study was to see whether native English speakers and Iranians use code glosses as a sub-category of metadiscourse similarly in their academic writings. To this end, the introduction section of 30 journal articles written by native and Iranian non-native English authors were investigated and the number of code-glosses in each group was counted and analyzed. Both descriptive and inferential statistics were used to answer the research question of this study. The result of data analysis revealed that there was no significant difference between the frequency count of code glosses used by Iranian and native English authors. This study can have pedagogical implications for EAP course designers as well as academic writing instructors and students.
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The effects of modeling instruction on high school physics academic achievement
Wright, Tiffanie L.
The purpose of this study was to explore whether Modeling Instruction, compared to traditional lecturing, is an effective instructional method to promote academic achievement in selected high school physics classes at a rural middle Tennessee high school. This study used an ex post facto , quasi-experimental research methodology. The independent variables in this study were the instructional methods of teaching. The treatment variable was Modeling Instruction and the control variable was traditional lecture instruction. The Treatment Group consisted of participants in Physical World Concepts who received Modeling Instruction. The Control Group consisted of participants in Physical Science who received traditional lecture instruction. The dependent variable was gains scores on the Force Concepts Inventory (FCI). The participants for this study were 133 students each in both the Treatment and Control Groups (n = 266), who attended a public, high school in rural middle Tennessee. The participants were administered the Force Concepts Inventory (FCI) prior to being taught the mechanics of physics. The FCI data were entered into the computer-based Statistical Package for the Social Science (SPSS). Two independent samples t-tests were conducted to answer the research questions. There was a statistically significant difference between the treatment and control groups concerning the instructional method. Modeling Instructional methods were found to be effective in increasing the academic achievement of students in high school physics. There was no statistically significant difference between FCI gains scores for gender. Gender was found to have no effect on the academic achievement of students in high school physics classes. However, even though there was not a statistically significant difference, female students' gains scores were higher than male students' gains scores when Modeling Instructional methods of teaching were used. Based on these findings, it is recommended
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DEFF Research Database (Denmark)
Borgström, Benedikte
With care of writing as a method of inquiry, this paper engages in academic writing such as responsible knowledge development drawing on emotion, thought and reason. The aim of the paper is to better understand emancipatory knowledge development. Bodily experiences and responses shape academic...... writing and there are possibilities for responsible academic writing in that iterative process. I propose that academic writing can be seen as possibilities of passionate as well as passive writing....
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Connecting Practice and Research: Integrated Reading and Writing Instruction Assessment
Caverly, David C.; Taylor, Judi Salsburg; Dimino, Renee K.; Lampi, Jodi P.
2016-01-01
The first "Connecting Practice and Research" column (Lampi, Dimino, & Salsburg Taylor, 2015), introduced a Research-to-Practice partnership (Coburn & Penuel, 2016) between two faculty from a community college and a university professor who were aiming to develop effective integrated reading and writing (IRW) instruction through a…
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Diction and Expression in Error Analysis Can Enhance Academic Writing of L2 University Students
Sajid, Muhammad
2016-01-01
Without proper linguistic competence in English language, academic writing is one of the most challenging tasks, especially, in various genre specific disciplines by L2 novice writers. This paper examines the role of diction and expression through error analysis in English language of L2 novice writers' academic writing in interdisciplinary texts…
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Moves Analysis on Abstracts Written by the Students in Academic Writing Class
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Ajeng Setyorini
2017-09-01
Full Text Available This paper contains analysis results on abstracts written by students in Academic Writing course. The analysis includes analyses on moves and linguistic features. The analysis aims at finding out how the abstract writing structures of the English Education students are in the Academic Writing course. The abstract analysis also includes the analysis on the use of the linguistic features in the abstracts. The analysis uses a qualitative research approach. There are totally 10 abstracts that are analyzed. These are then called as the data. Data obtained is analyzed using genre analysis approach. Results of analysis on the 10 abstracts showed that some of the abstracts are written using 5 kinds of moves. All of the abstracts are found using Purpose Move and Method Move. Meanwhile, Situation Move is found in 5 abstracts. 8 abstracts are identified using Result Move. Conclusion Move is found in 5 abstracts. The results also show that all of the abstract writers use pronouns ‘the writer’ and ‘the researcher’. The use of personal pronoun ‘she’ is also found in 1 abstract. Hedges used in abstracts written by students in Academic Writing course vary from modal auxiliary verbs, adjectival, adverbial, nominal to Approximates of degree.
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The effect of high school chemistry instruction on students' academic self-concept
Morgan, Peter Wallace
The purpose of this study was to investigate the effect of extended instruction in high school chemistry on the academic self-concept of students and determine what parts of the learning experience need to be addressed to make the interaction a more positive one. Fifty-seven students from three metropolitan public schools, who were enrolled in college preparatory chemistry classes, were asked to complete a written instrument, before and after extended chemistry instruction, that measures academic self-concept. Twenty-one of the students who took part in the written task volunteered to answer some in-depth interview questions concerning their academic self-concept and its relationship to chemistry instruction. Student responses, instrument scores, and student chemistry grades were analyzed for a variety of chemistry learning--academic self-concept connections and interactions. Results showed that there was a positive interaction for less than half of the students involved in the interview sessions. The results from the written instrument showed similar findings. Comparing chemistry grades and academic self-concept revealed an uncertain connection between the two, especially for students with strong academic self-concepts. Students felt that the laboratory experience was often disconnected from the remainder of chemistry instruction and recommended that the laboratory experience be integrated with classroom work. Students also expressed concerns regarding the volume of algorithmic mathematical calculations associated with college preparatory chemistry instruction. Results of this study suggest that secondary chemistry instruction must become more aware of the affective domain of learning and develop a mindful awareness of its connection to the cognitive domain if chemistry teaching and learning is going to better facilitate the intellectual growth of secondary students.
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International Graduate Students' Academic Writing Practices in Malaysia: Challenges and Solutions
Singh, Manjet Kaur Mehar
2015-01-01
This article focuses on the challenges faced by non-native English speaking international graduate students in their academic writing practices while they studied at a university in Malaysia as well as the solutions they employed when faced with the challenges. Academic Literacies Questionnaire was used to collect data. Based on 131 participants,…
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Hagge, John
1986-01-01
Focuses on problems encountered with computer-aided writing instruction. Discusses conflicts caused by the computer classroom concept, some general paradoxes and ethical implications of computer-aided instruction. (EL)
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Lillis, Theresa
2008-01-01
This article critically explores the value of ethnography for enhancing context-sensitive approaches to the study of academic writing. Drawing on data from two longitudinal studies, student writing in the United Kingdom and professional academic writing in Hungary, Slovakia, Spain, and Portugal, the author illustrates the different contributions…
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Creating an Oasis: Some Insights into the Practice and Theory of a Successful Academic Writing Group
Wardale, D.; Hendrickson, T.; Jefferson, T.; Klass, D.; Lord, L.; Marinelli, M.
2015-01-01
Academic writing groups are acknowledged as a successful approach to increasing research publication output and quality. However, the possible links between the formation and ongoing utilisation of writing groups and improvements in scholarly written research outputs remain relatively undertheorised. In this article, we draw on academic writing…
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Serle, Oenone
The Australian engineering company, Jaques, and Swinburne University of Technology conducted a joint project to write more than 190 operating instructions for the company's 77 employees. First, the university's Workplace Skills Unit (WSU) interviewed 75 production workers to identify their language, literacy, and training needs. The WSU negotiated…
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LIBRARY SKILL INSTRUCTION IN NIGERIAN ACADEMIC LIBRARIES
African Journals Online (AJOL)
DJFLEX
www.globaljournalseries.com; Info@globaljournalseries.com. LIBRARY SKILL INSTRUCTION IN NIGERIAN ACADEMIC. LIBRARIES. P. C. AZIAGBA AND E. H. UZOEZI. (Received 10, September 2009; Revision Accepted 8, February 2010). ABSTRACT. This survey was undertaken to portray the level of library involvement ...
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Reading and Writing as Academic Literacy in EAP Program of Indonesian Leaners
Solikhah, Imroatus
2015-01-01
This study investigates academic literacy imposed in reading and writing for academic purposes in the EAP program. This study uses descriptive design elaborating data from curriculum documents and interviews. Involving 45 participants from IAIN Surakarta and Veteran University, data were analyzed using constant-comparison and inductive analysis…
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Wichmann, Astrid; Funk, Alexandra; Rummel, Nikol
2018-01-01
The act of revising is an important aspect of academic writing. Although revision is crucial for eliminating writing errors and producing high-quality texts, research on writing expertise shows that novices rarely engage in revision activities. Providing information on writing errors by means of peer feedback has become a popular method in writing…
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Treating of Content-Based Instruction to Teach Writing Viewed from EFL Learners' Creativity
Jaelani, Selamet Riadi
2017-01-01
The objectives of the research are to examine: (1) whether Content-Based Instruction is more effective than Problem-based learning to teach writing to the EFL Learners; (2) whether the EFL Learners having high creativity have better writing than those having low creativity; and (3) whether there is an interaction between teaching methods and EFL…
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Instructional Television Programmes and Academic Performance of ...
African Journals Online (AJOL)
This study investigated instructional Television (ITV) programmes and Academic performance of Senior Secondary School students in Anambra state-Nigeria. The need for the study arose from the problem of the declining nature of West African school certificate examination results of senior secondary school students in ...
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Academic essay writing in the first person: a guide for undergraduates.
Hamill, C
In this article, Conal Hamill aims to contribute to the on-going debate about the appropriate use of first person writing in academic nursing assignments and provide guidance for nursing undergraduates.
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The Journalism Writing Course: Evaluation of Hybrid versus Online Grammar Instruction
Moore, Jensen; Jones, Khristen
2015-01-01
This study examined introductory journalism writing courses and compared hybrid (part online/part classroom) versus online grammar instruction. The hybrid structure allowed for grammar topics to be taught online, with a pretest following, and then reviewing missed/difficult pretest concepts in class prior to a posttest. The quasi-experimental…
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Teaching Children to Write: A Meta-analysis of Writing Intervention Research
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Monica Koster
2015-10-01
Full Text Available It has been established that in the Netherlands, as in other countries, a majority of students do not attain the desired level of writing skills at the end of elementary school. Time devoted to writing is limited, and only a minority of schools succeed in effectively teaching writing. An improvement in the way writing is taught in elementary school is clearly required. In order to identify effective instructional practices we conducted a meta-analysis of writing intervention studies aimed at grade 4 to 6 in a regular school setting. Average effect sizes were calculated for ten intervention categories: strategy instruction, text structure instruction, pre-writing activities, peer assistance, grammar instruction, feedback, evaluation, process approach, goal setting, and revision. Five of these categories yielded statistically significant results. Pairwise comparison of these categories revealed that goal setting (ES = 2.03 is the most effective intervention to improve students’ writing performance, followed by strategy instruction (ES = .96, text structure instruction (ES = .76, peer assistance (ES = .59, and feedback (ES = .88 respectively. Further research is needed to examine how these interventions can be implemented effectively in classrooms to improve elementary students’ writing performance.
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The Space Between: Pedagogic Collaboration between a Writing Centre and an Academic Department
Mckay, Tracey Morton; Simpson, Zachary
2013-01-01
The expectations placed on students with respect to appropriate academic writing may hinder successful participation in Higher Education. Full participation is further complicated by the fact that each discipline within the University constitutes its own community of practice, with its own set of literacy practices. While Writing Centres aim to…
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Norman, Kimberly A.; Spencer, Brenda H.
2005-01-01
Since instruction in writing theory and pedagogy for preservice teachers is often limited, it is essential that teacher educators provide learning experiences that are supported by research in effective teacher preparation and make maximum impact in the time available. One of the experiences that has been identified as holding promise for…
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Reading and writing academic practices in the phonoaudiology program at the University of Cauca
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Pilar Mirely Chois-Lenis
2010-09-01
Full Text Available This article presents some results of an investigation aimed to characterize the academic literacy practices that are developed in the Phonoaudiology program at the University of Cauca. In this descriptive study, a sample of 24 students was taken from those in the last semester of the first academic period of 2009, who answered a survey of 26 multiple choice questions. The results indicate that the academic moment for which the students write and read the most is for the courses, who develop these practices primarily to be assessed and predominantly read and write their own lecture notes and the materials prepared by their faculty, to the detriment of scientific articles or papers for publication. It is expected, from these results, to generate reflexion processes and actions that qualify the practices of academic literacy within the program for the benefit of academic and professional performance of their students and graduates.
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De Smedt, Fien; Van Keer, Hilde
2018-01-01
As writing is a complex and resource demanding task, high-quality writing instruction is indispensable from primary grades on to support beginning writers in developing effective writing skills. Writing research should therefore provide teachers and schools with evidence-based guidelines for teaching writing in daily practice. In this respect, the…
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Guraya, Salman Yousuf; Guraya, Shaista Salman
2017-05-01
There is a staggering upsurge in the incidence of plagiarism of scientific literature. Literature shows divergent views about the factors that make plagiarism reprehensible. This review explores the causes and remedies for the perennial academic problem of plagiarism. Data sources were searched for full text English language articles published from 2000 to 2015. Data selection was done using medical subject headline (MeSH) terms plagiarism, unethical writing, academic theft, retraction, medical field, and plagiarism detection software. Data extraction was undertaken by selecting titles from retrieved references and data synthesis identified key factors leading to plagiarism such as unawareness of research ethics, poor writing skills and pressure or publish mantra. Plagiarism can be managed by a balance among its prevention, detection by plagiarism detection software, and institutional sanctions against proven plagiarists. Educating researchers about ethical principles of academic writing and institutional support in training writers about academic integrity and ethical publications can curtail plagiarism.
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Academic Writing in the Business School: The Genre of the Business Case Report
Nathan, Philip
2013-01-01
The writing of business case reports is a common requirement for students on academic business programmes and presents significant challenges for both native and non-native speaker students. In order to support the development of pedagogical practice in the teaching of case report writing, this paper reports a genre-based study of a corpus of 53…
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The Integration of Digital Tools during Strategic and Interactive Writing Instruction
Kilpatrick, Jennifer Renée; Saulsburry, Rachel; Dostal, Hannah M.; Wolbers, Kimberly A.; Graham, Steve
2014-01-01
The purpose of this chapter is to gain insight from the ways a group of elementary teachers of the deaf and hard of hearing chose to integrate digital tools into evidence-based writing instruction and the ways these technologies were used to support student learning. After professional development that exposed these teachers to twelve new digital…
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Kader, Fathi Abdul Hamid Abdul; Eissa, Mourad Ali
2015-01-01
This study investigated the effect of using time management strategies instruction on improving first year learning disabled students' academic time management and academic self efficacy. A total of 60 students identified with LD participated. The sample was divided into two groups; experimental (n = 30 boys) and control (n = 30 boys). ANCOVA and…
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Khodabandeh, Farzaneh
2016-01-01
The current study set out to compare the effect of traditional and non-traditional instructional treatments; i.e. explicit, implicit, task-based and no-instruction approaches on students' abilities to learn how to write classified ads. 72 junior students who have all taken a course in Reading Journalistic Texts at the Payame-Noor University…
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Writing Abilities Longitudinally Predict Academic Outcomes of Adolescents with ADHD
Molitor, Stephen J.; Langberg, Joshuah M.; Bourchtein, Elizaveta; Eddy, Laura D.; Dvorsky, Melissa R.; Evans, Steven W.
2016-01-01
Students with ADHD often experience a host of negative academic outcomes and deficits in reading and mathematics abilities contribute to these academic impairments. Students with ADHD may also have difficulties with written expression but there has been minimal research in this area and it is not clear whether written expression abilities uniquely contribute to the academic functioning of students with ADHD. The current study included a sample of 104 middle school students diagnosed with ADHD (grades 6–8). Participants were followed longitudinally to evaluate whether written expression abilities at baseline predicted student GPA and parent ratings of academic impairment 18 months later, after controlling for reading ability and additional relevant covariates. Written expression abilities longitudinally predicted both academic outcomes above and beyond ADHD and ODD symptoms, medication use, reading ability, and baseline values of GPA and parent-rated academic impairment. Follow-up analyses revealed that no single aspect of written expression was demonstrably more impactful on academic outcomes than the others, suggesting that writing as an entire process should be the focus of intervention. PMID:26783650
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Academic Boot Camp for the Writing of Psychology Research Reports
Skues, Jason L.; Wise, Lisa
2014-01-01
Herein, we describe the implementation of, and responses to, a structured writing workshop in the form of an academic boot camp. Participants were 42 undergraduate psychology students from a medium-sized Australian university who were completing their major assignment for the semester. A majority of the students expressed satisfaction with the…
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Academic Writing for Graduate-Level English as a Second Language Students: Experiences in Education
Sidman-Taveau, Rebekah; Karathanos-Aguilar, Katya
2015-01-01
Graduate-level ESL students in Education are future multicultural educators and promising role models for our diverse K-12 students. However, many of these students struggle with academic English and, in particular, writing. Yet little research or program development addresses the specific writing-support needs of this group. This article shares…
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The Effect of Topical Structure Analysis Instruction on University Students' Writing Quality
Liangprayoon, Somlak; Chaya, Walaiporn; Thep-ackraphong, Tipa
2013-01-01
Coherence is considered one of the characteristics of effective writing. Topical structure analysis (TSA) has been taught to students as a revision strategy to raise their awareness of importance of textual coherence and helps them clearly understand its concept. This study aimed to investigate the effectiveness of TSA instruction in improving…
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Ethical and Unethical Methods of Plagiarism Prevention in Academic Writing
Bakhtiyari, Kaveh; Salehi, Hadi; Embi, Mohamed Amin; Shakiba, Masoud; Zavvari, Azam; Shahbazi-Moghadam, Masoomeh; Ebrahim, Nader Ale; Mohammadjafari, Marjan
2014-01-01
This paper discusses plagiarism origins, and the ethical solutions to prevent it. It also reviews some unethical approaches, which may be used to decrease the plagiarism rate in academic writings. We propose eight ethical techniques to avoid unconscious and accidental plagiarism in manuscripts without using online systems such as Turnitin and/or…
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Aguirre-Munoz, Zenaida; Park, Jae-Eun; Amabisca, Anastasia; Boscardin, Christy Kim
2008-01-01
Although explicit grammar instruction has been a source of considerable debate in second-language teaching, increasingly educational linguists assert instruction in academic language is critical, given the current assessment reform in K-12 contexts. Of particular concern is that contemporary English-Language-Learner (ELL) instruction focuses on…
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Directory of Open Access Journals (Sweden)
Zaououi,Merbouh
2010-03-01
Full Text Available Developing learners’ writing skills has been of concern for a long time in education. Students studying English in our educational institutions have been found to face problems mainly in writing, making them unable to cope with the institution’s literacy expectations. However, these students may be able to develop writing skills significantly with positive instructional attitudes towards the errors they make and awareness on the teachers’ part of learner problems. That is why they should improve classroom writing instruction to address the serious problem of students writing difficult. Teaching strategies has shown a dramatic effect on the quality of students’ writing. Strategy instruction involves explicitly and systematically teaching steps necessary to use strategies independently. The following table will explain the above ideas.
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Stephen Krashen
2008-04-01
Full Text Available My goal in this paper is to make two points: 1. Writing style does not come from writing or from direct instruction, but from reading. 2. Actual writing can help us solve problems and can make us smarter. Writing Style Comes from Reading A substantial amount of research slrongly suggests that wc learn to write by reading. To be more precise, wc acquire writing style, the special language of writing, by reading. Hypothesizing that writing style comes from reading, not from writing or instruction, is consistent with what is known about language acquisition: Most of language acquisition takes place subconsciously, not through deliberate study, and it is a result of input (comprehension, not output (production (Krashen, 1982. Thus, if you wrile a page a day, your writing style or your command of mechanics will not improve. On Ihe other hand, other good things may result from your writing, as we shall see in the second section of this paper. My goal in this paper is to make two points: 1. Writing style does not come from writing or from direct instruction, but from reading. 2. Actual writing can help us solve problems and can make us smarter. Writing Style Comes from Reading A substantial amount of research slrongly suggests that wc learn to write by reading. To be more precise, wc acquire writing style, the special language of writing, by reading. Hypothesizing that writing style comes from reading, not from writing or instruction, is consistent with what is known about language acquisition: Most of language acquisition takes place subconsciously, not through deliberate study, and it is a result of input (comprehension, not output (production (Krashen, 1982. Thus, if you wrile a page a day, your writing style or your command of mechanics will not improve. On Ihe other hand, other good things may result from your writing, as we shall see in the second section of this paper.
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An Instructional Model for Teaching Proof Writing in the Number Theory Classroom
Schabel, Carmen
2005-01-01
I discuss an instructional model that I have used in my number theory classes. Facets of the model include using small group work and whole class discussion, having students generate examples and counterexamples, and giving students the opportunity to write proofs and make conjectures in class. The model is designed to actively engage students in…
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Reconsiderations: We Got the Wrong Gal--Rethinking the "Bad" Academic Writing of Judith Butler
Birkenstein, Cathy
2010-01-01
It is hard to think of a writer whose work has been more prominently upheld as an example of bad academic writing than the philosopher and literary theorist Judith Butler. In 1998, Butler was awarded first prize in the annual Bad Writing Contest established by the journal "Philosophy and Literature," and early in 1999, was lampooned in an…
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UNIVERSITY STUDENTS’ PERCEPTIONS OF TRANSFER OF ACADEMIC WRITING SKILLS ACROSS TIME
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Tharwat EL-Sakran
2017-03-01
Full Text Available This study investigates university students' perceptions towards an English for advanced academic writing purposes (AAW course taught in a private university in the United Arab Emirates. It probes into the relevance of the skills taught to the students' academic disciplines. Data was gathered through a short survey administered to students who successfully completed the course. The transferability of skills was measured in light of some of the learning objectives of the AAW stated in its syllabus. Findings indicated positive students' attitudes towards the AAW course. They also revealed that some learning outcomes did transfer to students' writing tasks in their major courses. However, transfer of these skills was more noticeable in some university disciplines (e.g. English more than others (e.g. Business Administration. Detailed explanations of reasons and contexts for skill transfer are presented. This research concludes with some pedagogical recommendations and suggestions for course improvement and further research.
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Directory of Open Access Journals (Sweden)
Miguel Zabalza Beraza
2013-01-01
Full Text Available Writing in the University is a basic necessity and a long-range educational purpose. One of the basic characteristics of the university context is that it requires writing both as a tool of communication and as a source of intellectual stimulation. After establishing the basic features of academic writing, this article analyzes the role of writing for students (writing to learn and for teachers (write to plan, to reflect, to document what has been done. The article also discusses the contributions of writing for both students and teachers together: writing to investigate. Finally, going beyond what writing is as academic tool, we conclude with a more playful and creative position: writing for pleasure and enjoyment.
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Directory of Open Access Journals (Sweden)
Jason H. Sharp
2017-08-01
Full Text Available Aim/Purpose: Compared student academic performance on specific course requirements in a C# programming course across three instructional approaches: traditional, online, and flipped. Background: Addressed the following research question: When compared to the online and traditional instructional approaches, does the flipped instructional approach have a greater impact on student academic performance with specific course requirements in a C# programming course? Methodology: Quantitative research design conducted over eight 16-week semesters among a total of 271 participants who were undergraduate students en-rolled in a C# programming course. Data collected were grades earned from specific course requirements and were analyzed with the nonparametric Kruskal Wallis H-Test using IBM SPSS Statistics, Version 23. Contribution: Provides empirical findings related to the impact that different instructional approaches have on student academic performance in a C# programming course. Also describes implications and recommendations for instructors of programming courses regarding instructional approaches that facilitate active learning, student engagement, and self-regulation. Findings: Resulted in four statistically significant findings, indicating that the online and flipped instructional approaches had a greater impact on student academic performance than the traditional approach. Recommendations for Practitioners: Implement instructional approaches such as online, flipped, or blended which foster active learning, student engagement, and self-regulation to increase student academic performance. Recommendation for Researchers: Build upon this study and others similar to it to include factors such as gender, age, ethnicity, and previous academic history. Impact on Society: Acknowledge the growing influence of technology on society as a whole. Higher education coursework and programs are evolving to encompass more digitally-based learning contexts, thus
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Leopold, Lisa
2011-01-01
This case study of an adjunct-model English for Academic Purposes (EAP) writing course linked to a policy-analysis course describes an effective approach for putting "specificity" into practice in EAP curriculum design. The rationale for interdisciplinary collaboration, the positive learning outcomes from the EAP writing course, the…
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Deborah M. Netolicky
2017-07-01
Full Text Available This paper fashions a lens through which to view scholarly identity and the experience of academic writing. The lens of inquiry I apply is the metaphor of Season 1 of sci-fi HBO television show Westworld and its characters, especially its cyborg protagonist Dolores. Thrumming like electric currents through this lens of inquiry are Haraway’s theorization of the cyborg, the fictional worlds of science fiction and Wonderland, my own lived experience, and Deleuze and Guattari’s desiring-machines and bodies without organs. I engage in the cyborgic technology of writing in order to playfully explore what it means to be a cyborg academic operating in intersecting machinic worlds. I ask: Can we listen to our internal voices and write our own stories? Can we burn the world clean with our scholarship and the ways in which we interrogate ingrained and expected practices?
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Xie, Qin
2017-01-01
The study utilised a fine-grained diagnostic checklist to assess first-year undergraduates in Hong Kong and evaluated its validity and usefulness for diagnosing academic writing in English. Ten English language instructors marked 472 academic essays with the checklist. They also agreed on a Q-matrix, which specified the relationships among the…
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So, Lee; Lee, Chung Hyun
2013-01-01
This case study explores EFL (English as a foreign language) students' perceptions toward a prototype of an instructional model for second language (L2) writing in blended learning and the effects of the model on the development of L2 writing skills in higher education. This model is primarily founded on the process-oriented writing approach…
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Acts of Writing: A Compilation of Six Models That Define the Processes of Writing
Sharp, Laurie A.
2016-01-01
Writing is a developmental and flexible process. Using a prescribed process for acts of writing during instruction does not take into account individual differences of writers and generates writing instruction that is narrow, rigid, and inflexible. Preservice teachers receive limited training with theory and pedagogy for writing, which potentially…
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Equivalence-based instruction of academic skills: Application to adolescents with autism.
Stanley, Caleb R; Belisle, Jordan; Dixon, Mark R
2018-04-01
This study evaluated the efficacy of three equivalence-based instruction procedures on the acquisition of novel academic skills by 3 adolescents diagnosed with autism in a school setting. The skills targeted for instruction were related to topics in history, science, and mathematics, and were taught using different training structures from the PEAK-E curriculum. All participants demonstrated mastery of the trained relations and the tested derived relations following all variants of equivalence-based instruction. © 2018 Society for the Experimental Analysis of Behavior.
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Concordancers and Dictionaries as Problem-Solving Tools for ESL Academic Writing
Yoon, Choongil
2016-01-01
The present study investigated how 6 Korean ESL graduate students in Canada used a suite of freely available reference resources, consisting of Web-based corpus tools, Google search engines, and dictionaries, for solving linguistic problems while completing an authentic academic writing assignment in English. Using a mixed methods design, the…
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Graduate Students' Needs and Preferences for Written Feedback on Academic Writing
Singh, Manjet Kaur Mehar
2016-01-01
The aim of this research is to examine graduate students' needs and preferences for written feedback on academic writing from their lecturers and thesis supervisors. Quantitative method via survey questionnaire was used to collect data from 21 respondents. The data collection involved Master and Doctorate students at a tertiary level institution…
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Error Analysis in Academic Writing: A Case of International Postgraduate Students in Malaysia
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Fatemeh Amiri
2017-08-01
Full Text Available This paper examines the different types of writing errors performed by 16 international postgraduate students undertaking an intensive English course at a public university in Malaysia. It was mandatory for international postgraduate students who obtained less than IELTS Band 6 to undertake an Intensive English Course (IEC offered by the University, prior to entering their respective faculties’ academic programs. The students were required to write a 3-5 page term paper assignment on a topic related to their field of study. Mixed methodology approach was employed to examine and analyze corpus of students’ term papers. The errors in the term papers were identified and classified accordingly. The results of the study revealed that four most common English language errors committed by the participants were sentence structure, articles, punctuation and capitalization. This study also shed light on the manner in which students assumed the rules of English to that of their native language. Such insight is useful for both instructors and students because it provides significant information on the building blocks experienced by English language learners in academic writing.
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Engaging in vocabulary learning in science: the promise of multimodal instruction
Townsend, Dianna; Brock, Cynthia; Morrison, Jennifer D.
2018-02-01
To a science 'outsider', science language often appears unnecessarily technical and dense. However, scientific language is typically used with the goal of being concise and precise, which allows those who regularly participate in scientific discourse communities to learn from each other and build upon existing scientific knowledge. One essential component of science language is the academic vocabulary that characterises it. This mixed-methods study investigates middle school students' (N = 59) growth in academic vocabulary as it relates to their teacher's instructional practices that supported academic language development. Students made significant gains in their production of general academic words, t(57) = 2.32, p = .024 and of discipline-specific science words, t(57) = 3.01, p = .004 in science writing. Results from the qualitative strand of this inquiry contextualised the students' learning of academic vocabulary as it relates to their teacher's instructional practices and intentions as well as the students' perceptions of their learning environment. These qualitative findings reveal that both the students and their teacher articulated that the teacher's intentional use of resources supported students' academic vocabulary growth. Implications for research and instruction with science language are shared.
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E-mail Writing: Providing Background Information in the Core of Computer Assisted Instruction
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Behzad NAZARI
2015-01-01
Full Text Available The present study highly supported the effective role of providing background information via e-mail by the teacher to write e-mail by the students in learners’ writing ability. A total number of 50 EFL advanced male students aged between 25 and 40 at different branches of Iran Language Institute in Tehran, Tehran. Through the placement test of Oxford English Language Placement Test (OELPT the students' proficiency level seems to be nearly the same. Participants were randomly assign into two groups of experimental and control, each consisting of 25 students. After the administration of the proficiency test, all groups were assigned to write topic 1 as the pre-test. Next, the teacher involved the learners in the new instruction (treatment. During writing topics 2, 3, 4, 5, 6, and 7 experimental group’s background knowledge was activated through e-mail before writing and e-mailing topics while the control group received no background knowledge activation through e-mail. After the treatment was given to the experimental group, the students in both groups were required to write another composition about the last topic, topic 8. Again, in this phase, none of the groups received any background information. The results indicated that providing background information via e-mail by the teacher to write e-mail by the students significantly improved learners’ writing ability.
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Error Analysis in Academic Writing: A Case of International Postgraduate Students in Malaysia
Fatemeh Amiri; Marlia Puteh
2017-01-01
This paper examines the different types of writing errors performed by 16 international postgraduate students undertaking an intensive English course at a public university in Malaysia. It was mandatory for international postgraduate students who obtained less than IELTS Band 6 to undertake an Intensive English Course (IEC) offered by the University, prior to entering their respective faculties’ academic programs. The students were required to write a 3-5 page term paper assignment on a topic...
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Directory of Open Access Journals (Sweden)
Boitumelo T. Ramoroka
2014-04-01
Full Text Available The ability to cite sources appropriately is an important feature of academic writing. Academic writers are expected to integrate ideas of others into their texts and take a stance towards the reported material as they develop their arguments. Despite this importance, research has shown that citation presents considerable difficulties for students, particularly non-native English speakers. Such difficulties include using citations effectively in writing and understanding them in reading, expressing one’s voice and signalling citations in writing so that there is a clear distinction between one’s ideas and those derived from source materials. This study investigates the types of reporting verbs used by students to refer to the work of others and the extent to which they evaluate the work of others in their writing. It draws from a corpus of approximately 80 000 words from essays written by students in two departments at the University of Botswana (Botswana. The findings show that students used more informing verbs, associated with the neutral passing of information from the source to the reader, without interpreting the information cited, compared with argumentative verbs (which signify an evaluative role. The results of the study underscore the importance of teaching reporting verbs in the English for academic purposes classroom and making students aware of their evaluative potential.
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How to measure PhD. students' conceptions of academic writing - and are they related to well-being?
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Kirsti Lonka
2014-02-01
Full Text Available This study investigated PhD students’ conceptions of writing and how they saw themselves as writers. The Writing Process Questionnaire was created to analyse PhD students’ ideas of academic writing. In addition, it was of interest, what the relation between conceptions of writing and the PhD students’ well-being was. The participants were 669 PhD students from a major Finnish university who volunteered to fill in a questionnaire. The present study covered scales for measuring six distinct theoretical constructs that were created by forming sum variables of 26 questions: Blocks, Procrastination, Perfectionism, Innate ability, Knowledge transforming, and Productivity. Confirmatory factor analysis (CFA was used to verify the six-dimension construct. Exhaustion, stress, anxiety and lack of interest all correlated positively with Blocks, Procrastination, and Perfectionism, and negatively with Productivity. Confirmatory factor analysis conducted by LISREL confirmed the six-factor structure of the writing scale. In conclusion, there is good evidence that the questionnaire is a reliable and valid tool, and it captures some essential aspectsof academic writing process and its emotional dimensions.
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The Influence of Instructional Materials on Academic Performance of ...
African Journals Online (AJOL)
This research work investigated the influence of instructional materials (teaching aids) on students' academic performance in senior secondary school Chemistry in Cross River State. A two group pre-test post test quasi-experimental design was adopted for the study. One research question and one hypothesis were ...
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Effect of Instruction in Story Grammar on the Narrative Writing of EFL Students.
El-Koumy, Abdel Salam A.
A study investigated the effects of explicit versus implicit instruction in story grammar on the narrative writing skills of English-as-a-Foreign-Language (EFL) students at the university level. Subjects were 83 freshmen enrolled in English at the Faculty of Education at Suez Canal University (Egypt). The subjects were randomly assigned to…
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Gimenez, Julio
2012-01-01
Generic attributes such as "holding a critical stance", "using evidence to support claims", and "projecting an impersonal voice" are central to disciplinary academic writing in higher education. These attributes, also referred to as "skills", have for a long time been conceptualised as transferable in that…
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Directory of Open Access Journals (Sweden)
Mustafa Onur KAN
2016-12-01
Full Text Available The overall aim of this research is to evaluate opinions of students completing master thesis in the field of Turkish education about academic writing and process of forming thesis. The study has been devised using phenomenological design within the qualitative research methods. The study group of research is consisted of 9 participants completed master thesis in the field of Turkish education at Mustafa Kemal University Instıtute of Social Sciences in 2015. In this study, semi-structured interview form developed by the researcher was used to collect data. In order to ensure the reliability of the scope and structure, table of specification was constituted and expert views were consulted. For analyzing data descriptive analysis method was used. According to results of the research, it was obtained that participants experience various diffuculties in writing the basic sections of the thesis. In addition, it was seen that participants can not benefit enough from the studies written in foreign language. Participants reported that they find themselves more enough about academic writing and process of forming thesis after postgraduate education, but also they stated that academic writing courses should take part in program.
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Spanish Instruction in Head Start and Dual Language Learners' Academic Achievement.
Miller, Elizabeth B
2017-09-01
Data from the Head Start Impact Study ( N = 1,141) and the Head Start Family and Child Experiences Survey, 2009 Cohort ( N = 825) were used to investigate whether Spanish instruction in Head Start differentially increased Spanish-speaking Dual Language Learners' (DLLs) academic achievement. Although hypothesized that Spanish instruction would be beneficial for DLLs' early literacy and math skills, results from residualized growth models showed there were no such positive associations. Somewhat surprisingly, DLL children instructed in Spanish had higher English receptive vocabulary skills at the end of the Head Start year than those not instructed, with children randomly assigned to Head Start and instructed in Spanish having the highest scores. Policy implications for Head Start-eligible Spanish-speaking DLLs are discussed.
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Ciullo, Stephen; Mason, Linda
2017-01-01
Helping elementary students with learning disabilities (LD) prepare for the rigor of middle school writing is an instructional priority. Fortunately, several standards-based skills in upper elementary school and middle school overlap. Teachers in upper elementary grades, specifically fourth and fifth grades, have the opportunity to provide…
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Teeter, Jennifer
2015-01-01
In this study, a qualitative analysis of 276 first-year Japanese university science major responses to plagiarism to deconstruct prevailing generalizations regarding the incidence of plagiarism by Japanese university students. These students were enrolled in a compulsory yearlong English academic writing course. While utilizing a contextualized…
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Promoting critical thinking and academic writing skills in nurse education.
Borglin, Gunilla
2012-07-01
Although academic skills, conceptualised as writing and critical thinking, are a vital part of university studies, research indicates that many students leave without having mastered these skills effectively. This research also reflects on nursing students. Nursing could also be said to be hampered by a number of complex educational challenges that are likely to impact on the academic socialisation process in general. These challenges include being a relatively 'young' academic discipline, the 'theory-practice' divide, a knowledge bed lying on a complex intersection of two 'antithetical sciences' and, at least in the Scandinavian countries, an increasing number of nurse educators with a PhD in nursing science but with limited time to develop their own teaching skills. In combination, these challenges have the potential to act as stumbling blocks, both from a teaching and learning perspective. I would suggest that a departure in teaching from theoretical educational models, such as Lea and Street's 'academic literacies model,' including skills, socialisation and academic literacy models simultaneously, could be one of several ways forward to create a learning environment that takes these issues into account. Copyright © 2011 Elsevier Ltd. All rights reserved.
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Borglin, Gunilla; Fagerström, Cecilia
2012-11-01
In Sweden, regulations from the National Agency for Higher Education advocate an education that equips students with independence as well as critical, problem-based thinking, i.e. academic literacy skills. However, some research findings indicate that students may leave higher education without mastering these skills effectively. As part of quality-assuring a nursing programme at a university college in south-east Sweden we explored the nursing student's view of crucial academic literacy skills, such as critical thinking and appraisal and academic writing, by conducting a descriptive, qualitative study. Informants were recruited through an advertisement posted on the university's e-learning tool. Eight focused interviews were conducted during autumn 2010. The transcribed interviews were analysed - inspired by content analysis - and two categories became apparent: constantly questioning and formality before substance. The latter revealed a gap between the student's perception of academic writing and that of the educators, thus implying that nursing students might not be equipped with the tools they need to develop within academia. We suggest that students could benefit in their academic endeavours from theoretical educational models that integrate several academic skills simultaneously and which could be incorporated into the development of syllabuses and curriculums. Copyright © 2012 Elsevier Ltd. All rights reserved.
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Scientific writing and editing: a new role for the library.
Stephens, P A; Campbell, J M
1995-10-01
Traditional library instruction programs teach scientists how to find and manage information, but not how to report their research findings effectively. Since 1990, the William H. Welch Medical Library has sponsored classes on scientific writing and, since 1991, has offered a fee-based editing service for affiliates of the Johns Hopkins Medical Institutions. These programs were designed to fill an educational gap: Although formal instruction was offered to support other phases of the scientific communication process, the medical institutions had no central resource designed to help scientists develop and improve their writing skills. The establishment of such a resource at Welch has been well received by the community. Attendance at classes has grown steadily, and in 1993 a credit course on biomedical writing was added to the curriculum. The editing service, introduced in late 1991, has generated more requests for assistance than can be handled by the library's editor. This service not only extends the library's educational outreach but also generates a revenue stream. The Welch program in scientific writing and editing, or elements of it, could provide a model for other academic medical libraries interested in moving in this new direction.
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Explicit Grammar Instruction in L2 Learners’Writing Development:Effective or Ineffective?
Institute of Scientific and Technical Information of China (English)
田秀峰
2012-01-01
It has long been in dispute about whether explicit grammar teaching is more effective in second language learning or implicit grammar teaching is. However, there are more than one factor to take into consideration while discussing which way is better for L2 learners. This short essay aims at depicting three respects concerning grammar teaching, namely learning context, language learners’beliefs and needs, and grammar instruction. When educators and practitioners try to adopt grammar instruction either implicitly or explicitly in L2 learners’writing development, they probably need to consider the above three factors and to find out the best way to produce more effective teaching results among their students
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Rabitoy, Eric R.; Hoffman, John L.; Person, Dawn R.
2015-01-01
This study evaluated variables associated with academic preparation and student demographics as predictors of academic achievement through participation in supplemental instruction (SI) programs for community college students in Science, Technology, Engineering, and Math (STEM) fields. The findings suggest a differential impact of SI outcome for…
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Writing anxiety: an affective filter for essay writing instruction among ...
African Journals Online (AJOL)
This study which adopted the descriptive research design investigated the relationship between writing anxiety and students' achievement in essay writing. SS2 Students from six schools in Ibadan Metropolis were used for the study. The instruments used were Essay Writing Achievement Test(r=0.81) and Writing Anxiety ...
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THE STUDENTS’ ACADEMIC WRITING SKILL AFTER IMPLEMENTING BLENDED LEARNING USING FACEBOOK
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Dwi Sulisworo
2016-12-01
Full Text Available Almost all students use smartphone for their daily activities. Nowadays, the student’s literacy on information technology is very good, but sometimes it has not been considered in school learning. One of the essential competencies of undergraduate school is academic writing skill. There is a gap between the student competencies and the learning strategy in certain learning subjects. The aim of this research is to examine the effectiveness of blended mobile learning activity using Facebook to improve student writing skill. This research used timed essay examination to measure the writing skill after one semester learning activity using this strategy and student satisfaction responses to learning. There were four aspects used as criteria of writing skill: ideas, organization, wording, and flavor. The results showed that this learning approach had shown good results in some aspects, particularly in improving the skill of shaping ideas and organizing the ideas into written form. The uses of various learning strategies that make students more active and centered on students tend to increase the ability of students to search for new ideas creatively. Among others, the positive aspect is the students have the knowledge and understanding of new concepts that can support the idea of writing in the aspect of idea and various choices of words.
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Hybrid Identity in Academic Writing: “Are There Two of Me?”
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Troy Crawford
2014-10-01
Full Text Available This paper explores the construction of identity in an academic learning environment in Central Mexico, and shows how identity may be linked to non-language factors such as emotions or family. These issues are associated with elements of hybrid identity. To analyze this we draw on language choice as a tool used for the construction of identity and for showcasing and defending identity through exploratory interviews with the bilingual students and teachers. The results draw our attention towards the role of non-linguistic variables and their relationship to emotional and contextual issues that influence how academic writing occurs within the school confines, where hybrid identities may be constructed for academic purposes.
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Directory of Open Access Journals (Sweden)
Laura Colombo
2016-09-01
Full Text Available This study explored faculty conceptions about reading and writing, the student body, reasons for student low-performance as well as their declared teaching practices aimed at helping students to better understand readings and write academic texts. The objective was to understand what type of professors´ conceptions contributed with a more inclusive attitude towards first-year students. Content analysis from data gathered from in-depth interviews indicates that professors who acknowledged the complexity of the reading and writing processes tend to be more inclusive and to use reading and writing to teach and not just to evaluate. Those who taught writing courses tended to consider writing as a general skill, transferable to other contexts and spheres of knowledge. Less-inclusive teachers, explaining why they did not offer guidance or proposed remedial solutions, claimed that students should already have mastered academic reading and writing when entering the university and that teaching these skills implied being overprotective and not allowing them to mature.
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Ethical and Unethical Methods of Plagiarism Prevention in Academic Writing
Bakhtiyari, Kaveh; Salehi, Hadi; Embi, Mohamed Amin; Shakiba, Masoud; Zavvari, Azam; Shahbazi-Moghadam, Masoomeh; Ale Ebrahim, Nader; Mohammadjafari, Marjan
2014-01-01
This paper discusses plagiarism origins, and the ethical solutions to prevent it. It also reviews some unethical approaches, which may be used to decrease the plagiarism rate in academic writings. We propose eight ethical techniques to avoid unconscious and accidental plagiarism in manuscripts without using online systems such as Turnitin and/or iThenticate for cross checking and plagiarism detection. The efficiency of the proposed techniques is evaluated on five different texts using student...
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Lexical Bundles and the Construction of an Academic Voice in Business Writing
Mhedhbi, Malek
2014-01-01
Most previous studies on disciplinary academic writing focused on the structures in research articles or linguistic realizations of each move (Lau, 2004; Hyland, 2000). Few have been conducted to address the interpersonal aspect of disciplinary discourse texts. The purpose of this study was to measure the effect of lexical bundles' (LBs) awareness…
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Linking Adverbials in Academic Writing on Applied Linguistics by Chinese Doctoral Students
Lei, Lei
2012-01-01
The present paper reports an investigation into the use of linking adverbials in the academic writing of Chinese doctoral students. The learner corpus used in the present study is composed of 20 applied linguistics doctoral dissertations. We also compiled a control corpus of 120 published articles in six international journals of applied…
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THE STRATEGY OF USING PERSUASIVE ESSAY IN ENGLISH FOR MEDICAL ACADEMIC WRITING
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Ellie Setyo Wahyuni
2014-06-01
Full Text Available Writing persuasive essay has the purpose of providing some techniques in organizing the idea and constructing the sentences in coherence. The content of this essay contains the health issue and medical terms. The students of medical faculty are expected to make a good persuasive essay in order to find out the recommendation solution of a health problem through the strategies (1 brainstorming (2 mapping (3 the 5 W’s (4 setting thesis statement (5 providing fact, statistic, and example (5 conclusion. The techniques have improved the student writing as the essays have been evaluated and given positive input on the content and development of paragraphs. This academic writing aims to give some practices for the Medical Faculty students of Hang Tuah University in order to produce a good persuasive essay in term of coherence, sentence structure, and organization.
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Briddell, Andrew
2013-01-01
This study of 1,974 fifth grade students investigated potential relationships between writing process-based instruction practices and higher-order thinking measured by a standardized literacy assessment. Writing process is defined as a highly complex, socio-cognitive process that includes: planning, text production, review, metacognition, writing…
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Tutor Feedback on Draft Essays: Developing Students' Academic Writing and Subject Knowledge
Court, Krista
2014-01-01
Providing feedback on draft essays is an accepted means of enacting a social-constructivist approach to assessment, aligning with current views on the value of formative feedback and assessment for learning (AFL). However, the use of this process as a means of improving not only content but also students' academic writing skills has not been…
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EFL Students' Attitudes towards Self-Regulated Learning Strategies in Academic Writing
Abadikhah, Shirin; Aliyan, Zahra; Talebi, Seyed Hassan
2018-01-01
The aim of the present study was to investigate EFL university students' attitude towards self-regulated learning strategies in writing academic papers. A further aim of the study was to compare the attitudes of two groups of university students (third and fourth years) in the employment of self-regulated learning strategies to find out whether…
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Voices of Chinese Post-80s Students in English Academic Writing
Que, Hua; Li, Xuemei
2015-01-01
This study looks into the changing voice of Chinese Post-80s' students in English academic writing. Data were collected qualitatively through interviews with four Chinese Post-80s overseas graduate students and through an examination of their English essays with a focus on discursive features. Findings indicate that Chinese Post-80s' voice is…
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Academic Reference and Instruction Librarians and Dweck's Theories of Intelligence
Folk, Amanda L.
2016-01-01
This article introduces psychologist Carol S. Dweck's entity and incremental theories of intelligence and explores the prevalence of these theories in academic librarians who participate in reference and instruction activities. Based on existing research, it is possible that implicit theories of intelligence could affect the ways in which…
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Writing Anxiety: A Case Study on Students’ Reasons for Anxiety in Writing
Kara, Selma
2013-01-01
The purpose of the present study was twofold. First, the present study set out to investigate the learners‟ attitudes towards academic writing courses that they have to take as part of their curriculum, whether they experience second language writing anxiety and what reasons they report for their anxiety and failure in academic writing courses. Second, the study aimed to develop a selfreport measure of second language writing anxiety reasons
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EXPLORING THE BEST WAYS TO SUPPORT FIRST YEAR UNIVERSITY STUDENTS’ ACADEMIC WRITING SKILLS
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Rossana Perez del Aguila
2014-12-01
Full Text Available ABSTRACT: This article presents the findings of an action research project carried out in 2012 with 12 first-year university students taking ‘Education Studies’ in a university in England. The aim of the project was to explore the best ways to support students’ academic writing skills. The literature review highlights the challenges students encounter when trying to learn the discourse of adiscipline; and in the light of this examination, a reflection on the strengths and weaknesses of my own practice provides the context for carrying out an action research project. The teaching intervention was assessed using the following methods of data collection: questionnaires and semi-structured interviews with students, and content analysis of my own feedback on student’s final assignments. The outcomes of the research demonstrate that students’ difficulties with their academic writing are related to their struggle to understand specialized concepts, theories and methods of the discipline.
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Directory of Open Access Journals (Sweden)
Meriel Bloor
2008-04-01
Full Text Available This article reports on research into the variation of texts across disciplines and considers the implications of this work for the teaching of writing. The research was motivated by the need to improve students’ academic writing skills in English and the limitations of some current pedagogic advice. The analysis compares Methods sections of research articles across four disciplines, including applied and hard sciences, on a cline, or gradient, termed slow to fast. The analysis considers the characteristics the texts share, but more importantly identifies the variation between sets of linguistic features. Working within a systemic functional framework, the texts are analysed for length, sentence length, lexical density, readability, grammatical metaphor, Thematic choice, as well as various rhetorical functions. Contextually relevant reasons for the differences are considered and the implications of the findings are related to models of text and discourse. Recommendations are made for developing domain models that relate clusters of features to positions on a cline. This article reports on research into the variation of texts across disciplines and considers the implications of this work for the teaching of writing. The research was motivated by the need to improve students’ academic writing skills in English and the limitations of some current pedagogic advice. The analysis compares Methods sections of research articles across four disciplines, including applied and hard sciences, on a cline, or gradient, termed slow to fast. The analysis considers the characteristics the texts share, but more importantly identifies the variation between sets of linguistic features. Working within a systemic functional framework, the texts are analysed for length, sentence length, lexical density, readability, grammatical metaphor, Thematic choice, as well as various rhetorical functions. Contextually relevant reasons for the differences are considered
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Pearson, Jayne
2017-01-01
This article reports on the design and implementation of an alternative form of writing assessment in a UK English for Academic Purposes (EAP) pre-sessional course. The assessment, termed processfolio, was a response to research inquiry into how writing assessment in a local context negated student agency and inculcated disempowering models of…
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Directory of Open Access Journals (Sweden)
Laura Colombo
2016-09-01
Full Text Available http://dx.doi.org/10.5007/2175-8026.2016v69n3p115 This study explored faculty conceptions about reading and writing, the student body, reasons for student low-performance as well as their declared teaching practices aimed at helping students to better understand readings and write academic texts. The objective was to understand what type of professors´ conceptions contributed with a more inclusive attitude towards first-year students. Content analysis from data gathered from in-depth interviews indicates that professors who acknowledged the complexity of the reading and writing processes tend to be more inclusive and to use reading and writing to teach and not just to evaluate. Those who taught writing courses tended to consider writing as a general skill, transferable to other contexts and spheres of knowledge. Less-inclusive teachers, explaining why they did not offer guidance or proposed remedial solutions, claimed that students should already have mastered academic reading and writing when entering the university and that teaching these skills implied being overprotective and not allowing them to mature.
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The Iranian Academicians' Strategies in Writing English Papers
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Marziyeh Nekoueizadeh
2013-05-01
Full Text Available Academicians are identified with their papers and expertise in writing scholarly articles, either for promotion or for satisfying their prestige. Iranian academic members are expected to win a justifiable stance by the quality and quantity of their publications and presentations. Regrettably through pervious studying about second language writing, any studies haven’t been dedicated to the style of writing articles, which are used by academic members. Former studies on second language writing indicate that style in academic paper writing is most likely ignored. The purpose of this study is to explore the role of mind translation strategy among Iranian academic members for expressing their own opinion through writing second language academic papers. The present paper has based its hypothesis on three levels of strategies, effective in writing academic papers, namely: 1-Do Iranian academicians follow specific strategies in writing their academic papers? 2-What role does translation play as a strategy in their writing academic papers? 3-Do they feel a need for a strategy shift in their academic paper writing? Data elicited based on survey and corpora analysis in form of CBDTS- on micro and macro levels, are put into matrices and their analyses are supportive of academicians’ reliance on different types of mental translation use and their shift toward authentic writing after receiving feedback from their reviewers.
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Directory of Open Access Journals (Sweden)
Stephen Krashen
2008-04-01
Full Text Available My goal in this paper is to make Iwo points: Writing style does not come from writing or from direct instruction, but from reading. Actual writing can help us solve problems and can make us smarter. Writing Style Comes from Readino, A substantial amount of research strongly suggests that we learn to write by reading. To be more precise, we acquire writing style, the special language of writing, by reading. Hypothesizing that writing style comes from reading, not from writing or instniction, is consistent with what is known about language acquisition: Most of language acquisition lakes place subconsciously, not through deliberate study, and it is a result of input (comprehension, not output (production (Krashen, 1982. My goal in this paper is to make Iwo points: Writing style does not come from writing or from direct instruction, but from reading. Actual writing can help us solve problems and can make us smarter. Writing Style Comes from Readino, A substantial amount of research strongly suggests that we learn to write by reading. To be more precise, we acquire writing style, the special language of writing, by reading. Hypothesizing that writing style comes from reading, not from writing or instniction, is consistent with what is known about language acquisition: Most of language acquisition lakes place subconsciously, not through deliberate study, and it is a result of input (comprehension, not output (production (Krashen, 1982.
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Tsai, Yea-Ru
2015-01-01
This study illustrates a teaching model that utilizes a Blackboard (Bb) course management system (CMS) to support English writing instruction. It was implemented in a blended English research paper (RP) writing course, with specific learning resources and activities offered inside and outside the Bb CMS. A quasi-experimental study in which the…
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Writing and Rewriting the Instructional Design Case: A View from Two Sides
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Craig D. Howard, Rodney Myers
2011-01-01
Full Text Available This article analyzes five problem areas educators grapple with when writing designs cases about learning interventions. The article is written from the vantage point of IJDL’s assistant editor who edited, reviewed, and coordinated the reviews of design cases over a period of two years while also writing his own design case (Howard & Myers, 2010: International Journal of Designs for Learning. The knowledge building genre of the instructional design case is viewed from the perspective of commonalities between articles published in a Tech Trends feature, the Instructional Design Portfolio, and this venue. The areas of concern common among reviews for these publications shed light on how the design case is developing into a rigorous form of educational inquiry. The areas of concern brought up in reviews of cases are discussed in light of the author’s first hand experiences of satisfying reviewers’ concerns and, in turn, coaching other educators through the process of a finalized design case. Those common areas are: (1 situating the design, (2 describing the design, (3 depicting the experience of the design, (4 developing trustworthiness through transparency, analysis, and reflection (5 removing aspects of design cases which confound their purpose. Specific examples from design cases that have gone through peer review describe how author-educators may approach the dissemination of design precedent through the careful documentation of pedagogical designs.
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Bullion, John W; Brower, Stewart M
2017-10-01
This case study describes the South Central Chapter of the Medical Library Association (SCC/MLA) initiative to develop an academic writing retreat for members who sought the necessary time and support to advance their research projects toward publication. SCC/MLA staged a dedicated writing retreat to coincide with the organization's 2012, 2013, and 2014 annual meetings. Each cohort met over two days to write and to workshop their peers' manuscripts. Organizers distributed an online survey one month after each retreat to evaluate attendees' perceptions. Three years' worth of writing retreats yielded fourteen peer-reviewed articles and one book chapter. Participants indicated that the retreat helped them meet or exceed their writing goals by offering protected time and a setting conducive to productivity. The format of the retreat is cost effective and easily adaptable for fellow professionals who wish to organize a formal event as a conference offering or simply support a writing group at their home institutions. In SCC/MLA, the retreat revitalized interest in writing and demystified the scholarly publication process.
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Black, Alison Rebeck; Somers, Marie-Andree; Doolittle, Fred; Unterman, Rebecca; Grossman, Jean Baldwin
2009-01-01
The primary purpose of this study is to determine whether providing structured academic instruction in reading or math to students in grades two to five during their afterschool hours--instead of the less formal academic supports offered in regular after-school programs-- improves their academic performance in the subject. This is the second and…
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Doubet, Kristina J.; Southall, Gena
2018-01-01
This study examined the extent to which middle and high school English teachers integrate reading and writing instruction as complementary processes. Using qualitative research methods, researchers investigated the following: (a) Do middle and high school English teachers conceive of and enact the teaching of reading and writing as integrated…
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Fidalgo, R.; Torrance, M.; Rijlaarsdam, G.; van den Bergh, H.; Álvarez, M.L.
2015-01-01
Three groups of typically-developing 6th grade students (total N = 62) each completed strategy-focused writing training. Using a combined lagged-group and cross-panel design we assessed the effectiveness of a sequence of four different instructional components: observation and group reflection on a
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Webb-Sunderhaus, Sara; Amidon, Stevens
2011-01-01
This profile articulates the authors' response to a statewide mandate to eliminate "remedial" writing instruction at four-year public universities, including their own. The profile describes the difficulties the authors faced in responding to this initiative, given the context of their regional comprehensive university and its specific…
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Foreign Language Writing Fellows Programs: A Model for Improving Advanced Writing Skills
Snyder, Delys Waite; Nielson, Rex P.; Kurzer, Kendon
2016-01-01
Within the growing field of scholarly literature on foreign language (FL) writing pedagogy, few studies have addressed pedagogical questions regarding the teaching of writing to advanced language learners. Writing fellows peer tutoring programs, although typically associated with first language writing instruction, likely can benefit and support…
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Survey of Information Literacy Instructional Practices in U.S. Academic Libraries
Julien, Heidi; Gross, Melissa; Latham, Don
2018-01-01
An online survey sent to the community of professional librarians in the United States who provide information literacy instruction in academic libraries provided insights into their practices and the challenges they face. Data include current pedagogical methods, client groups of focus, assessment and evaluation, marketing, instructional…
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Directory of Open Access Journals (Sweden)
Sepideh Berenji
2017-11-01
Full Text Available Technology mediated learning brings together the users with shared interests. This method makes learners informally engaged in language learning. This study intended to investigate the effect of technology mediated instruction on cognitive scaffolding, academic performance and motivation. Employing a quasi-experimental research, 80 learners from two intact classes at Islamic Azad University, Osku Branch were selected as the experimental and control groups. Telegram as a tool was used in the experimental group, while the control group received traditional way of instruction. Critical ethnography approach was implemented to consider the amount of cognitive scaffolding. To measure the students’ motivational level in both groups, Course Interest Survey (CIS was administered at the end of the semester. The total average score for each group was calculated. To compare students’ academic achievement, their average scores in the final academic test were considered. An Independent samples t-test in was used to compare the mean scores. The results indicated that technology mediated learning brought about cognitive scaffolding and the students in the experimental group outperformed the control group in terms of motivation and academic achievement. The results of the study suggest that to bring about academically successful students, practitioners should use technology mediated instruction.
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McCulloch, Sharon
2013-01-01
Existing studies of source use in academic student writing tend to i), focus more on the writing than the reading end of the reading-to-write continuum and ii), involve the use of insufficiently "naturalistic" writing tasks. Thus, in order to explore the potential of an alternative approach, this paper describes an exploratory case study…
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"Your Writing, Not My Writing": Discourse Analysis of Student Talk about Writing
Hales, Patrick D.
2017-01-01
Student voice is a difficult concept to capture in research. This study attempts to provide a vehicle for understanding student perceptions about writing and writing instruction through a case study supported by discourse analysis of student talk. The high school students in this study participated in interviews and focus groups about their…
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INTERACTIONIST DYNAMIC ASSESSMENT IN ACADEMIC PERSUASIVE WRITING: A CASE OF TWO EFL LEARNERS
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Zahra kheradmand Saadi
2017-09-01
Full Text Available This study investigated the effects of interactionist dynamic assessment on improving academic persuasive writing of two Iranian EFL learners majoring in English Language and Literature. Qualitative analysis of the interactions between the mediator and learners and the drafts written by the learners indicated that using different types of mediation were effective in developing learners’ persuasive writing. In addition to the factors such as individual, time, and language feature which were shown to be integral in determining mediation, assessment of the two cases showed that factors such as mediator’s role, learners’ responsiveness to mediation, and agency were important in specifying mediation.
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McDonald, Denise
2013-01-01
Through her years as an elementary teacher and now a university professor in teacher education, the author has developed many creative writing instructional ideas for use with all learners (i.e., elementary through graduate level). Resourcefulness and imaginative thinking proves invaluable to teaching artists' pedagogy in current economic…
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THE STUDENTS’ ACADEMIC WRITING SKILL AFTER IMPLEMENTING BLENDED LEARNING USING FACEBOOK
Dwi Sulisworo; Triwati Rahayu; Rifai Nur Akhsan
2016-01-01
Almost all students use smartphone for their daily activities. Nowadays, the student’s literacy on information technology is very good, but sometimes it has not been considered in school learning. One of the essential competencies of undergraduate school is academic writing skill. There is a gap between the student competencies and the learning strategy in certain learning subjects. The aim of this research is to examine the effectiveness of blended mobile learning activity using Facebook to ...
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Halbritter, Bump; Blon, Noah; Creighton, Caron
2011-01-01
Documentary movie making is not academic writing. Nor is it traditional academic research. However, I have found it to be a remarkable vehicle for teaching both of these things...each semester I am amazed and humbled by the creativity and sincerity that my students bring to their work.
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Using Systemic Functional Linguistics in Academic Writing Development: An Example from Film Studies
Donohue, James P.
2012-01-01
On film studies courses, students are asked to treat as objects of study the same films which they may more commonly experience as entertainment. To explore the role of academic writing in this, an action research project was carried out on a university film studies course using a systemic functional linguistics approach. This paper presents a key…
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Qi, Yang
Writing is a predictor of academic achievement and is essential for student success in content area learning. Despite its importance, many students, including English language learners (ELLs), struggle with writing. There is thus a need to study students' writing experience in content area classrooms. Informed by systemic functional linguistics, this study examined 11 ELL students' writing experience in two sixth grade science classrooms in a southeastern state of the United States, including what they wrote, how they wrote, and why they wrote in the way they did. The written products produced by these students over one semester were collected. Also collected were teacher interviews, field notes from classroom observations, and classroom artifacts. Student writing samples were first categorized into extended and nonextended writing categories, and each extended essay was then analyzed with respect to its schematic structure and grammatical features. Teacher interviews and classroom observation notes were analyzed thematically to identify teacher expectations, beliefs, and practices regarding writing instruction for ELLs. It was found that the sixth-grade ELLs engaged in mostly non-extended writing in the science classroom, with extended writing (defined as writing a paragraph or longer) constituting roughly 11% of all writing assignments. Linguistic analysis of extended writing shows that the students (a) conveyed information through nouns, verbs, adjectives, adverbial groups and prepositional phrases; (b) constructed interpersonal context through choices of mood, modality, and verb tense; and (c) structured text through thematic choices and conjunctions. The appropriateness of these lexicogrammatical choices for particular writing tasks was related to the students' English language proficiency levels. The linguistic analysis also uncovered several grammatical problems in the students' writing, including a limited range of word choices, inappropriate use of mood
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Broer van Arragon, Kathleen
2003-01-01
The focus of this study will be on the intersection of the following domains: Second Language Acquisition research on cohesion and coherence, discourse acquisition of young children, the effect of text form-focused instruction on student non-fiction writing and the impact of schema theory on student decision-making during the writing process.
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Finding Basic Writing's Place.
Sheridan-Rabideau, Mary P.; Brossell, Gordon
1995-01-01
Posits that basic writing serves a vital function by providing writing support for at-risk students and serves the needs of a growing student population that universities accept yet feel needs additional writing instruction. Concludes that the basic writing classroom is the most effective educational support for at-risk students and their writing.…
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Description of a medical writing rotation for a postgraduate pharmacy residency program.
Brown, Jamie N; Tiemann, Kelsey A; Ostroff, Jared L
2014-04-01
To provide a description of a pharmacy residency rotation dedicated to medical writing developed at a tertiary care academic medical center. Contribution to the medical literature is an important component of professional pharmacy practice, and there are many benefits seen by practitioners actively involved in scholarly activities. Residency programs have an opportunity to expand beyond the standard roles of postgraduate pharmacist training but rarely is there formal instruction on medical writing skills or are scholarship opportunities provided to residents. In order to address this deficiency, a residency program may consider the implementation of a formal Medical Writing rotation. This rotation is designed to introduce the resident to medical writing through active discussion on medical writing foundational topics, engage the resident in a collaborative review of a manuscript submitted to a peer-reviewed professional journal, and support the resident in the design and composition of manuscript of publishable quality. A structured Medical Writing rotation during a pharmacy resident's training can help develop the skills necessary to promote scholarly activities and foster resident interest in future pursuit of professional medical writing.
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Directory of Open Access Journals (Sweden)
Guest Editors
2016-06-01
Full Text Available Call for papers for an upcoming special issue of the South African Journal of Higher Education (SAJHE in 2016: ‘Re-imagining writing retreats for academic staff in higher education’.
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Yaghjian, Lucretia B.
2013-01-01
Mentoring is an important but often overlooked resource in theological education and students' academic and spiritual formation. This essay profiles the mentoring practices and postures of the writing tutor and the spiritual director as exemplars of academic and spiritual mentoring. An extended probe of this analogy affirms the integration of…
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Saraç, Hatice Sezgi
2018-01-01
In this study, it was aimed to compare two distinct methodologies of grammar instruction: task-based and form-focused teaching. Within the application procedure, which lasted for one academic term, two groups of tertiary level learners (N = 53) were exposed to the same sequence of target structures, extensive writing activities and evaluation…
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Linguistic Markers of Stance in Early and Advanced Academic Writing: A Corpus-Based Comparison
Aull, Laura L.; Lancaster, Zak
2014-01-01
This article uses corpus methods to examine linguistic expressions of stance in over 4,000 argumentative essays written by incoming first-year university students in comparison with the writing of upper-level undergraduate students and published academics. The findings reveal linguistic stance markers shared across the first-year essays despite…
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Directory of Open Access Journals (Sweden)
M. Ali Ghufron
2017-09-01
Full Text Available There are strong shreds of evidence that the choice of instructional materials has large effects on students’ achievement. This study was to assess the efficacy of using ELT research papers as authentic materials in teaching research-based article writing. This study was aimed at revealing whether or not there is a significant difference in students’ writing skill in terms of ELT research paper writing between the students who were taught by using ELT research papers as authentic materials and those who were taught by using textbook materials provided by the faculty. This study belongs to a quasi-experimental study with an experimental and control group pretest-posttest design. The population of this study was 75 students from the fourth semester of English Education Study Program of IKIP PGRI Bojonegoro, East Java, Indonesia. The sample was selected through cluster random sampling and consisted of 50 students that were divided into two groups. The instrument used to collect the data was a writing test. Consequently, normality and homogeneity of the data were tested. A t-test was used to compare the mean of the two groups. The hypothesis was designed and tested at 0.05 level of significance. The results revealed that there is a significant difference in students’ academic writing skill between the students who were taught by using the ELT research papers as authentic materials and those who were taught by using textbook materials. The t-test revealed that t-value is higher than t-table (6.07>2.01. Therefore it is concluded that the authentic instructional materials could significantly improve students’ academic writing skill.
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Sharp, Jason H.; Sharp, Laurie A.
2017-01-01
Aim/Purpose: Compared student academic performance on specific course requirements in a C# programming course across three instructional approaches: traditional, online, and flipped. Background: Addressed the following research question--When compared to the online and traditional instructional approaches, does the flipped instructional approach…
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Directory of Open Access Journals (Sweden)
Lívia Chaves de Melo
2013-06-01
Full Text Available In this paper we investigate citation practices of scientific literature in reflexive writing from the genre of supervised pre-service training report produced by pre-service teachers enrolled in the mandatory pre-service training subject of English Language Teaching, at an undergraduate language teaching course. The aim of this research is to analyze how these pre-services teacher represent themselves based on citation practices of scientific literature, and characterize some of the functions deployed by the citations in the reflexive writing emerging in the academic sphere. We use the dialogic approach to language from Bakhtinian studies as a theoretical base, as well as theoretical and methodological contributions regarding types of sequences and of discourse proposed by Adam and Bronckart. The results of this research show that the practice of citation of scientific literature is an invocation of authority as a form of erudition, amplification and ornamentation of the discourse produced. This practice can also guide pedagogical action developed by pre-service teachers in their supervised training.
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Yagelski, Robert P.
2012-01-01
In 2003, the National Commission on Writing released "The Neglected "R,"" its report on the state of writing instruction in the nation's schools. The report identified an apparent paradox: writing, which the Commission defines as an essential skill for the many that has helped transform the world, is nevertheless increasingly…
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Latha Rajendra Kumar
2011-06-01
Full Text Available Background: The main purpose of the present study was to further investigate study processes, learning styles, and academic achievement in medical students. Methods: A total of 214 (mean age 22.5 years first and second year students - preclinical years - at the Asian Institute of Medical Science and Technology (AIMST University School of Medicine, in Malaysia participated. There were 119 women (55.6% and 95 men (44.4%. Biggs questionnaire for determining learning approaches and the VARK questionnaire for determining learning styles were used. These were compared to the student’s performance in the assessment examinations. Results: The major findings were 1 the majority of students prefer to study alone, 2 most students employ a superficial study approach, and 3 students with high kinesthetic and read-write scores performed better on examinations and approached the subject by deep approach method compared to students with low scores. Furthermore, there was a correlation between superficial approach scores and visual learner’s scores. Discussion: Read-write and kinesthetic learners who adopt a deep approach learning strategy perform better academically than do the auditory, visual learners that employ superficial study strategies. Perhaps visual and auditory learners can be encouraged to adopt kinesthetic and read-write styles to enhance their performance in the exams.
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Watanabe, Lynne M.; Hall-Kenyon, Kendra M.
2011-01-01
This study examined the change in complexity of kindergarteners' writing after implementing writing instruction based on story elements. Writing samples from six students of three ability levels were collected over a 6-week period. Writing samples included students' oral language, pictures, and written text and were analyzed using two rubrics…
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Using Genre Pedagogy to Teach Adolescent English Learners to Write Academic Persuasive Essays
Ramos, Kathleen Ann
2015-01-01
The new "Common Core State Standards" (CCSS) (NGACBP & CCSSO, 2010) require teachers to prepare all learners, including adolescent English learners (ELs), to develop academic literacy practices. This article describes an instructional intervention in an urban public high school using the genre-based "Reading to Learn" (Rose…
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A case study of learning writing in service-learning through CMC
Li, Yunxiang; Ren, LiLi; Liu, Xiaomian; Song, Yinjie; Wang, Jie; Li, Jiaxin
2011-06-01
Computer-mediated communication ( CMC ) through online has developed successfully with its adoption by educators. Service Learning is a teaching and learning strategy that integrates community service with academic instruction and reflection to enrich students further understanding of course content, meet genuine community needs, develop career-related skills, and become responsible citizens. This study focuses on an EFL writing learning via CMC in an online virtual environment of service places by taking the case study of service Learning to probe into the scoring algorithm in CMC. The study combines the quantitative and qualitative research to probe into the practical feasibility and effectiveness of EFL writing learning via CMC in service learning in China.
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A Case for Improved Reading Instruction for Academic English Reading Proficiency
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Glenn Ole Hellekjær
2008-06-01
Full Text Available This article presents a study of the academic reading proficiency in English of 217 senior level Norwegian upper secondary school students who upon graduation are considered qualified for higher education. Testing with an International English Language Testing System (IELTS Academic Reading Module revealed that two thirds of the 178 respondents with ordinary EFL courses did not achieve the equivalent of the IELTS Band 6 score minimum that is usually required for admission to British and Australian universities. In comparison, two thirds of a sample of 39 respondents with a single, sheltered Content and Language Integrated Learning (CLIL subject achieved a Band 6 score or better. Closer analysis indicates that the poor test scores can be attributed to weaknesses in current English as a Foreign Language (EFL instruction where reading is neglected, where students do not learn to adjust how they read to reading purpose, and where they do not learn how to handle unfamiliar words to avoid disrupting the reading process. The article ends with suggestions on how to improve EFL instruction, in Norway and elsewhere.
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Toma-Berge, Susan
2011-01-01
The purpose of this dissertation was to compare the characteristics and attributes of an effective first grade teacher of writing to English learners through the lens of the "third space." The "third space" represents a place where sociocultural theory interacts with language and culture, and authentic, integrated literacy instruction. Because…
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McKinley, Jim
2013-01-01
This article provides an examination of the literature on issues surrounding the problems Japanese university students face in learning critical argument in their English academic writing courses. Japanese students' critical thinking skills are criticized as not fostered in their university education, perhaps due to Confucian education ideals,…
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Miller, Louise C; Russell, Cynthia L; Cheng, An-Lin; Skarbek, Anita J
2015-05-01
While professional nurses are expected to communicate clearly, these skills are often not explicitly taught in undergraduate nursing education. In this research study, writing self-efficacy and writing competency were evaluated in 52 nontraditional undergraduate baccalaureate completion students in two distance-mediated 16-week capstone courses. The intervention group (n = 44) experienced various genres and modalities of written assignments set in the context of evidence-based nursing practice; the comparison group (n = 8) received usual writing undergraduate curriculum instruction. Self-efficacy, measured by the Post Secondary Writerly Self-Efficacy Scale, indicated significant improvements for all self-efficacy items (all p's = 0.00). Writing competency, assessed in the intervention group using a primary trait scoring rubric (6 + 1 Trait Writing Model(®) of Instruction and Assessment), found significant differences in competency improvement on five of seven items. This pilot study demonstrated writing skills can improve in nontraditional undergraduate students with guided instruction. Further investigation with larger, culturally diverse samples is indicated to validate these results. Copyright © 2014 Elsevier Ltd. All rights reserved.
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Exploring the Relationship between Writing Apprehension and Writing Performance: A Qualitative Study
Badrasawi, Kamal J. I.; Zubairi, Ainol; Idrus, Faizah
2016-01-01
Writing skill is seen as a cornerstone of university students' success in both academic and career life. This qualitative study was conducted to further explore the teachers' and students' perceptions on the relationship between writing apprehension and writing performance, contributing factors of writing apprehension, and strategies to reduce…
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Writing-to-Learn, Writing-to-Communicate, & Scientific Literacy
Balgopal, Meena; Wallace, Alison
2013-01-01
Writing-to-learn (WTL) is an effective instructional and learning strategy that centers on the process of organizing and articulating ideas, as opposed to writing-to-communicate, which centers on the finished written product. We describe a WTL model that we have developed and tested with various student groups over several years. With effective…
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Impact of Writing Proficiency and Writing Center Participation on Academic Performance
Bielinska-Kwapisz, Agnieszka
2015-01-01
Purpose: Given that there exists in the literature relatively little research into the effectiveness of writing centers at universities, the purpose of this paper is to show the impact of university writing centers on first-year business seminar student writing. Design/methodology/approach: This quantitative study involved 315 first-year…
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Cognitive Effects of Chess Instruction on Students at Risk for Academic Failure
Hong, Saahoon; Bart, William M.
2007-01-01
Cognitive effects of chess instruction on students at risk for academic failure was examined. Thirty-eight students, from three elementary schools, participated in this study. The experimental group received a ninety-minute chess lesson once per week over a three-month period; and the control group students regularly attended school activities…
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Directory of Open Access Journals (Sweden)
Savka Blagojevic
2011-06-01
Full Text Available Academic writing for international readership is almost always done in English, which in turn, may bring about certain difficulties to non- English academics who are not accustomed to English academic writing norms. Therefore, some linguistic researches, conducted in order to find out the differences between the English academic style and those of non-English ones, are aimed at making non-English academics aware of cross-cultural differences in writing styles and help them modify their own writing style to the requirements of the English academic norms. Thus, in order to help Serbian academics publish internationally, we have initiated a small-scale research by comparing academic re search articles written by English and Serbian academics: thirty from humanities (sociology, psychology and philosophy and thirty from hard sciences (chemistry, geology and environmental pollution. The research presented in the paper focuses the two most important discourse areas in academic articles written by English and Serbian writers: 1. Discourse organization, and 2.Th e choice of rhetoric strategies. The obtained results have pr oven that the two groups of writers display different preferences in their writing styles (which will be presented numerically and on the basis of this fact certain suggestions have been offered, concerning the form that Serbian academic articles should have in order to be published for the international discourse community.
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Smagorinsky, Peter; Daigle, Elizabeth Anne; O'Donnell-Allen, Cindy; Bynum, Susan
2010-01-01
This article reports a study of one high school senior's process of academic bullshitting as she wrote an analytic essay interpreting Shakespeare's "Much Ado about Nothing." The construct of bullshit has received little scholarly attention; although it is known as a common phenomenon in academic speech and writing, it has rarely been the subject…
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Quitadamo, Ian J; Kurtz, Martha J
2007-01-01
Increasingly, national stakeholders express concern that U.S. college graduates cannot adequately solve problems and think critically. As a set of cognitive abilities, critical thinking skills provide students with tangible academic, personal, and professional benefits that may ultimately address these concerns. As an instructional method, writing has long been perceived as a way to improve critical thinking. In the current study, the researchers compared critical thinking performance of students who experienced a laboratory writing treatment with those who experienced traditional quiz-based laboratory in a general education biology course. The effects of writing were determined within the context of multiple covariables. Results indicated that the writing group significantly improved critical thinking skills whereas the non-writing group did not. Specifically, analysis and inference skills increased significantly in the writing group but not the non-writing group. Writing students also showed greater gains in evaluation skills; however, these were not significant. In addition to writing, prior critical thinking skill and instructor significantly affected critical thinking performance, whereas other covariables such as gender, ethnicity, and age were not significant. With improved critical thinking skill, general education biology students will be better prepared to solve problems as engaged and productive citizens.
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The Road Not Taken: The Divergence of Corporate and Academic Web Instruction
Ubell, Robert N.
2010-01-01
At first glance, academic online and corporate e-learning appear the same. Few are aware that Web learning at companies and in schools is quite distinct. Once instruction begins, they clearly fall into separate camps. At companies, e-learning is highly mediated by technology, with trainers disappearing entirely, replaced largely on monitors by…
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Goldstein, Howard; Ziolkowski, Robyn A; Bojczyk, Kathryn E; Marty, Ana; Schneider, Naomi; Harpring, Jayme; Haring, Christa D
2017-11-09
This study investigated cumulative effects of language learning, specifically whether prior vocabulary knowledge or special education status moderated the effects of academic vocabulary instruction in high-poverty schools. Effects of a supplemental intervention targeting academic vocabulary in first through third grades were evaluated with 241 students (6-9 years old) from low-income families, 48% of whom were retained for the 3-year study duration. Students were randomly assigned to vocabulary instruction or comparison groups. Curriculum-based measures of word recognition, receptive identification, expressive labeling, and decontextualized definitions showed large effects for multiple levels of word learning. Hierarchical linear modeling revealed that students with higher initial Peabody Picture Vocabulary Test-Fourth Edition scores (Dunn & Dunn, 2007) demonstrated greater word learning, whereas students with special needs demonstrated less growth in vocabulary. This model of vocabulary instruction can be applied efficiently in high-poverty schools through an automated, easily implemented adjunct to reading instruction in the early grades and holds promise for reducing gaps in vocabulary development.
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Directory of Open Access Journals (Sweden)
Fitri Nurdianingsih
2017-10-01
Full Text Available The objective of conducting this research was to find out : (1 whether or not the use of thematic progression pattern is more effective than direct instruction in teaching writing to the second semester students at English Education Department; (2 the students who have a low writing apprehension have better writing skill than those who have a high writng apprehension; and (3 there is an interaction between teaching technique and writing apprehension in teaching writing skill. This reasearch was an experimental research design. The population of this research was the second semester students at English Education Department of IKIP PGRI Bojonegoro. Meanwhile the sample of this research was selected by using cluster random sampling. The instruments of data collection were witing test and writing apprehension questionnaire. The findings of this study are: (1 thematic progression pattern is more effective than direct instruction in teaching writing; (2 the students who have low writing apprehension have better writing skill than those who have high writing apprehension; and (3 there is an interaction between teaching technique and writing apprehension in teaching writing skill. It can be summarized that thematic progression pattern is an effective technique in teaching writing skill at the second semester students of English Education Department in IKIP PGRI Bojonegoro. The effectiveness of the technique is affected by writing apprehension.
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Writing to Read: A Meta-Analysis of the Impact of Writing and Writing Instruction on Reading
Graham, Steve; Hebert, Michael
2011-01-01
Reading is critical to students' success in and out of school. One potential means for improving students' reading is writing. In this meta-analysis of true and quasi-experiments, Graham and Herbert present evidence that writing about material read improves students' comprehension of it; that teaching students how to write improves their reading…
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The Impact of Computer-Assisted Writing on Improving Writing Scores for Urban Eighth-Grade Students
Williams-Butler, LaTilya
2016-01-01
The purpose of this study was to investigate the impact standards-based aligned computer-assisted writing instruction had on improving writing scores for eighth-grade students that attend an urban middle school. The researcher wanted to remedy the problem of low writing achievement of eighth-grade students and determine if writing across the…
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Using Tracking Software for Writing Instruction
Yagi, Sane M.; Al-Salman, Saleh
2011-01-01
Writing is a complex skill that is hard to teach. Although the written product is what is often evaluated in the context of language teaching, the process of giving thought to linguistic form is fascinating. For almost forty years, language teachers have found it more effective to help learners in the writing process than in the written product;…
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Divan, Aysha; Bowman, Marion; Seabourne, Anna
2015-01-01
There is general agreement in the literature that international students are more likely to plagiarise compared to their native speaker peers and, in many instances, plagiarism is unintentional. In this article we describe the effectiveness of an academic writing development programme embedded into a Biological Sciences Taught Masters course…
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Jett, Janice Rowe
2013-01-01
With the steady increase of ubiquitous computing initiatives across the country in the last decade, there is a pressing need for specific research looking at content area instruction in 1:1 settings. This qualitative multiple case study examines writing instruction at two middle schools as it is delivered by experienced teachers in five English…
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M. Koorki
2008-01-01
Full Text Available Introduction & Objective: one of the important indicators of scientific study and science production in the universities is original research and its scientific article. The aim of this study was to determine the academic members’ attitude about main factors of not approaching to scientific writing in Hamadan Uni. Med. Sci.Material & Methods: The current survey was a descriptive cross-sectional study. Statistical population was all of the academic members of this university in 2006 (N=260. The data collected through a questionnaire consists of 2 parts: I. the demographic characteristics, II. the questions related to their attitude. After distribution of the questionnaires we received 228 completed ones. The data was statistically analyzed by SPSS software.Results: Outcomes showed that the main factors of not approaching to write the scientific articles were: education, teaching and treatment engagement mean with 3.891.16 of 5, the barriers of doing original research and writing the articles (3.880.93, long duration of sending and acceptation of articles in Persian scientific journals (3.841.07 and weakness of English language skill (3.831.05.Conclusion: The barriers of scientific writing were in 3 parts: organizational, personal and personal-organizational problems. The academic members’ activities and university managers’ supports are needed to remove these barriers.
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Cohen, Anat; Nachmias, Rafi
2012-01-01
This paper describes implementation of a quantitative cost effectiveness analyzer for Web-supported academic instruction that was developed in our University. The paper presents the cost effectiveness analysis of one academic exemplary course in Life Science department and its introducing to the course lecturer for evaluation. The benefits and…
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Student-Teachers across the Curriculum Learn to Write Feedback: Does It Reflect on Their Writing?
Cohen-sayag, Esther
2016-01-01
The study examined the connection between writing competency and writing feedback experiences through academic writing course for student-teachers across the curriculum. The aims of the course were to prepare student-teachers to their role as writing facilitators and to improve their writing. Experimental and control group differed in course plan…
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Effects of an Intelligent Web-Based English Instruction System on Students' Academic Performance
Jia, J.; Chen, Y.; Ding, Z.; Bai, Y.; Yang, B.; Li, M.; Qi, J.
2013-01-01
This research conducted quasi-experiments in four middle schools to evaluate the long-term effects of an intelligent web-based English instruction system, Computer Simulation in Educational Communication (CSIEC), on students' academic attainment. The analysis of regular examination scores and vocabulary test validates the positive impact of CSIEC,…
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Court, Krista; Johnson, Helen
2016-01-01
Strong arguments have been forwarded for embedding academic writing development into the UK higher education curriculum and for subject tutors to facilitate this development (Hyland, 2000; Lea & Street, 2006; Monroe, 2003; Wingate, 2006). This small-scale case study explores subject tutors' practices and beliefs with regard to the provision of…
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Writing, Literacy and Technology: Toward a Cyborg Writing.
Olson, Gary A.
1996-01-01
Presents an interview with feminist social critic Donna Haraway about her call for "cyborg writing," writing that replaces the idea of an authoritative or dominant story with an acknowledgment of the wide range of narratives to be told in science, technology, and other areas. Also questions Haraway about activism for academics, particularly as it…
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Li, Linda Y.; Vandermensbrugghe, Joelle
2011-01-01
Evidence from research suggests writing support is particularly needed for international research students who have to tackle the challenges of thesis writing in English as their second language in Western academic settings. This article reports the development of an ongoing writing group to support the thesis writing process of international…
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RETHINKING ACADEMIC ESSAY WRITING: SELECTED GENRES IN COMPARISON
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Dedi Turmudi
2017-10-01
Full Text Available How do opinion, discussion, and argumentative convince readers? How does each of them look different each other seen from the generic structure, and language use? This conceptual paper is exploring how three selected genres in academic writing differ from each other. By reviewing journal of related topic of recently published, the writer convinces that opinion genre is less strong in persuading readers, and argumentative is very strong in assuring readers, whereas discussion is neutral in affecting readers The implication is that each genre has its own place to make readers satisfied and each of which indicates the level of ego and sophisticated countering back the statement called rebuttal and arguments and example. By reading this article readers will detect the tone of each genre and to what extent does each genre reach the readers’ mind. The implication is that any teacher or lecturer is best recommended to present this model, particularly in EFL context.
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Ma, Qing
2013-01-01
This exploratory case study of two undergraduates links vocabulary learning approaches with lexical quality measured in academic writing. Employing an array of qualitative data, it is shown that in a "semi-language-rich" learning context, Chinese learners may dispense with rote learning and engage in a more natural learning approach in which…
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Learning about Plate Tectonics through Argument-Writing
Klein, Perry D.; Samuels, Boba
2010-01-01
In a quasi-experimental study (N = 60), grade 7/8 teachers students were taught to write arguments in content-area subjects. After instruction, students drew on document portfolios to write on a new topic: "Do the continents drift?" In a MANCOVA, students who participated in argument instruction scored significantly higher than a control…
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The Impact of Blended e-Learning on Undergraduate Academic Essay Writing in English (L2)
Ferriman, Nicholas
2013-01-01
This paper describes a quasi-experimental study into the impact of a blended e-learning environment on academic writing assignments in English (L2) at a Thai international college. An experimental group of 15 students used an on-line bulletin board, as well as face-to-face (F2F) communication in class, to share information for essay topics they…
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Use of WebQuests in Mathematics Instruction: Academic Achievement, Teacher and Student Opinions
Yenmez, Arzu Aydogan; Özpinar, Ilknur; Gökçe, Semirhan
2017-01-01
WebQuests are designed to ensure meaningful learning by combining technology with a constructivist approach in the classroom setting. This study aims to examine the effect of WebQuests used in instruction on students' academic achievements and the student and teacher opinions on WebQuests. The participants of this study using the…
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Rosman, Tom; Peter, Johannes; Mayer, Anne-Kathrin; Krampen, Günter
2018-01-01
The present article investigates the effects of epistemic beliefs (i.e. beliefs about the nature of knowledge and knowing) on the effectiveness of information literacy instruction (i.e. instruction on how to search for scholarly information in academic settings). We expected psychology students with less sophisticated beliefs (especially…
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Measuring the Effectiveness of Writing Center Consultations on L2 Writers’ Essay Writing Skills
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Shanthi Tiruchittampalam
2018-02-01
Full Text Available With the international growth of English-medium education, tertiary institutions are increasingly providing academic support services to L2 students, and thus, the number of writing centers working with L2 student writers has also increased. Writing center practices originated in L1 English educational contexts and their appropriateness for L2 English writers requires examination. This study investigated the effect of writing center consultations on the essay writing skills of L1 Arabic foundation level students at an English-medium university in the Gulf region. Analysis was based on quantitative measures of writing ability of two distinct groups of students: an experimental group who participated in tutoring sessions at the university’s writing center and a control group who did not. Findings indicated that students who participated in writing center consultations scored significantly higher in overall essay writing scores, as well as in two aspects of writing: task fulfilment (that is ideas and text organization/coherence. These findings contribute to a limited bank of similar empirical studies on effectiveness of writing center sessions on students’ essay writing ability. They also support the case for the expansion of writing center work beyond the domains of predominantly L1 English academic communities.
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Mentoring disadvantaged nursing students through technical writing workshops.
Johnson, Molly K; Symes, Lene; Bernard, Lillian; Landson, Margie J; Carroll, Theresa L
2007-01-01
Recent studies have identified a problematic gap for nursing students between terse clinical writing and formal academic writing. This gap can create a potential barrier to academic and workplace success, especially for disadvantaged nursing students who have not acquired the disciplinary conventions and sophisticated writing required in upper-level nursing courses. The authors demonstrate the need for writing-in-the-discipline activities to enhance the writing skills of nursing students, describe the technical writing workshops they developed to mentor minority and disadvantaged nursing students, and provide recommendations to stimulate educator dialogue across disciplines and institutions.
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Using Writing as a Constructivist Instructional Tool
Narayanan, M.
2006-12-01
Researchers in the area of cognitive science and educational psychology have shown that instructors who encourage student writing are actually helping in motivating a reluctant pupil. It has also been reported that writing indirectly rewards an individual with dynamic interest. Furthermore, it is believed that writing strengthens the self-confidence of a lethargic learner. (Kosakowski, 1998). All in all, promoting writing helps and supports learners cultivate a positive attitude toward the subject matter in question. The constructivist approach promotes a learning paradigm and helps individuals learn and understand by "constructing" knowledge. Learners are effectively encouraged to generate and build their own knowledge base. Learners document progress by constructing new concepts based on previously gained knowledge. The role of the teacher is actually to facilitate the creation of a learning environment. The constructivist approach when used in the classroom enables the students to become more active, independent thinkers of knowledge. Education World writer Gloria Chaika (Chaika, 2000) states that "Talent is important, but practice creates the solid base that allows that unique talent to soar. Like athletes, writers learn by doing. Good writing requires the same kind of dedicated practice that athletes put in. Young writers often lack the support they need to practice writing and develop their talent to the fullest, though." The author has successfully utilized some of these principles and techniques in a senior level course he teaches. He has encouraged students to try to solve problems their own way and has asked them to observe, document, assess and evaluate the results. In the classroom, the author takes the role of a coach and helps the students approach the problem with a different viewpoint. Eventually the students document their conclusions in a page-long essay. This type of writing assignment not only builds critical thinking abilities but also
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Student Perceptions of Scholarly Writing
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Shirley Peganoff O'Brien
2016-07-01
Full Text Available Learning the process of scholarly writing, including the significance of peer review, is an essential element in the preparation of students for professional practice. This descriptive research study, using Scholarship of Teaching and Learning methodology, explores one approach to teaching scholarly writing in an occupational science/occupational therapy curriculum. The writing assignment was designed to offer multiple points for feedback and revision and instructional features to reinforce learning. A survey of students [n = 169] participating in this scholarly writing project was conducted yearly to gather their perceptions of learning. The results revealed four key elements: instructional strategies are needed to support scholarly writing, students value explicit instructor feedback, a successful writing experience opens the possibility for students to write in their professional future, and students will develop the habits of a writer given structure and pedagogical considerations in the assignment construction. This experience shows students will work to achieve the expected standard for scholarship once writing is made an essential part of the course and their efforts are supported by scaffolding the assignment. Through this experience, it was also learned students need opportunities for repetition and practice to refine scholarly writing. Suggestions for future research are proposed.
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Directory of Open Access Journals (Sweden)
Nazanin Naderi Kalali
2015-12-01
Full Text Available The main thrust of this study was to determine whether a genre-based instruction improve the writing proficiency of Iranian EFL learners. To this end, 30 homogenous Iranian BA learners studying English at Islamic Azad University, Bandar Abbas Branch were selected as the participants of the study through a version of TOEFL test as the proficiency test. The selected participants were 15 females and 15 males who were randomly divided into two groups of experimental and control. The both experimental and control groups were asked to write on a topic determined by the researcher which were considered as the pre-test. The writing of the students were scored using holistic scoring procedure. The subjects received sixteen hours instruction—the experimental group using a genre-based pedagogy and the control group through the traditional methodology which was followed by a post-test—the subjects were, this time, asked to write on the same topic which they were asked to write before instruction. Their post-writings were also scored through the holistic scoring procedures. In analyzing the data, t-test statistic was utilized for comparing the performances of the two groups. It was found that there is statistically significant difference between the writing ability of the participants who go under a genre-based instruction and who don’t. The study, however, didn’t find any significant role for gender. Keywords: genre analysis, writing skill, holistic scoring procedure, pre-test, post-test, t-test
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Impact of Self-Regulatory Influences on Writing Course Attainment.
Zimmerman, Barry J.; Bandura, Albert
1994-01-01
Using path analysis, studied the role of self-efficacy beliefs concerning academic attainment and regulation of writing, academic goals, and self-standards in writing-course attainment of 95 college freshmen. Different facets of perceived self-efficacy played a key role in writing-course attainment. (SLD)
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Creativity in English Writing Instruction : Tracing the Discursive History of the Key Word
Kita, Kazutake
2014-01-01
Since the 1970s the field of English writing instruction has given a broad welcome to the term creative/creativity, which has been used without any strict definition and has taken on the features of a cant word. Presented in this paper is an attempt to provide a comprehensive description and explanation of various uses of the term found in this specific context. A historical review of ELT Journal, TESOL Quarterly and The English Teachers’ Magazine reveals that the introduction of the term cre...
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Writing Skills for Technical Students. Fourth Edition.
Carlisle, Vicky; Smith, Harriet; Baker, Fred; Ellegood, George; Kopay, Carol; Tanzer, Ward; Young, Diana; Dujordan, Jerome; Webster, Ron; Lewis, Sara Drew
This self-paced text/workbook is designed for the adult learner who needs a review of grammar and writing skills in order to write clearly and concisely on the job. It offers career-minded students 14 individualized instructional modules on grammar, paragraph writing, report writing, letter writing, and spelling. It is designed for both self-paced…
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From University Writing to Workplace Writing: The Case of Social ...
African Journals Online (AJOL)
This is a case study of social work students' initial experiences with professional writing. The paper addresses the issue of academic writing with special attention to the types of documents written by social work students on their fieldwork placements using twelve students who volunteered to be interviewed. Their views are ...
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Marks, Jamar Terry
2017-01-01
The purpose of this quasi-experimental, nonequivalent pretest-posttest control group design study was to determine if any differences existed in upper elementary school students' science academic achievement when instructed using an 8-week integrated science and English language arts literacy supplemental instructional intervention in conjunction…
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Academic Words and Academic Capitalism Academic Words and Academic Capitalism
Directory of Open Access Journals (Sweden)
Michael Billig
2013-03-01
Full Text Available
Este artículo sugiere que esta época es la mejor y peor para la labor académica. La mejor en cuanto hay más publicaciones académicas que nunca. Y la peor porque sobra mucho de estas publicaciones. Trabajando en las condiciones competitivas del capitalismo académico, los académicos se sienten en la necesidad de continuar publicando, independientemente de que tengan algo que decir. Las presiones de publicar continuamente y promover la propia perspectiva se reflejan en la manera en la que los científicos sociales están escribiendo. Y es que los académicos utilizan un lenguaje técnico basado en sustantivos, con una precisión menor a la del lenguaje ordinario. Los estudiantes de postgrado han sido educados en esta manera de escribir como una condición previa a iniciarse en las ciencias sociales. Así, la naturaleza misma del capitalismo académico no sólo determina las condiciones en las que los académicos trabajan, sino que también afecta su manera de escribir.
This paper suggests that it is the best and worst of times for academic work. It is the best of times because there are more academics publishing than ever before. It is the worst of times because there is much unnecessary publication. Working in the competitive conditions of academic capitalism, academics feel impelled to keep publishing, whether or not they have anything to say. The pressures to publish continually and to promote one’s own approach are reflected in the way that social scientists are writing. Academics use a noun-based technical language, which is less precise than ordinary language. Postgraduates are taught this way of writing as a precondition for entering the social sciences. In this way, the nature of academic capitalism not only determines the conditions under which academics are working but it affects the way that they are writing.
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The Functions of Writing in an Elementary Classroom.
Florio, Susan; Clark, Christopher M.
1982-01-01
Describes an ethnographic study of writing in one elementary classroom that identified four functions of writing: writing to participate in community, writing to know oneself and others, writing to occupy free time, and writing to demonstrate academic competence. (HOD)
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Analyzing writing in english-medium instruction at university
Directory of Open Access Journals (Sweden)
María Sagrario Salaberri Ramiro
2015-12-01
Full Text Available The number of bilingual and English-Medium-Instruction (EMI degree programmes has grown significantly in Spanish universities during the last few years, becoming a new trend within the Bologna system. The implementation of the European Higher Education Area (EHEA led to changes in Spanish universities, promoting a shift in the teaching methods and enhancing the improvement in quality and international competitiveness pursuing an increase in mobility opportunities and the employability of the European graduates. The command of the English language in specialized university contexts became thus crucial. Research conducted at university level reveals that university students often have difficulty in performing the cognitive and discursive operations involved in the comprehension and production of written texts. These difficulties aggravate when the written performance has to be conducted in a nonnative language. The present paper analyses the written production of Chemistry students following an EMI approach at the University of Almería (Spain from a qualitative perspective. Results show the differences in the performance of certain areas of written language competence, which evidences the need to adopt methodologies that solve the problems and difficulties faced by students in order to help them integrate the global features of the writing ability within their own course contents in a second language.
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De La Paz, Susan; Felton, Mark K.
2010-01-01
This study examined the effects of historical reasoning strategy instruction on 11th-grade students. Students learned historical inquiry strategies using 20th Century American history topics ranging from the Spanish-American war to the Gulf of Tonkin incident. In addition, students learned a pre-writing strategy for composing argumentative essays…
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Romova, Zina; Andrew, Martin
2011-01-01
This paper examines the use of portfolios as pedagogical tools for developing academic writing. In particular, it considers the value of multi-drafting, where learners reflect on the learning of a text type as well as focusing on micro and macro aspects. The paper outlines a situated pedagogical approach, where students come to understand their…
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Balajthy, Ernest
In its second year of operation (1988-1989 academic year), the Electronic Writing Center (EWC) of the Union County College in Cranford, New Jersey has expanded its capabilities and the amount of service it provides to at-risk students through the Computers in the Curricula Project. Major changes include: (1) increased numbers of classes and…
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SOME THOUGHTS ON WRITING SKILLS
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Sim Monica Ariana
2010-07-01
Full Text Available Writing is one of the central pillars of language learning and should be of major interest and concern to teachers, students and researchers. This paper is intended to be a plea for writing and explores issues regarding instruction and evaluation of writing skills of nonnative speaker students. It examines expectations of nonnative speakers writing quality and performance on writing proficiency exams, as well. Finally, it is trying to ring a bell about this skill that has been neglected in spite of its importance when it comes to foreign language acquisition
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Peer-Mentoring Program and Academic Atmosphere
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Sri Endah Kusmartini
2014-03-01
Full Text Available Management of Sriwijaya State Polytechnic believes that peer-mentoring program has positive effects on students’ academic success. Moreover, it is also believed that good academic atmosphere should be developed. In line with these, researchers tried to investigate whether peer-mentoring program and academic atmosphere correlated significantly to students’ writing achievement partially and simultaneously. The research was conducted in English Department, Sriwijaya State Polytechnic with 60 samples taken randomly. Measures of Peer-mentoring Program and Academic Atmosphere were used sequentially to measure peer-mentoring program and academic atmosphere as perceived by the students. Meanwhile, writing score was used to find out writing achievement of the students. The hypotheses were tested by using Pearson Product Moment Correlation and Multiple Linear Regression. The results showed that peer-mentoring program and academic atmosphere as perceived by the students correlated significantly towards students’ writing achievement partially and simultaneously. Therefore it is recommended to continue the programs.
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Directory of Open Access Journals (Sweden)
H. R. Rahmanizade Dehkordi
2016-07-01
Full Text Available One way to learn how to write an academic article is by analyzing some good and effective articles and taking lessons from them. In this way, I have chosen two articles from two different political positions, i.e. “The End of History” by Francis Fukuyama from the Right and “Modernity, Unfinished/Incomplete Project” by Jürgen Habermas from the Left. The prime purpose of this paper is to provide a translation and summary of Fukuyama’s article and the second objective is to analyze the text for extracting some theses, assumptions, research questions , etc. and finally is to compare these lessons with those that I have learned from analyzing the Habermas’s article (that I have published in a philosophical academic journal “Hekmat Va Falsafeh”. The author shows how these experiences can provide some criteria for writing academic articles and evaluating them. As we see in this paper, identifying a radical thesis, supporting it with convincing evidence and reasons and making a contribution to the body of knowledge, is the most characteristic feature of a good and academic article. Furthermore, we show that how two articles can be used as interdisciplinary methods for developing themes and ideas in a discourse.
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Ellis, Cath; Zucker, Ian Michael; Randall, David
2018-01-01
While there is growing awareness of the existence and activities of Academic Custom Writing websites, which form a small part of the contract cheating industry, how they work remains poorly understood. Very little research has been done on these sites, probably because it has been assumed that it is impossible to see behind their firewalls and…
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Student Writing, Teacher Feedback, and Working Online: Launching the Drive to Write Program
Balu, Rekha; Alterman, Emma; Haider, Zeest; Quinn, Kelly
2018-01-01
The Drive to Write program was organized by New Visions for Public Schools (a New York City school support network that helps schools with professional development, data infrastructure, leadership training, certification, and more), and New Visions hopes it will lead to a new standard in writing instruction and student learning. New Visions is…
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Khoshaim, Heba Bakr
2012-01-01
Academic mathematicians' opinions are divided regarding software use in undergraduate mathematics instruction. This study explored these opinions through interviews and a subsequent survey of mathematicians at PhD-granting institutions in the United States regarding their dispositions and the underlying attitudes. Most prior related work had…
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PROCESS WRITING: SUCCESSFUL AND UNSUCCESSFUL WRITERS; DISCOVERING WRITING BEHAVIOURS
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Ismail Baroudy
2008-12-01
Full Text Available Successful and unsuccessful strategies practically complied with in the act of writing have been so far experimentally tapped and scholastically rehearsed by several authors. In this study, a complementary task using a questionnaire worked out to comprehensively specify and cover almost all types of writing behaviours has been inquisitively manipulated. By analysing and inspecting the findings elicited from student-writers’ response sheets, successful and unsuccessful writing strategies are then contrastively identified, categorised and demonstrated. Based on the awareness accomplished, writing teachers’ consciousness will be raised and boosted, thus, helping their poor student-writers justifiably quit their debilitative habits and adopt instead, facilitative ones, those competent writers implement while writing. In the questionnaire, the student-writers would reflect upon their creeping experience and pass informative judgements about their own strategies. Student-writers will respond to fact-finding statements regarding five writing components delineated as rehearsing, drafting, revising, student-writers’ role and the role of instructional materials
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Akpan, Sylvester J.; Etim, Paulinus J.; Udom, Stella Ogechi
2016-01-01
The virtual classroom and distance education have created new teaching pedagogy. This study was carried out to investigate Virtual Classroom Instruction on Academic Performance of Educational Technology Students in Distance Education, Enugu State. The population for this study was limited to the Students in National Open University, Enugu study…
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Schindler, Kerry Andrew
2012-01-01
The primary purpose of the present study was to determine if a relationship existed between perceived instructional leadership behaviors of high school principals and student academic achievement. A total of 124 principals and 410 teachers representing 75 high school campuses completed the School Leadership Behaviors Survey (SLBS), an instrument…
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Haager, Diane; Osipova, Anna V.
2017-01-01
An increasing number of children worldwide attend schools where the language of instruction does not match their native language, presenting significant challenges with learning the content and vocabulary of academic content areas (e.g., social studies, science). In the U.S., these students are designated as English language learners…
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EXPLICIT PLANNING FOR PARAGRAPH WRITING CLASS
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Lestari Setyowati
2017-11-01
Full Text Available The purpose of the study is to improve the students writing ability for paragraph writing class. The subjects of the study were 37 students of English Education Study Program who joined the paragraph writing class. The design of the study was Classroom Action Research with two cycles. Cycle 1 consisted of three meetings, and cycle 2 consisted of two meetings. The types of explicit planning used in the action research were word listing and word mapping with phrases and sentence for detail. The instruments used were direct writing test, observation, and documentation of students’ reflective essay. To score the students’ writing, two raters were asked to rate the composition by using Jacobs ESL Composition profile scoring rubric. The finding shows that the use of explicit planning was able to improve the students’ paragraph writing performance, indicated with the achievement of the criteria of success. The students’ mean improved from cycle 1 (74.62 to cycle2 (76.78. Although explicit planning instruction was able to help the students to write better, data from their self-reflection essay showed that many of the students preferred to use free writing instead of explicit planning instruction.
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Writing the Trenches: What Students of Technical Writing and Literature Can Learn Together
Baake, Ken; Shelton, Jen
2017-01-01
We argue for a course in which students analyze writing about a common topic--in this case World War I--from multiple genres (e.g., poetry and technical manuals). We address the divide between instruction in pragmatic and literary writing and calls to bridge that gap. Students working in disparate areas of English learn the strengths and the…
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Teaching Process Writing in an Online Environment
Carolan, Fergal; Kyppö, Anna
2015-01-01
This reflective practice paper offers some insights into teaching an interdisciplinary academic writing course aimed at promoting process writing. The study reflects on students' acquisition of writing skills and the teacher's support practices in a digital writing environment. It presents writers' experiences related to various stages of process…
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Writing Self-Efficacy and Written Communication Skills
Mascle, Deanna DeBrine
2013-01-01
Writing is an essential professional skill. The goal of writing instruction in business communication classes is to develop the skills and knowledge necessary to successfully meet future writing challenges. However, many writers struggle to transfer skills and knowledge from one context to another. The primary reason for this struggle is that…
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Horton, E. Gail; Diaz, Naelys
2011-01-01
Although writing is of great importance to effective social work practice, many students entering social work education programs experience serious academic difficulties related to writing effectively and thinking critically. The purpose of this article is to present an introductory social work course that integrates Writing Across the Curriculum…
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Effectiveness of Systemic Text Analysis in EFL Writing Instruction
Velasco Tovar, Ender
2016-01-01
This action research study investigates the effectiveness of a model based on the theory of systemic text analysis for the teaching of EFL writing. Employing students' pieces of writing and a teachers' survey as data collection instruments, the writing performance of a group of monolingual intermediate level adult students enrolled on a private…
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Directory of Open Access Journals (Sweden)
Kurt Blythe
2008-03-01
Full Text Available Objective – To discover which journals publish a preponderance of the literature on instruction in academic libraries, and to further learn what topics are discussed in the literature and what methods of inquiry are used to explore those topics.Design – Comparative analysis.Setting – The ERIC database.Subjects – Journal articles published between 1971 and 2002, found in the ERIC database via the descriptor ‘library instruction.’Methods – Journal articles published between 1971 and 2002 were searched in the ERIC database using the term ‘library instruction,’ because the term has been used by ERIC since the inception of the database. Article characteristics such as year of publication, journal in which a given article was published, and types of articles were identified. After normalizing the identification of article types by comparing individual codifications of a random sample of articles from the results list, the researchers coded all of the articles according to the articles’ main topics. These article topics were then condensed into broader topics (e.g. articles coded initially as addressing the topics of instruction to “graduate students” or “high school students” were condensed under the heading “instruction of specific populations”. Those articles deemed to have a research component were further analyzed in terms of research methodology, scope, and use of statistics. The questions guiding the authorsʹ study consisted of:• In which journals are articles on instruction in academic libraries published?• What are the topics of the articles that have been published?• How has the literature of instruction in academic libraries changed over the years?• What is the nature of research [authorsʹ emphasis] articles on instruction in academic libraries?• For research articles, what are the research methods used and what types of statistics are utilized? (77‐78.Main results – The search found 791
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Graham, Steve; Harris, Karen; Hebert, Michael
2011-01-01
During this decade there have been numerous efforts to identify instructional practices that improve students' writing. These include "Reading Next" (Biancarosa and Snow, 2004), which provided a set of instructional recommendations for improving writing, and "Writing Next" (Graham and Perin, 2007) and "Writing to Read" (Graham and Hebert, 2010),…
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Lesson Study: Developing a Knowledge Base for Elementary Writing Instruction
McQuitty, Vicki
2011-01-01
Concern about students' writing skills has led to recommendations that elementary teachers receive more professional development in how to teach writing (National Commission on Writing, 2006). However, there is currently little evidence about the knowledge teachers need to teach writing well, and it is therefore difficult for teacher…
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Healing Classrooms: Therapeutic Possibilities in Academic Writing
Batzer, Benjamin
2016-01-01
This article asks us to consider what the process of healing and composition pedagogy have to learn from each other. More specifically, it identifies how the therapeutic potential of writing, which has been largely neglected in the academy in recent years, can influence the ways we teach transferable writing skills. The article considers how…
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Writing assessment in higher education: Making the framework work
Callies, M.; Zaytseva, E.; Present-Thomas, R.L.
2013-01-01
The importance of appropriate assessment methods for academic writing skills in higher education has received increasing attention in SLA research in recent years. Despite this, there is still relatively little understanding of how academic writing skills develop at the most advanced levels of
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Directory of Open Access Journals (Sweden)
Mariella Milagros Azzato
2011-07-01
Full Text Available This research goes through the instructional possibilities that reading and writing the digital image have in Education. Along these lines, we are presenting this research that looks for, on one hand, to develop a methodological proposal for reading and writing the digital image, and on the other, to implement these methodologies in a course used as a study case and whose objective was to evaluate students' performance when writing screens for a learning object using the methodologies for reading and writing the digital image. The process for compiling date was based on the questionnaire technique, individual interviews and the analysis of course proposed activities. The application of the first questionnaire allowed us to determine students' knowledge level about the digital image before starting the course. The individual interview allowed us to determine the students' reading criteria gained after using the reading methodology for the digital image to analyse educational materials (Galavis, 2008; Azzato, 2009. The proposed activities for the course permitted us to value students' performance when reading and writing the digital image of a learning object. Finally, after course completion, the second questionnaire was applied in order to determine the students' acquired knowledge level about reading and writing an image on digital screens. The results obtained in each of the analysis allowed us to establish that the proposed methodologies were highly useful to write the educational image for the screens of each one of the learning objects created in the course.
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Exploring Undergraduate Disciplinary Writing: Expectations and Evidence in Psychology and Chemistry
Moran, Katherine E.
2013-01-01
Research in the area of academic writing has demonstrated that writing varies significantly across disciplines and among genres within disciplines. Two important approaches to studying diversity in disciplinary academic writing have been the genre-based approach and the corpus-based approach. Genre studies have considered the situatedness of…
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A Program for Improving Undergraduate Psychology Students' Basic Writing Skills
Fallahi, Carolyn R.; Wood, Rebecca M.; Austad, Carol Shaw; Fallahi, Hamid
2006-01-01
We examined the effects of in-class writing instruction, practice, peer review, and feedback on writing skills of undergraduates enrolled in a general psychology course. We rated writing for grammar, writing style, mechanics, and American Psychological Association referencing style. Significant differences emerged on the 4 writing skill domains (p…
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Van der Steen, Steffie; Samuelson, Dianne; Thomson, Jennifer M.
This study addresses the current debate about the beneficial effects of text processing software on students with different working memory (WM) during the process of academic writing, especially with regard to the ability to display higher-level conceptual thinking. A total of 54 graduate students
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Directory of Open Access Journals (Sweden)
Rachel Elizabeth Scott
2017-06-01
Full Text Available A Review of: Shao, X., & Purpur, G. (2016. Effects of information literacy skills on student writing and course performance. The Journal of Academic Librarianship, 42(6, 670-678. http://dx.doi.org/10.1016/j.acalib.2016.08.006 Abstract Objective – To measure the correlation of tested information literacy skills with individual writing scores and overall course grade. Design – Online, multiple-choice survey. Setting – Public research university in North Carolina, United States of America. Subjects – Freshmen students enrolled in either first-year seminar (UCO1200 or basic English writing course (ENG1000. Methods – A 25-question, forced-choice test was piloted with 30 students and measured for internal consistency using Cronbach’s Alphas. The survey instrument was slightly revised before being administered online via SelectSurvey, to 398 students in 19 different sections of either UCO1200 or ENG1000, during class sessions. The test measured students’ information literacy skills in four areas: research strategies, resource types, scholarly vs. popular, and evaluating websites. The preliminary questions asked for each student’s name, major (by category, number of library instruction sessions attended, and the names of library services utilized. The students’ information literacy scores were compared to their writing scores and overall course grades, both of which were obtained from course instructors. The information literacy scores were also analyzed for correlation to the number of library instruction sessions attended or the types of library services utilized. Main Results – Information literacy skills positively correlated with writing scores (n=344, r=-.153, p=0.004 and final course grades (n=345, r=0.112, p=0.037. Pearson’s Correlation Coefficients results demonstrated relationships between writing scores and the information literacy test section “Scholarly versus Popular Sources” (n=344, r=0.145, p=0.007, and final
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Rodriguez, Billie Jo; Anderson, Cynthia M.
2014-01-01
Total group contingencies, a variation of interdependent group contingencies, provide educators with an efficient and effective mechanism to improve social behavior and increase academic skills. Their utility has not been examined in small educational groups. This is unfortunate as supplemental instruction frequently is delivered in small group…
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Process Writing in the Intermediate Grades: Magical Panacea or Oversold Cliche?
Balajthy, Ernest
Noting that the principles of writing process instruction typically offered to elementary teachers are less readily adaptable to intermediate classrooms emphasizing content area learning rather than basic skills, this paper explores two key themes important to the successful implementation of writing process instruction: (1) teachers' needs to…
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The Development of Students' Writing Skills by Teaching Critical Thinking
久保田, 祐歌
2011-01-01
The purpose of this paper is to present some approaches to teaching critical thinking to college students for developing their Japanese academic writing skills. By examining the literature of critical thinking and writing, this paper shows the following. (1)How philosophy faculty can teach critical thinking skills to their own students the way they can improve their skills necessary for writing argumentative essays. (2)By what class and curriculum students' academic writing skills can be fost...
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Wahleithner, Juliet Michelsen
2018-01-01
Background: Numerous reports have highlighted problems with writing instruction in American schools, yet few examine the interplay of teachers' preparation to teach writing, the instructional policies they must navigate, and the writing development of the students in their classrooms. Purpose: This study examines high school English teachers'…
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Academic writing for business students: a case for a content and language integrated approach
Van Houtven, Tine; Kerkhofs, Goele; Peters, Elke
2012-01-01
Research has shown that many students (Dutch L1/L2) do not meet academic language requirements upon entering Flemish higher education (Peters, Van Houtven, El Morabit, 2010). Many universities feel compelled to help their first-year students bridge the gap between secondary and tertiary education. This paper reports on a case study at the Integrated Faculty of Business and Economics of the University of Leuven that investigated how a language-sensitive instructional approach could improve bus...
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Taffs, Kathryn H.; Holt, Julienne I.
2013-01-01
The use of information and communication technologies (ICTs) in higher education to support student learning is expanding. However, student usage has been low and the value of e-learning resources has been under investigation. We reflect on best practices for pedagogical design of e-learning resources to support academic writing in environmental…
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Using Desktop Publishing To Enhance the "Writing Process."
Millman, Patricia G.; Clark, Margaret P.
1997-01-01
Describes the development of an instructional technology course at Fairmont State College (West Virginia) for education majors that included a teaching module combining steps of the writing process to provide for the interdisciplinary focus of writing across the curriculum. Discusses desktop publishing, the National Writing Project, and student…
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Minerva, 1973
1973-01-01
Contains Max Weber's writings on the problems of the German university in the face of political and bureaucratic authority and on the fundamental principles of university autonomy and academic freedom. (PG)
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National Writing Project 2009 Annual Report
National Writing Project (NJ1), 2009
2009-01-01
Writing as a tool for thinking, learning, and communicating is crucial to academic and career success as well as to active citizenship in a democracy. This annual report of the National Writing Project features teachers of math, chemistry, art, history, and business who develop their students as writers. These educators employ writing to engage…
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Peer-tutoring in academic writing: the infectious nature of engagement
O'Sullivan, Íde; Cleary, Lawrence
2014-01-01
non-peer-reviewed Students often struggle with writing as they are unaware of the process of writing and of strategies and skills to help them write well. They often focus on the product of writing rather than engaging with the process of writing. However, it is in the process of writing, and in the discovery of that process, that learning happens (Murray 1973, Emig 1977, Berlin 1982). It is thought that the inductive, non-intrusive model of student peer-tutoring practiced at the Regional ...
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Reynolds, Barry Lee
2015-01-01
Lack of knowledge in the conventional use of vocabulary and multiword patterns in one's respective field of expertise causes Taiwanese students to produce academic writing that is markedly "non-nativelike." This is because Taiwanese students are first and foremost second language readers and often have difficulty "picking up…
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Directory of Open Access Journals (Sweden)
Angela Diane Crocker
2018-01-01
Full Text Available Many first-year students in the School of Law at the University of KwaZulu-Natal, Howard College, who have been disadvantaged by a poor primary and secondary education, exhibit poor legal writing skills. Over a period of four years, in order to address this urgent need for legal writing instruction, the School of Law introduced two successive legal writing interventions. The first intervention was the Concise Writing Programme, followed by the Integrated Skills in Context Programme. The Concise Writing Programme focused on English writing skills and grammar in the hope that first-year law students would be able to transfer these generic writing skills to the more specific legal discourse within which they were learning to operate. The Law School reviewed the success of this initial programme and found that students who took part in the programme not only lacked the motivation to learn generic English writing skills, but that they also did not find it easy to transfer these skills to the more specific legal writing environment. The Law School then implemented a second legal writing intervention – The Integrated Skills in Context Programme. This programme acknowledged the fact that legal writing has a multi-faceted nature, encompassing legal analysis and application, as well as logical sequencing and argument, all of which could not be taught in a vacuum, particularly when most of the student base was largely unfamiliar with any form of legal discourse and many had English as a second language. This paper recognises that there is no silver bullet to improving the legal writing skills of these students. The reality is that it will take hard work as well as financial incentives to make a difference to these students' legal writing skills. Our students need intensive one-on-one attention by qualified academics, and this means that those doing the instruction must be recognised and adequately compensated.
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Announcing the ESL-WOW for Self-Directed Writing Support
Directory of Open Access Journals (Sweden)
Thaddeus M. Niles
2013-03-01
Full Text Available This is an overview of ESL-WOW (Writing Online Workshop, a new online resource for students aiming to develop academic writing skills which has been available to the public at no charge since December 2012. Students can visit www.esl-wow.org to learn more about the academic conventions that confound new entrants into academic discourse communities, or to learn more about what makes writing clear and cogent in general. While the site is designed for adult learners and students entering community colleges, a wide variety of intermediate and advanced learners can certainly benefit from the materials offered by the ESL-WOW.
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De Smedt, Fien; Van Keer, Hilde; Merchie, Emmelien
2016-01-01
In Flanders, there are neither Flemish assessments nor teacher surveys to provide insights into the current practice and outcomes of writing instruction. In the present study, we provide a-state-of-the-art study of the practice of writing instruction in Flemish late elementary education by investigating: (a) how writing is taught, (b) how teachers…
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Gündogmus, Hatice Degirmenci
2018-01-01
The purpose of the current research is to identify the difficulties that primary school teachers experience in the primary reading and writing instruction, and to find out their solution offers for eliminating these difficulties. The study group of the research is composed of 51 primary school teachers selected by criterion sampling as a type of…
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Nielsen, Kristen
2015-01-01
Writing is critical to success in education, the workplace, and everyday communication yet receives limited attention in the research, particularly the topic of writing instruction in adult education. Adult literacy practitioners frequently lack training in writing instruction and must rely on a confusing array of information, primarily derived…
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An Examination of Student Writing Self-Efficacy across Three Levels of Adult Writing Instruction
Alderman, Rodney L.
2015-01-01
Adults in today's society do not possess the necessary writing skills required to be successful in postsecondary education and in employment. Writing is an essential skill for college and the workplace. Society also expects college graduates to be critical thinkers and to utilize higher-order thinking skills. Perceived self-efficacy may impact…
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DEFF Research Database (Denmark)
Meier, Ninna
2016-01-01
Academic work may have impact in a variety of ways, depending on purpose, audience and field, but this is most likely to happen when your work resonates in meaningful ways with people. Ninna Meier encourages a more systematic investigation of the role of writing in achieving impact. Impact through...... writing means getting your readers to understand and remember your message and leave the reading experience changed. The challenge is to make what you write resonate with an audience’s reservoir of experiential knowledge. If the words do not connect to anything tangible, interest can be quickly lost....
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The role of networked learning in academics’ writing
Directory of Open Access Journals (Sweden)
Sharon McCulloch
2017-11-01
Full Text Available This article explores academics’ writing practices, focusing on the ways in which they use digital platforms in their processes of collaborative learning. It draws on interview data from a research project that has involved working closely with academics across different disciplines and institutions to explore their writing practices, understanding academic literacies as situated social practices. The article outlines the characteristics of academics’ ongoing professional learning, demonstrating the importance of collaborations on specific projects in generating learning in relation to using digital platforms and for sharing and collaborating on scholarly writing. A very wide range of digital platforms have been identified by these academics, enabling new kinds of collaboration across time and space on writing and research; but challenges around online learning are also identified, particularly the dangers of engaging in learning in public, the pressures of ‘always-on’-ness and the different values systems around publishing in different forums.
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Directory of Open Access Journals (Sweden)
Hamid Reza Iraji
2018-04-01
Full Text Available Pragmatic competence, as one of the main components of communicative competence, ought to be given sufficient attention by the foreign language instructors and students. Recently, a surge of interest in interlanguage pragmatics (ILP has been witnessed. The studies on explicit and implicit instruction on Iranian EFL students’ production of two pragmatic aspects of apology and request have been few. Thus, the aim of this study was exploring the potentially facilitative impacts of explicit and implicit instruction on Iranian EFL students’ production of two pragmatic aspects frequently used in daily conversations, namely the speech acts of apology and request. For this purpose, forty homogenized upper-intermediate Iranian EFL learners were randomly divided into one experimental and one control group. They took part in an English-medium conversation course which lasted for eight sessions in which ILP academic situations were presented to the students of the experimental group in the explicit way, while the control group received the same instruction and materials through the implicit method. Following the treatment, the participants received the same validated academic Multiple-Choice Discourse Completion Test (MDCT of ILP. The results indicated that teaching pragmalinguistic features explicitly could improve the interlanguage pragmatic knowledge of the participants in the experimental group.
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1984-07-01
improvers of many kinds. This fear. Anonymous slip writing lets the truth come instruction begins with preservice courses for under- through. graduates. It...into something grand. might be achieved the hard way, with too much cost in That will beat what you can do alone from blank paper. money, material, time...not office cutter, local networks is " Telecommuting ," or working at from 20 Pound bond paper home instead of the central company office. Travel 8 48
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Chung, Kevin C; Song, Jae W; Kim, H Myra; Woolliscroft, James O; Quint, Elisabeth H; Lukacs, Nicholas W; Gyetko, Margaret R
2010-10-01
This study aimed to identify and compare predictors of job satisfaction between instructional and clinical faculty members. A 61-item faculty job satisfaction survey was distributed to 1898 academic faculty members at the University of Michigan Medical School. The anonymous survey was web-based. Questions covered topics on departmental organisation, research, clinical and teaching support, compensation, mentorship, and promotion. Levels of satisfaction were contrasted between faculty members on the two tracks, and predictors of job satisfaction were identified using linear regression models. Response rates for the instructional and clinical faculty groups were 43.1% and 46.7%, respectively. Clinical faculty members reported being less satisfied with how they were mentored and fewer reported understanding the process for promotion. There was no significant difference in overall job satisfaction between the two faculty groups. Surprisingly, clinical faculty members with mentors were significantly less satisfied with how they were mentored and with career advancement, and were significantly less likely to choose an academic career if they had to do it all over again compared with instructional faculty mentees. Additionally, senior-level clinical faculty members were significantly less satisfied with their opportunities to mentor junior faculty members compared with senior-level instructional faculty staff. Significant predictors of job satisfaction for both groups included areas of autonomy, meeting career expectations, work-life balance, and departmental leadership. In the clinical track only, compensation and career advancement variables also emerged as significant predictors of overall job satisfaction. Greater emphasis must be placed on faculty members' well-being at both the institutional level and the level of departmental leadership. Efforts to enhance job satisfaction and improve retention are more likely to succeed if they are directed by locally designed
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Dyslexia, Authorial Identity, and Approaches to Learning and Writing: A Mixed Methods Study
Kinder, Julianne; Elander, James
2012-01-01
Background: Dyslexia may lead to difficulties with academic writing as well as reading. The authorial identity approach aims to help students improve their academic writing and avoid unintentional plagiarism, and could help to understand dyslexic students' approaches to writing. Aims: (1) To compare dyslexic and non-dyslexic students' authorial…
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Writing II for 2nd Year EFL Student Teachers
Abdallah, Mahmoud M. S.
2015-01-01
Writing is a very important skill that should be mastered properly by university students, especially pre-service language teachers (e.g. EFL student teachers). In order to present their ideas efficiently in the context of their academic study, they have to be trained well on how to write meaningful pieces (e.g. essays, academic reports,…
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Observation of peers in learning to write: Practice and research
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Rijlaarsdam, Gert
2008-01-01
Full Text Available Elke Van Steendam, Anne Toorenaar,Journal of Writing Research 1(1, 53-83In this paper we discuss the role of observation in learning to write. We argue that the acquisition of skill in such a complex domain as writing relies on observation, the classical imitatio. An important phase in learning to write, at all ages, is learning to write by observing and evaluating relevant processes: writing processes, reading processes or communication processes between writers and readers.First, we present two practical cases: writing lessons in which observation and inquiry are amongst other key elements and where students participate in a community of learners. Then, we review research that may inspire and substantiate proposals for implementing observation as a learning activity in writing education. Two types of studies are discussed: studies in which learners acquire strategies by observing and evaluating writing and reading processes of peers, as a prewriting instructional activity, and studies in which learners are stimulated to 'pre-test' and then revise their first draft, as a post writing instructional activity. The paper closes with some recommendations for further research.
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From digital to Academic Literacy: Interactional Dynamic and Writing Practices on Facebook
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Eunice Braga Pereira
2015-06-01
Full Text Available This paper discusses some of the results obtained in an educational project carried out in a Portuguese undergraduate course at Universidade Federal do Pará. We analyzed the interactional dynamic experienced by students in Facebook when it is used as a teaching platform, as well as the use of writing in these interactions. We understand that the use of digital literacy tools can greatly contribute to the training of future Portuguese language teachers, considering that such tools have directly influenced language practices. Integral formation of our students is one of our main objectives, so we intent not just preparing them for academic practice, but also for future teaching practice in a context which technology and digital tools will be increasingly present. Thus, we aim at contributing to the expansion of digital and academic literacy of our students. Blended Learning, a mix of face-to-face and on line teaching was the methodology used in the project. That way, we believe that learning could become a more continuous process. Our research is theoretically founded on the Studies about Literacy, as Martin (2008, Street (2014 and Lankshear and Knobel (2008 and by Levy (2010 Cyberculture. This ethnographic research analyses the, literacy in context, understood as social practice.
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Improving academic literacy by teaching collocations | Nizonkiza ...
African Journals Online (AJOL)
Stellenbosch Papers in Linguistics ... Abstract. This study explores the effect of teaching collocations on building academic vocabulary and hence improving academic writing abilities. ... They were presented with a completion task and an essay-writing task before and after being exposed to a collocation-based syllabus.
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Van Der Steen, Steffie; Samuelson, Dianne; Thomson, Jennifer M.
2017-01-01
This study addresses the current debate about the beneficial effects of text processing software on students with different working memory (WM) during the process of academic writing, especially with regard to the ability to display higher-level conceptual thinking. A total of 54 graduate students (15 male, 39 female) wrote one essay by hand and…
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A Double-Focused Orientation in Teaching Expository Writing.
Muhyidin, Tatang Setia
1990-01-01
Emphasizing expository writing, this paper describes the writing instruction approaches used in IKIP Bandung, an Indonesian institute. The syntax-to-rhetoric approach is discussed along with strategies to help students practice topic development with appropriate linguistic forms. (Contains three references.) (LB)
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Students’ expectations of feedback given on draft writing
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Zach Simpson
2011-09-01
Full Text Available Academic writing is the primary means of assessing university students and feedback (oral or written responses on writing can contribute significantly to student learning and success (Ferris, 2003; Hyland & Hyland, 2006. This study explores students’ expectations of feedback on draft writing. The research design was two-pronged. The initial quantitative aspect employed a questionnaire which students completed after receiving feedback from Writing Centre consultants who aim to give developmental feedback. A subsequent phase involved focus groups with volunteer students. This mixed methods design allowed for greater depth of understanding as the qualitative findings extended the quantitative results. The study concludes that students expect feedback to be understandable, encouraging and to focus on both positive and negative aspects of their writing. Importantly, students expect feedback to ‘unpack’ the conventions of academic literacy while still encouraging independence and originality.
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Mustafa Onur KAN; Fatma Nur GEDİK
2016-01-01
The overall aim of this research is to evaluate opinions of students completing master thesis in the field of Turkish education about academic writing and process of forming thesis. The study has been devised using phenomenological design within the qualitative research methods. The study group of research is consisted of 9 participants completed master thesis in the field of Turkish education at Mustafa Kemal University Instıtute of Social Sciences in 2015. In this study, semi-structured int...
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Cari Merkley
2013-06-01
Full Text Available Objective – To outline the collaborative development of an online course addressing academic integrity by a university’s library system and writing centre.Design – Case study.Setting – A public research university in the Midwestern United States.Subjects – 1650 students who completed the online module.Methods – Oakland University (OU Libraries and the Writing Centre began to collaborate on the development of a new online course on academic integrity in 2011. It was felt that an existing online library tutorial on plagiarism no longer met the needs of students and faculty. The development of the course was informed by the Association of College and Research Libraries’ Information Literacy Competency Standards for Higher Education (2000 as well as a research study investigating students’ use of sources in their scholarly writing across several institutions. Moodle, the institution’s learning management system (LMS, was used to develop the learning object.Main Results – OU Libraries and the Writing Centre launched the six-part online course entitled “Using and Citing Sources” in January 2012. They developed modules around learning outcomes in five broad categories: defining academic integrity and plagiarism; the use of sources in academic writing; paraphrasing; quoting; and citation. The final module provided students with an opportunity to practise lessons learned in the first five modules. The use of the LMS to design and host the course limited the tutorial to registered students, but provided developers with access to additional course functionality without labour-intensive coding. It also allowed Writing Centre staff to access students’ performance data on the modules prior to their appointments. Improvements over the previous online tutorial included expanded content on academic ethics and referencing, more active learning elements, video content, and the opportunity for students to choose discipline
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Wainwright, Camille L.
Four classes of high school chemistry students (N=108) were randomly assigned to experimental and control groups to investigate the effectiveness of a computer assisted instruction (CAI) package during a unit on writing/naming of chemical formulas and balancing equations. Students in the experimental group received drill, review, and reinforcement…
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Wilcox, Kristen Campbell; Jeffery, Jill V.; Gardner-Bixler, Andrea
2016-01-01
This multiple case study investigated how the Common Core State Standards (CCSS) for writing and teacher evaluation system based in part on CCSS assessments might be influencing writing instruction in elementary schools. The sample included nine schools: Six achieved above-predicted performance on English Language Arts (ELA) as well as prior ELA…
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Green, Anthony
2007-01-01
This study investigated whether dedicated test preparation classes gave learners an advantage in improving their writing test scores. Score gains following instruction on a measure of academic writing skills--the International English Language Testing System (IELTS) academic writing test--were compared across language courses of three types; all…
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Incorporating A Structured Writing Process into Existing CLS Curricula.
Honeycutt, Karen; Latshaw, Sandra
2014-01-01
Good communication and critical thinking are essential skills for all successful professionals, including Clinical Laboratory Science/Medical Laboratory Science (CLS/MLS) practitioners. Professional programs can incorporate writing assignments into their curricula to improve student written communication and critical thinking skills. Clearly defined, scenario-focused writing assignments provide student practice in clearly articulating responses to proposed problems or situations, researching and utilizing informational resources, and applying and synthesizing relevant information. Assessment rubrics, structured feedback, and revision writing methodologies help guide students through the writing process. This article describes how a CLS Program in a public academic medical center, located in the central United States (US) serving five centrally-located US states has incorporated writing intensive assignments into an existing 11-month academic year using formal, informal and reflective writing to improve student written communication and critical thinking skills. Faculty members and employers of graduates assert that incorporating writing intensive requirements have better prepared students for their professional role to effectively communicate and think critically.
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Lin, Ming-Chia; Cheng, Yuh-Show; Lin, Sieh-Hwa; Hsieh, Pei-Jung
2015-04-01
The purpose of the study was to investigate the effects of research-article writing motivation and use of self-regulatory writing strategies in explaining second language (L2) research-article abstract writing ability, alongside the L2 literacy effect. Four measures were administered: a L2 literacy test, a research abstract performance assessment, and inventories of writing motivation and strategy. Participants were L2 graduate students in Taiwan (N=185; M age=25.8 yr., SD=4.5, range=22-53). Results of structural equation modeling showed a direct effect of motivation on research-article writing ability, but no direct effect of strategy or indirect effect of motivation via strategy on research-article writing ability, with L2 literacy controlled. The findings suggest research-article writing instruction should address writing motivation, besides L2 literacy.
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Carter, Michael; Anson, Chris M.; Miller, Carolyn R.
2003-01-01
Notes that technical writing instruction often operates in isolation from other components of students' communication education. Argues for altering this isolation by moving writing instruction to a place of increased programmatic perspective, which may be attained through a means of assessment based on educational outcomes. Discusses two models…
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Almodad Biduk Asmani
2013-10-01
Full Text Available The purpose of the research project is to find out how effective grammar teaching and learning using the Principled CLT method can improve the ability of freshman Binus University students to understand and use grammar knowledge for academic writing purposes. The research project is expected to result in computer-animated format which can be used as one of the main tools in teaching and learning grammar at tertiary level. The research project applies the descriptive quantitative approach, and thus uses numeric data. The research project involves two subject groups, which are experimental and control. The two groups are pre-tested so as to find out their level of grammar competency by their academic writing works. The experimental group receives the treatment of grammar learning by using the Principled CLT approach, while the control group receives the standard CLT approach. Then, the two groups have the post-test, and the results are compared. Through statistics, the numerical data show that there is no significant difference between the two methods’ results, and as a result, either method has its own strength and weaknesses. If one is to be implemented, it must be linked to the specific goals and purposes that each entails.
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Taking a Closer Look at Writing Conferences.
Florio-Ruane, Susan
Current literature on writing instruction focuses on the writing conference, which accompanies a shift in emphasis from product to process and potentially transforms the teacher's role from task master and evaluator to respondent, opening the door to greater peer interaction in literacy learning. However desirable this ideal may be, extant…
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Teaching Process Writing with Computers. Revised Edition.
Boone, Randy, Ed.
Focusing on the use of word processing software programs as instructional tools for students learning writing composition, this collection includes 14 research articles and position papers, 16 reports on lesson ideas and projects, 5 articles on keyboarding, and 18 product reviews. These materials relate to teaching writing through the process…
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On Gendered Technologies and Cyborg Writing
DEFF Research Database (Denmark)
Muhr, Sara Louise; Rehn, Alf
2015-01-01
Since Hélène Cixous introduced it in 1975, the notion of a specifically feminine writing — écriture féminine — has been discussed as a provocative and potentially disruptive form of representation that breaks with masculine and authoritarian modes thereof. However, in this paper we will discuss how......, as the writer — when writing/publishing — is always already embedded in the technologies of the publishing machine, turning (academic) writing into something akin to cyborg writing. We further suggest that an understanding of the cyborg nature of writing can introduce a parallel mode of inquiry, which holds...
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Directory of Open Access Journals (Sweden)
Stephanie Walker
2008-03-01
Full Text Available Objective – To conduct a systematic review of several studies comparing the efficacy of face‐to‐face versus computer‐assisted instruction (CAI for teaching basic library skills to patrons of academic libraries. Design – Systematic review of existing studies (randomised controlled trials and controlled trials.Setting ‐ College and university librariesSubjects – The subjects studied were patrons of any type of academic library, whether university, college, or other postsecondary institution, receiving instruction in basic library skills. Ten studies were included in the review, of which seven were done in the United States, two in Australia, and one in Canada. The total number of subjects in all of the studies under review was 1283. Nine of the studies focused on undergraduates enrolled in specific courses(undergraduate courses ranging widely in subject area, or in one case a first year experience program; the other study focused on library instruction methods taught to students in a graduate research methods course, yet the study was still intended to measure the efficacy of library instruction methods, yet the study was still intended to measure the efficacy of library instruction methods.Methods – One included study was a randomised controlled trial; the other nine were controlled trials. The date range under consideration was for studies done between 1990 and 2005. All original studies were required to compare the efficacy of face-to-face versus CAI instruction. Both information skills and students’ reactions to receiving the instruction were considered. To identify appropriate studies, searches were done across the following library and education‐related databases: LISA, ERIC, and Library Literature. The authors screened the 728 unique studies’ bibliographic information for relevance against four criteria: studies had to be of a particular type of design (randomised controlled trials,controlled trials, cohort studies
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Exploring Culturally Sustaining Writing Pedagogy in Urban Classrooms
Woodard, Rebecca; Vaughan, Andrea; Machado, Emily
2017-01-01
We examine how culturally sustaining pedagogy that fosters linguistic and cultural pluralism might be taken up in writing instruction. Using data collected through semistructured interviews with nine urban elementary and middle school writing teachers, we document teachers' conceptualizations and enactments of culturally sustaining writing…
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Writing with Parents in Response to Picture Book Read Alouds
DeFauw, Danielle L.
2017-01-01
High-quality writing instruction needs to permeate elementary students' in- and outside-of-school experiences. The aim of this research was to explore how teaching writing to parents may support home-school literacy connections. This qualitative case study explored parents' experiences in interactive writing sessions. The descriptive coding and…
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Directory of Open Access Journals (Sweden)
Tânia Guedes Magalhães
2017-08-01
Full Text Available This work shows the result of a research with Portuguese Language students of Federal University of Juiz de Fora (MG that analysed their understanding about academic genres written in supervised internship of Portuguese Language in last period of full time course in 2014. We understand that the student’s insertion in written practices of academic genres is an important socialization process. Methodologically, we used open questionnaire applied at the end of the period when the students wrote their texts, after writing – rewriting – reflection about written. The data show us that a a minority of students is immersed in academic written practice during the Portuguese Language undergraduation; b the students face up difficulties in writing not detected along the course; c there is more student’s engagement in the written of paper and reports in circulation context.
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Amado, Hernán
2010-01-01
This article presents a pedagogical experience that addresses the use of an instructional strategy called screenwriting aimed at improving the teaching of writing in an educational context. This pedagogical intervention took place in a private English language school, where three adult students willingly participated to create their own short…
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Directory of Open Access Journals (Sweden)
Cogo-Moreira H
2013-08-01
Full Text Available Hugo Cogo-Moreira,1 Carolina Alves Ferreira Carvalho,2 Adriana de Souza Batista Kida,2 Clara Regina Brandão de Avila,2 Giovanni Abrahão Salum,3,5 Tais Silveira Moriyama,1,4 Ary Gadelha,1,5 Luis Augusto Rohde,3,5 Luciana Monteiro de Moura,1 Andrea Parolin Jackowski,1 Jair de Jesus Mari11Department of Psychiatry, Federal University of São Paulo, São Paulo, 2Department of Hearing and Speech Pathology, Federal University of São Paulo, São Paulo, 3Department of Psychiatry, Federal University of Rio Grande do Sul, Rio Grande do Sul, 4Department of Psychiatry, University of São Paulo, São Paulo, 5National Institute for Developmental Psychiatry for Children and Adolescent, (National Counsel of Technological and Scientific Development, BrazilAim: To explore and validate the best returned latent class solution for reading and writing subtests from the Academic Performance Test (TDE.Sample: A total of 1,945 children (6–14 years of age, who answered the TDE, the Development and Well-Being Assessment (DAWBA, and had an estimated intelligence quotient (IQ higher than 70, came from public schools in São Paulo (35 schools and Porto Alegre (22 schools that participated in the ‘High Risk Cohort Study for Childhood Psychiatric Disorders’ project. They were on average 9.52 years old (standard deviation = 1.856, from the 1st to 9th grades, and 53.3% male. The mean estimated IQ was 102.70 (standard deviation = 16.44.Methods: Via Item Response Theory (IRT, the highest discriminating items (‘a’>1.7 were selected from the TDE subtests of reading and writing. A latent class analysis was run based on these subtests. The statistically and empirically best latent class solutions were validated through concurrent (IQ and combined attention deficit hyperactivity disorder [ADHD] diagnoses and discriminant (major depression diagnoses measures.Results: A three-class solution was found to be the best model solution, revealing classes of children with good, not
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Broadcast Copywriting and Computer Assisted Instruction.
Hagerman, William L.
The teaching of broadcast copywriting can be enhanced by computer assisted instruction, especially in screening students' writing for adherence to classic "formulas" or "rules" for broadcast writing. Such rules might include avoiding cliches or not beginning a sentence with a subordinate clause. Other rules the computer can…
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Successful Writing: Five Roadblocks to Overcome
King, Kathleen P.
2013-01-01
This article provides essential strategies to be more successful in one of the major roles in academia: writing. Most academics struggle with roadblocks in their writing process. We are forever battling to complete research articles, manuscripts, grant proposals or other documents. The strategies and perspective shared here help overcome several…
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Improving Marketing Students' Writing Skills Using a One-Page Paper
Wright, Newell D.; Larsen, Val
2016-01-01
Employers of marketing graduates view good writing as a core marketing skill, but many marketing students are weak writers. The improvement of student writing should therefore be an important objective in a well-designed marketing curriculum. One-page papers combine the effective teaching of marketing concepts with writing instruction while…
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Directory of Open Access Journals (Sweden)
Audy Yuliser Castañeda Castañeda
2018-04-01
Full Text Available Nowadays ICTs worldwide use has transformed the global society. Through Virtual Learning Environments teaching is focused on the individual, in a way that, considering the differences among students, each of them is expected to follow his own learning paths. Within the syllabus design of university courses conductive to the degree of teacher of English as a Foreign Language (EFL at Universidad Pedagógica Experimental Libertador, Instituto Pedagógico de Caracas (IPC Venezuela, there is a subject devoted to the development of reading and writing skills, namely Reading and Writing II, whose aim is to promote the students’ incorporation into the academic world pertaining their career as EFL educators, so that they learn how to communicate within such academic discourse community. The purpose of this action-research study was to describe an experience with the course Reading and Writing II course (academic period 2011-II within the b-learning modality in regards to the 42 participants’ motivation to high achievement, as evidenced by the number of students who passed, failed, or dropped the course, as well as by their grades at the end of the academic period. By means of surveys and direct observation, the participants’ perception was that there are advantages in using the IPC Virtual Learning Environment (IPCEVA, as well as some disadvantages and limitations, mainly due to the lack of some participants’ sufficient expertise in using ICTs
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Kingir, Sevgi; Geban, Omer; Gunel, Murat
2012-01-01
This study investigates the effects of the Science Writing Heuristic (SWH), known as an argumentation-based science inquiry approach, on Grade 9 students' performance on a post-test in relation to their academic achievement levels. Four intact classes taught by 2 chemistry teachers from a Turkish public high school were selected for the study; one…
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What Do Education Students Think about Their Ability to Write Essays?
Quintero, Gisela Consolación
2018-01-01
The present study reflects the results obtained from a diagnosis carried out with Education students concerning the writing of academic essays. The objective was to identify the perceptions that Comprehensive Education students have about their ability to write academic essays. A descriptive cross-sectional research study was conducted at a single…
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'Academic literacies approaches to genre'?
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Brian Street
Full Text Available I provide an overview of approaches to writing referred to as 'academic literacies' building on broader traditions, such as New Literacy Studies, and I draw out the relevance of such traditions for the ways in which lecturers provide support to their students with regard to the writing requirements of the University. I offer three case studies of the application of academic literacies approaches to programmes concerned with supporting student writing, in the UK and the USA. I briefly conclude by asking how far these accounts and this work can be seen to bring together many of the themes raised at SIGET conferences - including academic literacies and its relation to genre theories - and express the hope that it opens up trajectories for future research and collaboration of the kind they were founded to develop.
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The Living Classroom: Writing, Reading, and Beyond.
Armington, David
This book describes the special way one teacher, Jeanette Amidon, approaches children's thinking, with a particular focus on reading and writing instruction. The root value of her first-grade classroom in Massachusetts is respect for children's ideas, with the children's art and writing as visible signs of the teacher's respect for their thinking.…
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Ballator, Nada; Farnum, Marisa; Kaplan, Bruce
Supplementary to "NAEP 1996 Trends in Academic Progress," this report describes two aspects of writing for which change has been measured since 1984: writing fluency as determined by holistic scoring; and mastery of the conventions of written English as determined by mechanics scoring. The introduction discusses the layout and means of…
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Wong, Caroline; Delante, Nimrod Lawsin; Wang, Pengji
2017-01-01
This study examines the effectiveness of Post-Entry English Language Assessment (PELA) as a predictor of international business students' English writing performance and academic performance. An intervention involving the implementation of contextualised English writing workshops was embedded in a specific business subject targeted at students who…
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Gurpinar, Erol; Alimoglu, Mustafa Kemal; Mamakli, Sumer; Aktekin, Mehmet
2010-12-01
The curriculum of our medical school has a hybrid structure including both traditional training (lectures) and problem-based learning (PBL) applications. The purpose of this study was to determine the learning styles of our medical students and investigate the relation of learning styles with each of satisfaction with different instruction methods and academic achievement in them. This study was carried out with the participation of 170 first-year medical students (the participation rate was 91.4%). The researchers prepared sociodemographic and satisfaction questionnaires to determine the characteristics of the participants and their satisfaction levels with traditional training and PBL. The Kolb learning styles inventory was used to explore the learning styles of the study group. The participants completed all forms at the end of the first year of medical education. Indicators of academic achievement were scores of five theoretical block exams and five PBL exams performed throughout the academic year of 2008-2009. The majority of the participants took part in the "diverging" (n = 84, 47.7%) and "assimilating" (n = 73, 41.5%) groups. Numbers of students in the "converging" and "accommodating" groups were 11 (6.3%) and 8 (4.5%), respectively. In all learning style groups, PBL satisfaction scores were significantly higher than those of traditional training. Exam scores for "PBL and traditional training" did not differ among the four learning styles. In logistic regression analysis, learning style (assimilating) predicted student satisfaction with traditional training and success in theoretical block exams. Nothing predicted PBL satisfaction and success. This is the first study conducted among medical students evaluating the relation of learning style with student satisfaction and academic achievement. More research with larger groups is needed to generalize our results. Some learning styles may relate to satisfaction with and achievement in some instruction methods.
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Schuhart, Arthur L.
This is a two-part dissertation. The primary part is the text of a science-based composition rhetoric and reader called The Science Writing Tool. This textbook has seven chapters dealing with topics in Science Rhetoric. Each chapter includes a variety of examples of science writing, discussion questions, writing assignments, and instructional resources. The purpose of this text is to introduce lower-division college science majors to the role that rhetoric and communication plays in the conduct of Science, and how these skills contribute to a successful career in Science. The text is designed as a "tool kit," for use by an instructor constructing a science-based composition course or a writing-intensive Science course. The second part of this part of this dissertation reports on student reactions to draft portions of The Science Writing Tool text. In this report, students of English Composition II at Northern Virginia Community College-Annandale were surveyed about their attitudes toward course materials and topics included. The findings were used to revise and expand The Science Writing Tool.
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Tutwiler, Sandra Winn; deMarrais, Kathleen; Gabbard, David; Hyde, Andrea; Konkol, Pamela; Li, Huey-li; Medina, Yolanda; Rayle, Joseph; Swain, Amy
2013-01-01
This third edition of the "Standards for Academic and Professional Instruction in Foundations of Education, Educational Studies, and Educational Policy Studies" is presented to the educational community by the American Educational Studies Association's Committee on Academic Standards and Accreditation. The Standards were first developed and…
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Going to the Source: Research Paper Writing Experience.
Rooney, Theresa
2000-01-01
First years students' experiences and knowledge about research paper writing were studied to investigate how strongly the process writing movement has influenced instructional practice, and how appropriately students have been prepared for their college experience. Finds that many of the students arrived at college without the experience of…
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Imrie, Susan; Troop, Nicholas A
2012-06-01
Research has found that writing about stress can confer physical and psychological health benefits on participants and that adopting a self-compassionate stance may have additional benefits. This pilot study evaluated a self-compassionate expressive writing intervention in a Day Hospice setting. Thirteen patients with life-limiting illnesses wrote on two occasions about recent stressful experiences. Half also received a self-compassion instruction for their writing. Outcome measures were taken at baseline and one week after the second writing session, and text analysis was used to identify changes in the types of words used, reflecting changes in psychological processes. Patients given the self-compassion instruction increased in their self-soothing and self-esteem in contrast to patients in the stress-only condition. Happiness broadly increased in both groups although reported levels of stress generally increased in patients given the self-compassion instruction but decreased in patients in the stress-only condition. Those given the self-compassion instruction also increased in their use of causal reasoning words across the two writing sessions compared with those in the stress-only condition. Expressive writing appears to be beneficial in patients at a hospice and was viewed as valuable by participants. The inclusion of a self-compassion instruction may have additional benefits and a discussion of the feasibility of implementing expressive writing sessions in a Day Hospice is offered.
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Integrate oral communication with technical writing: Towards a rationale
Skelton, T.
1981-01-01
Integrating oral communication and technical writing instruction, to give students the opportunity to learn and practice interpersonal skills, is proposed. By linking speech and writing the importance of small-group interaction in developing transferrable ideas is acknowledged. Three reasons for integration are examined: workday activities, application of role-taking to writing, and conflict resolution. Four advantages of integration are stated.
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Effects of Feedback on Collaborative Writing in an Online Learning Environment
Guasch, Teresa; Espasa, Anna; Alvarez, Ibis M.; Kirschner, Paul A.
2013-01-01
The need for supporting student writing has received much attention in writing research. One specific type of support is feedback--including peer feedback--on the writing process. Despite the wealth of literature on both feedback and academic writing, there is little empirical evidence on what type of feedback best promotes writing in online…
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Reading & Writing Workshop. The Fantastic Harry Potter.
Lockman, Darcy
2000-01-01
Discusses the Harry Potter series by J.K. Rowling, explaining how to use it to enhance reading and writing instruction. The article presents a brief interview with J.K. Rowling, a Harry Potter time line, and ideas for working on writing and editing paragraphs, creating dynamic dialogue, and fixing grammar and punctuation. Other fantasy books are…
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Partners in Crime: Integrating Forensic Science and Writing
Hein, Erik
2006-01-01
Forensic science lends itself to many academic areas. Aside from the science itself, writing plays a major role in the investigation process as well as in the courtroom. It is paramount that students learn how to write proficiently when recording results or writing evaluations and reports, just as forensic scientists do. This can also be done…
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Adolescents' Use of Academic Language in Historical Writing
Shen, Ting
2011-01-01
Despite its importance of academic language, research on academic language is often limited to academic vocabulary and focused on the English language learners. Informed by systemic functional linguistics, this study examined adolescents' use of academic language and the relationships between its use and students' reading ability and their writing…
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Harris, Karen R; Graham, Steve
2013-04-01
By the upper elementary grades, writing becomes an essential tool both for learning and for showing what you know. Students who struggle significantly with writing are at a terrible disadvantage. Data from the National Assessment of Educational Progress indicate that only 25% of students can be classified as competent writers; students with learning disabilities (LD) have even greater problems with writing than their normally achieving peers and frequently demonstrate a deteriorating attitude toward writing after the primary grades. In this article, we focus on composing and the writing process, and examine the knowledge base about writing development and instruction among students with LD. We address what research tells us about skilled writers and the development of writing knowledge, strategies, skill, and the will to write, and how this relates to students with LD. Next, we summarize what has been learned from research on writing development, effective instruction, and the writing abilities of students with LD in terms of effective instruction for these students. Finally, we indicate critical areas for future research.
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Translanguaging and the Writing of Bilingual Learners
Velasco, Patricia; García, Ofelia
2014-01-01
This article makes the case for using translanguaging in developing the academic writing of bilinguals. It reviews the emerging literature on learning and teaching theories of translanguaging and presents theoretical understandings of biliteracy development and specifically on the teaching of writing to bilingual learners. The article analyzes…
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Directory of Open Access Journals (Sweden)
Khairul Zakaria Muhamad
2018-01-01
Full Text Available There is lack of studies on the use of metadiscourse markers; especially amongst international students studying in Malaysia and Malaysia are receiving scores of international students particularly from the Middle East annually. This study involves a textual analysis of students’ academic writing where the metadiscourse markers in 50 Arab IIUM students’ academic texts were identified and analyzed. The findings of this study indicated that Arab writers had a greater inclination for the deployment of the interactive markers (Total counts = 919 than interactional ones (Total counts = 592 as there was a higher percentage of interactive metadiscourse (60.8% usage than the interactional ones (39.2%. It might be useful for English language teachers to integrate cultural considerations within their syllabus with regard to metadiscourse markers in order to prepare relevant materials based on their students’ needs as well as to develop the students’ awareness of the importance of these linguistic features.
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Implicit theories of writing and their impact on students' response to a SRSD intervention.
Limpo, Teresa; Alves, Rui A
2014-12-01
In the field of intelligence research, it has been shown that some people conceive intelligence as a fixed trait that cannot be changed (entity beliefs), whereas others conceive it as a malleable trait that can be developed (incremental beliefs). What about writing? Do people hold similar implicit theories about the nature of their writing ability? Furthermore, are these beliefs likely to influence students' response to a writing intervention? We aimed to develop a scale to measure students' implicit theories of writing (pilot study) and to test whether these beliefs influence strategy-instruction effectiveness (intervention study). In the pilot and intervention studies participated, respectively, 128 and 192 students (Grades 5-6). Based on existing instruments that measure self-theories of intelligence, we developed the Implicit Theories of Writing (ITW) scale that was tested with the pilot sample. In the intervention study, 109 students received planning instruction based on the self-regulated strategy development model, whereas 83 students received standard writing instruction. Students were evaluated before, in the middle, and after instruction. ITW's validity was supported by piloting results and their successful cross-validation in the intervention study. In this, intervention students wrote longer and better texts than control students. Moreover, latent growth curve modelling showed that the more the intervention students conceived writing as a malleable skill, the more the quality of their texts improved. This research is of educational relevance because it provides a measure to evaluate students' implicit theories of writing and shows their impact on response to intervention. © 2014 The British Psychological Society.
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Native-English Speaking Instructors Teaching Writing in China
Liu, Qing; Zhou, Xiaodi; Fu, Danling
2015-01-01
This article presents two separate but related studies on native-English speaking (NES) instructors' teaching writing practice in Chinese universities. One study is a case study that explores the teaching practice of three NES instructors' writing instruction in a southern Chinese university as well as students' responses to their practice.…
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Hall-Kenyon, Kendra M.; Bingham, Gary E.; Korth, Byran B.
2009-01-01
Research Findings: This study investigated the effects of full- and half-day kindergarten programs on classroom instructional quality and children's academic achievement. Considerations were given for how the length of the school day, language status (English language learner [ELL] and non-ELL), and children's attendance patterns influenced…
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Dyslexia, authorial identity, and approaches to learning and writing: a mixed methods study.
Kinder, Julianne; Elander, James
2012-06-01
Dyslexia may lead to difficulties with academic writing as well as reading. The authorial identity approach aims to help students improve their academic writing and avoid unintentional plagiarism, and could help to understand dyslexic students' approaches to writing. (1) To compare dyslexic and non-dyslexic students' authorial identity and approaches to learning and writing; (2) to compare correlations between approaches to writing and approaches to learning among dyslexic and non-dyslexic students; (3) to explore dyslexic students' understandings of authorship and beliefs about dyslexia, writing and plagiarism. Dyslexic (n= 31) and non-dyslexic (n= 31) university students. Questionnaire measures of self-rated confidence in writing, understanding of authorship, knowledge to avoid plagiarism, and top-down, bottom-up and pragmatic approaches to writing (Student Authorship Questionnaire; SAQ), and deep, surface and strategic approaches to learning (Approaches and Study Skills Inventory for Students; ASSIST), plus qualitative interviews with dyslexic students with high and low SAQ scores. Dyslexic students scored lower for confidence in writing, understanding authorship, and strategic approaches to learning, and higher for surface approaches to learning. Correlations among SAQ and ASSIST scores were larger and more frequently significant among non-dyslexic students. Self-rated knowledge to avoid plagiarism was associated with a top-down approach to writing among dyslexic students and with a bottom-up approach to writing among non-dyslexic students. All the dyslexic students interviewed described how dyslexia made writing more difficult and reduced their confidence in academic writing, but they had varying views about whether dyslexia increased the risk of plagiarism. Dyslexic students have less strong authorial identities, and less congruent approaches to learning and writing. Knowledge to avoid plagiarism may be more salient for dyslexic students, who may benefit from
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The Evolution of a Writing Program.
White, Bonnie J; Lamson, Karen S
2017-07-01
Scholarly writing is required in nursing, and some students are unable to communicate effectively through writing. Faculty members may struggle with the grading of written assignments. A writing team, consisting of a nursing faculty member, the school of nursing library liaison, and members from academic support services, implemented strategies including workshops, handouts, and use of exemplars to improve student writing and to provide support to faculty. Few students sought help from the writing team. An online writing center within the existing learning management system was developed to address nursing students' and faculty's scholarly writing needs. The writing center includes guides, tutorials, and exemplars. Anecdotal evidence indicates the use of the writing center during afternoons and evenings and prior to due dates of written assignments. Online writing resources were used more frequently than face-to-face support. Further research is needed to evaluate the effectiveness of the program. [J Nurs Educ. 2017;56(7):443-445.]. Copyright 2017, SLACK Incorporated.
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Institute of Scientific and Technical Information of China (English)
李; 菲
2000-01-01
Hey, "writing", are you kidding? Such an abstract, high-sounding, and completely academic title! Who do you think I am, Francis Bacon or William Shakespeare? If I really could elaborate on such a topic easily and clearly, why should I pay so much to sit here and study? I'd have gone and taught at Beijing University or Harvard University (if they accepted me). But, I believe that blue-eyed, big-nosed, blond American writing teacher must have his own reason for hurling such a topic upon me, so I'll try my bes...
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DEFF Research Database (Denmark)
Meier, Ninna; Wegener, Charlotte
2017-01-01
In this article, we explore what organization and management scholars can do to write with resonance and to facilitate an emotional, bodily, or in other ways sensory connection between the text and the reader. We propose that resonance can be relevant for organization and management scholars in two......, and thus bring forward the field of research in question. We propose that writing with resonance may be a way to further the impact of academic work by extending the modalities with which our readers can relate to and experience our work....
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Writing for publication: institutional support provides an enabling environment.
Kramer, Beverley; Libhaber, Elena
2016-04-18
Due to the excessive service delivery loads in public hospitals supported by academic institutions in developing environments, researchers at these institutions have little time to develop scientific writing skills or to write up their research. It is imperative to expand the writing skills of researchers and train the next generation of health sciences academics in order to disseminate research findings. This study reports on the implementation of approaches for writing and publication and the extent of support to staff suffering from the overload of service delivery and of heavy teaching duties. Workshops in scientific writing and writing retreats were initiated and were offered to all staff. Feedback from participants of the writing skills workshops indicated that the workshops provided an injection of confidence and proficiency. Protected writing time resulted in 132 papers submitted to journals and 95 in preparation from 230 participants of the writing retreats over a two year period. Staff commended the off-site, collegial environment, which also supported future collaboration with new-found colleagues. This enabling environment facilitates not only the development of writing skills per se, but also the dissemination of the generated scientific knowledge. In addition, the training in writing skills of this generation will be of value in the training of future cohorts in countries with similar health care deliverables.
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Combating student plagiarism an academic librarian's guide
Lampert, Lynn D
2014-01-01
This practical book introduces readers to the current issues facing todays academic reference and instruction librarians grappling with the growing problem of student plagiarism. The book provides up-to-date overviews of student plagiarism, examples of ways in which librarians can educate students through proven instructional techniques, collaboration approaches and outreach methods, and discusses common problems and questions librarians may encounter when incorporating current anti-plagiarism instruction into their instructional services. Topics include: role of the academic librarian in combating student plagiarism, discipline-based approaches to combating student plagiarism, information literacy techniques and faculty/librarian collaboration. Investigates the issues surrounding the growth of instances of student plagiarism Discusses the academic librarian's role in combating student plagiarism Recommends effective outreach techniques and instructional methods for preventing plagiarism.
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Transforming Future Teachers' Ideas about Writing Instruction.
Florio-Ruane, Susan; Lensmire, Timothy J.
1990-01-01
Contends that prospective teachers' knowledge of what writing is and how it is taught is formed by their experiences as students. Describes a course that allows teachers transform their student experiences into appropriate teaching methods. Assesses how this curriculum was experienced by the teacher candidates. (DB)
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Critical Thinking through Writing: Expressing Scientific Thought and Process in a Deaf Classroom
Manjarrez, Leslie
Within Deaf classrooms there is often a disconnect between academic areas and writing curriculums that develop in both common and academic language, where often classrooms focus solely on writing as a skill rather than as a method for producing language through an academic area. This work focuses on the development of academic language in ASL and English print of science. The curriculum is written to be implemented as a bilingual academic curriculum to support Deaf and Hard of Hearing students in various self contained classroom settings. Lessons are conducted in three Units, A B and C. Unit A focuses on research, thought and writing of preparatory materials in small groups. Unit B is comprised of procedural lessons on conducting x experiments and the evaluation of those experiments through mathematics. Unit C is a group of lessons that ties together Units A and B through writing and peer teaching as a method of concluding the work and presenting information in an effective manner. The success of the project was evaluated on the basis of student work, rubrics, and final works from the students. The results showed promise in aspects of Critical Thinking, writing development, and expression of new concepts in both ASL and English.
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On the Materiality of Writing in Academia or Remembering Where I Put My Thoughts
DEFF Research Database (Denmark)
Meier, Ninna
2016-01-01
In this feature essay, Ninna Meier reflects on the materiality of the writing – and re-writing – process in academic research. She explores the ways in which our ever-accumulating thoughts come to form layers on the material objects in which we write our notes and discusses the pleasures of co......-authorship. This essay originally appeared on LSE Review of Books and is the first in a new series examining the material cultures of academic research, reading and writing....
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Henrichs, Lotte F.; Leseman, Paul P. M.
2014-11-01
Early science instruction is important in order to lay a firm basis for learning scientific concepts and scientific thinking. In addition, young children enjoy science. However, science plays only a minor role in the kindergarten curriculum. It has been reported that teachers feel they need to prioritize language and literacy practices over science. In this paper, we investigate whether science lessons might be integrated with learning the language functional for school: academic language. The occurrence of scientific reasoning and sophisticated vocabulary in brief science lessons with 5-year-olds is evaluated. The aim of the study was twofold: first, to explore the nature of kindergarten science discourse without any researcher directions (pre-intervention observation). Second, in a randomized control trial, we evaluated the effect on science discourse of a brief teacher training session focused on academic language awareness. The science lessons focussed on air pressure and mirror reflection. Analyses showed that teachers from the intervention group increased their use of scientific reasoning and of domain-specific academic words in their science discourse, compared to the control group. For the use of general academic words and for lexical diversity, the effect was task-specific: these dependent measures only increased during the air pressure task. Implications of the study include the need to increase teachers' awareness of possibilities to combine early science instruction and academic language learning.
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Directory of Open Access Journals (Sweden)
Karin Tusting
2016-11-01
Full Text Available This paper addresses academic disciplinary writing practices, and how these are affected by changes in the landscape of Higher Education in the UK. After exploring the definition and understanding of the notion of “discipline”, the paper presents research from an ESRC-funded research project studying academics’ everyday writing practices, working closely with academics across different disciplines and different kinds of higher education institutions. The changing context of Higher Education in the UK is presented, in particular the emergence of new kinds of managerial practices which shape and co-ordinate the everyday writing work of academics. The paper shows that while some disciplines, such as History and Pure Mathematics, are associated with clearly-defined writing practices, others are more diverse. It discusses how managerial practices, particularly those driven by centralised national research evaluations, affect different disciplines in different ways.
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Implementing Keyword and Question Generation Approaches in Teaching EFL Summary Writing
Chou, Mu-hsuan
2012-01-01
Summary writing has been considered an important aspect of academic writing. However, writing summaries can be a challenging task for the majority of English as a Foreign Language (EFL) learners. Research into teaching summary writing has focused on different processes to teach EFL learners. The present study adopted two methods--keyword and…
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Ryan, Kathleen J.
2006-01-01
In this article, the author argues the common assumption among teachers that the traditional academic essay is the most appropriate sustained writing activity for students. As a feminist, the author believes that the traditional academic essay considers a positivist, patriarchal epistemology that governs beliefs about knowledge and teaching…
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Writing a case report in English
Directory of Open Access Journals (Sweden)
Ivančević-Otanjac Maja
2015-01-01
Full Text Available A well-written case report is a clear, concise and informative paper, aimed at professionals from different fields of medicine, with the clear purpose to explain what lesson is to be learnt from the experience. The aim of this paper is to suggest useful guidelines for writing a good case report. It briefly reflects different “moves” in this piece of academic writing, thus outlining the required form, as well as the four principles of good writing: clarity, honesty, reality and relevance.
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Technical writing practically unified through industry
Houston, L. S.
1981-01-01
General background details in the development of a university level technical writing program, based upon the writing tasks of the student's occupations, are summarized. Objectives and methods for unifying the courses of study with the needs of industry are discussed. Four academic course divisions, Industries Technologies, in which preparation and training are offered are: Animal, Horticulture, Agriculture, and Agricultural Business. Occupational competence is cited as the main goal for these programs in which technical writing is to be practically unified through industry. Course descriptions are also provided.
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Writing Clinical Research Papers for Publication | Arotiba | Nigerian ...
African Journals Online (AJOL)
Potential minefields of academic research and writing such as authorship, plagiarism, duplicate publication and 'salami-slicing' were highlighted. Recommendation: Education in the 'art' of writing and presentation of scientific papers and the critical appraisal of scientific literature need to be included in our undergraduate ...
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Graham, Steve; Harris, Karen R
1999-07-01
The progress of a 12-year-old boy with learning disabilities and severe writing difficulties is followed from initial assessment through instruction in strategies for planning, revising, and managing the composing process. A validated instructional model, Self-Regulated Strategy Development (SRSD), was used to teach these processes. With SRSD, writing strategies are explicitly taught in combination with procedures for regulating the use of these strategies, the writing process, and any undesirable behaviors that may impede performance. Recommendations are offered to speech-language pathologists for applying the SRSD model to children experiencing writing difficulties.
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Scaffolding for Second Language Writers: Producing an Academic Essay.
Cotterall, Sara; Cohen, Robin
2003-01-01
Describes how a group of intermediate learners of English were guided through the process of producing their first academic essays in English. The approach applied the concept of scaffolding to the academic writing process by proving flexible support for the learners throughout the writing of their essays. (Author/VWL)
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Comparing Technologies for Online Writing Conferences: Effects of Medium on Conversation
Wolfe, Joanna; Griffin, Jo Ann
2012-01-01
This study directly compares face-to-face writing center consultations with two closely related variations of Online Writing Instruction (OWI). Although the study takes place in a busy, dynamic writing center, the authors try to make their comparisons as systematic as possible so they can better foreground some of the benefits and disadvantages of…
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Grouping and Organizing for Instruction in Reading.
Ediger, Marlow
Flexibility is a key term to emphasize when grouping students for instruction, since a student might be in a different group for one academic area as compared to another academic area. This paper describes grouping for different methods of reading instruction and other disciplines. The paper discusses the following: using basal readers, using…
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INVESTIGATION OF UNIVERSITY STUDENTS’ EFL WRITING APPREHENSION: A LONGITUDINAL STUDY IN CROATIA
Directory of Open Access Journals (Sweden)
Moira Kostić Bobanović
2016-03-01
Full Text Available Writing apprehension defines a person's ability to write under various stress types. Depending on a situation, an average person might perform below expectations, or be less apprehensive about writing than a professional. The purpose of this research is to investigate Croatian University students’ English as a foreign language writing apprehension. For the purpose to determine if the variables of students' gender and academic level (age play a role in their writing apprehension, we adapted WAT (Writing Apprehension Test so this would be tailored to our study popu-lation. A longitudinal study was conducted among the students who were studying at the University of Juraj Dobrila, Pula. The participants were tested twice: in the first and in the third year. The results of the study indicated that, in contrary to respondents’ gender, academic level was significant variable in their estimates of writing apprehension. In accordance with the findings stated above, a number of recommendations for handling writing apprehension were set.
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Language policy and the disengagement of the international academic elite
Directory of Open Access Journals (Sweden)
John Harbord
2018-02-01
Full Text Available This paper explores the phenomena of academic multiliteracy (the habit of writing academically in more than one language and of L2 monoliteracy (that of only writing academically in a language that is not one’s own and their impact on policy. Based on interviews and surveys conducted with 33 multiliterate and 15 L2 monoliterate scholars connected to one university in Central Europe between 2010 and 2014, I show how incentives to publish in English constructed by educational policies often push ambitious young researchers whose first language is not English away from engaging in academic and societal debates in their first language community. They may thus disengage from the national community, with negative consequences for the interaction between global and local that is essential for good governance. To overcome the difficulty young scholars encounter in writing in their native languages, they should be taught writing both in their native language and in English. Furthermore, university and state policies should reward scholars for writing not only for the international community but also for local society.
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TEACHING WRITING USING THINK-PAIR-SHARE VIEWED FROM STUDENTS’ LEVEL OF RISK-TAKING
Directory of Open Access Journals (Sweden)
Ningtyas Orilina Argawati
2017-12-01
Full Text Available Writing is considered as the most difficult skill to master compared with the other skills because it involves many language elements such as content, organization, vocabulary, grammar and mechanics. The research examines the effect of two independent variables (Think-Pair-Share and Direct instruction method on dependent variable (Writing Descriptive skill. The samples were class A1 2016 as the experimental class and A3 2016 as the control class. Each class consisted of 32 students. The instruments used covered the risk-taking’s questionnaire and writing test. Before applying the questionnaire of risk-taking, it was tried out to class A2 2016 to find out the validity and the reliability of the instrument. Meanwhile, before conducting the writing test, it needs to test the readability of the writing instruction. The treatment was conducted in eight meetings, and the 9th meeting was allocated for the post-test. The data were then analyzed using ANOVA and Tukey test. From the analysis, it reveals that: (1 Think-Pair-Share is significantly different from direct instruction method to teach writing; (2 the students with high level of risk-taking have better writing than those with low level of risk-taking; and (3 there is an interaction between teaching methods and the students’ level of risk-taking. Even though Think-Pair-Share is effective to teach writing, teachers must consider about the students’ condition, in this case their level of risk-taking.
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Peer Feedback in Second Language Writing (2005-2014)
Yu, Shulin; Lee, Icy
2016-01-01
This article reviews research on peer feedback in second language (L2) writing published in the last decade (i.e. 2005-2014). We analyse first the theoretical underpinnings that have informed both peer feedback research and the pedagogical use of peer feedback in L2 writing instruction. We also provide a critical interpretation of existing peer…
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Chinese students' writing in English implications from a corpus-driven study
Leedham, Maria
2014-01-01
Chinese students are the largest international student group in UK universities today, yet little is known about their undergraduate writing and the challenges they face. Drawing on the British Academic Written English corpus - a large corpus of proficient undergraduate student writing collected in the UK in the early 2000s - this study explores Chinese students' written assignments in English in a range of university disciplines, contrasting these with assignments from British students. The study is supplemented by questionnaire and interview datasets with discipline lecturers, writing tutors and students, and provides a comprehensive picture of the Chinese student writer today. Theoretically framed through work within academic literacies and lexical priming, the author seeks to explore what we know about Chinese students' writing and to extend these findings to undergraduate writing more generally. In a globalized educational environment, it is important for educators to understand differences in writing st...
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Improving Student Writing: Methods You Can Use in Science and Engineering Classrooms
Hitt, S. J.; Bright, K.
2013-12-01
Many educators in the fields of science and engineering assure their students that writing is an important and necessary part of their work. According to David Lindsay, in Scientific Writing=Thinking in Words, 99% of scientists agree that writing is an integral part of their jobs. However, only 5% of those same scientists have ever had formal instruction in scientific writing, and those who are also educators may then feel unconfident in teaching this skill to their students (2). Additionally, making time for writing instruction in courses that are already full of technical content can cause it to be hastily and/or peremptorily included. These situations may be some of the contributing factors to the prevailing attitude of frustration that pervades the conversation about writing in science and engineering classrooms. This presentation provides a summary of past, present, and ongoing Writing Center research on effective writing tutoring in order to give science and engineering educators integrated approaches for working with student writers in their disciplines. From creating assignments, providing instruction, guiding revisions, facilitating peer review, and using assessments, we offer a comprehensive approach to getting your students motivated to improve their writing. Our new research study focuses on developing student writing resources and support in science and engineering institutions, with the goal of utilizing cross-disciplinary knowledge that can be used by the various constituencies responsible for improving the effectiveness of writing among student engineers and scientists. We will will draw upon recent findings in the study of the rhetoric and compositional pedagogy and apply them to the specific needs of the science and engineering classroom. The fields of communication, journalism, social sciences, rhetoric, technical writing, and philosophy of science have begun to integrate these findings into classroom practice, and we will show how these can also
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Tanimoto, Steven; Thompson, Rob; Berninger, Virginia W.; Nagy, William; Abbott, Robert D.
2015-01-01
Computer scientists and educational researchers evaluated effectiveness of computerized instruction tailored to evidence-based impairments in specific learning disabilities (SLDs) in students in grades 4 to 9 with persisting SLDs despite prior extra help. Following comprehensive, evidence-based differential diagnosis for dysgraphia (impaired handwriting), dyslexia (impaired word reading and spelling), and oral and written language learning disability (OWL LD), students completed 18 sessions of computerized instruction over about 3 months. The 11 students taught letter formation with sequential, numbered, colored arrow cues with full contours who wrote letters on lines added to iPAD screen showed more and stronger treatment effects than the 21 students taught using only visual motion cues for letter formation who wrote on an unlined computer monitor. Teaching to all levels of language in multiple functional language systems (by ear, eye, mouth, and hand) close in time resulted in significant gains in reading and writing skills for the group and in diagnosed SLD hallmark impairments for individuals; also, performance on computerized learning activities correlated with treatment gains. Results are discussed in reference to need for both accommodations and explicit instruction for persisting SLDs and the potential for computers to teach handwriting, morphophonemic orthographies, comprehension, and composition. PMID:26858470
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Eni Astuti Ni Putu
2018-01-01
This writing aimed at (1) describing the importance of teacher to review instructional management at elementary school based on Piaget’s cognitive development theory; and (2) describing teacher’s instructional behavior in managing instructional at elementary school reviewed from Piaget’s cognitive development theory. In general, Piaget’ cognitive development theory divides children’ cognitive development into four stages. In the elementary school ages of 7 to 11 or 12 years old, Piaget classi...
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Conceptualising Doctoral Writing as an Affective-political Practice
Directory of Open Access Journals (Sweden)
James Burford
2017-03-01
Full Text Available Aim/Purpose: This article offers a conceptual summary and critique of existing literature on doctoral writing and emotion. The article seeks to intervene in current debates about doctoral writing by re-positioning it as an affective-political practice Background: Over recent decades public interest in the doctorate has expanded as it has become re-framed as a key component of national success in the global knowledge economy. It is within this context that the practice of doctoral writing has crystallised as an object of interest. While researchers have examined the increased regulation, surveillance, and intensification of doctoral writing, often this work is motivated to develop pedagogies that support students to meet these new expectations. At this point, there has been limited attention to what broad changes to the meanings and practices of doctoral writing feel like for students. Methodology: The paper offers a conceptual review that examines the ways in which doctoral writing tends to be understood. A review of literature in the areas of doctoral writing, doctoral emotion, and critical studies of academic labour was undertaken in order to produce a more comprehensive understanding of the political and emotional dynamics of doctoral writing. Contribution: It is intended that this conceptual research paper help researchers attend to the emotional context of doctoral writing in the current university context. Critical studies of academic work and life are identified as a possible platform for the development of future doctoral education research, and the conceptual tool of “affective-politics” is advanced as a novel frame for approaching doctoral writing research.
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Developing Historical Reading and Writing with Adolescent Readers: Effects on Student Learning
De La Paz, Susan; Felton, Mark; Monte-Sano, Chauncey; Croninger, Robert; Jackson, Cara; Deogracias, Jeehye Shim; Hoffman, Benjamin Polk
2014-01-01
In this study, the effects of a disciplinary reading and writing curriculum intervention with professional development are shared. We share our instructional approach and provide writing outcomes for struggling adolescent readers who read at or below basic proficiency levels, as well as writing outcomes for proficient and advanced readers.…
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Framework for Disciplinary Writing in Science Grades 6-12: A National Survey
Drew, Sally Valentino; Olinghouse, Natalie G.; Faggella-Luby, Michael; Welsh, Megan E.
2017-01-01
This study investigated the current state of writing instruction in science classes (Grades 6-12). A random sample of certified science teachers from the United States (N = 287) was electronically surveyed. Participants reported on their purposes for teaching writing, the writing assignments most often given to students, use of evidence-based…
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Writing as Envision: Autobiographical and Academic Writing in the Composition Class.
Tokarczyk, Michelle M.
Three students in an autobiography class--an African-American, a woman, and a gay man struggling to come out--used their writing to both affirm their places in the world and envision another place. Having reviewed her early educational experiences as an African-American, Holly focused her essay back to her present college days and her attempts to…
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Kintner, Eileen; Cook, Gwendolyn; Marti, C Nathan; Stoddard, Debbie; Gomes, Melissa; Harmon, Phyllis; Van Egeren, Laurie A
2015-12-01
Asthma morbidity and mortality is higher among older school-age children and early adolescents than other age groups across the lifespan. NIH recommended expanding asthma education to schools and community settings to meet cognitive outcomes that have an impact on morbidity and mortality. Guided by the acceptance of asthma model, an evidence-guided, comprehensive school-based academic health education and counseling program, Staying Healthy-Asthma Responsible & Prepared™ (SHARP), was developed. The program complements existing school curricula by integrating biology, psychology, and sociology content with related spelling, math, and reading and writing assignments. Feasibility, benefits, and efficacy have been established. We compared the effectiveness of SHARP to a non-academic program, Open Airways for Schools, in improving asthma knowledge and reasoning about symptom management. A two-group, cluster-randomized, single-blinded design was used with a sample of 205 students in grades 4-5 with asthma and their caregivers. Schools were matched prior to randomization. The unit of analysis was the student. Certified elementary school teachers delivered the programs during instructional time. Data were collected from student/caregiver dyads at baseline and at 1, 12, and 24 months after the intervention. In multilevel modeling, students enrolled in the academic SHARP program demonstrated significant (pimprovement in asthma knowledge and reasoning over students enrolled in the non-academic program. Knowledge advantages were retained at 24 months. Findings support delivery in schools of the SHARP academic health education program for students with asthma. © 2015 Wiley Periodicals, Inc.
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Kintner, Eileen; Cook, Gwendolyn; Marti, C. Nathan; Stoddard, Debbie; Gomes, Melissa; Harmon, Phyllis; Van Egeren, Laurie A.
2018-01-01
Asthma morbidity and mortality is higher among older school-age children and early adolescents than other age groups across the lifespan. NIH recommended expanding asthma education to schools and community settings to meet cognitive outcomes that have an impact on morbidity and mortality. Guided by the acceptance of asthma model, an evidence-guided, comprehensive school-based academic health education and counseling program, Staying Healthy—Asthma Responsible & Prepared™ (SHARP), was developed. The program complements existing school curricula by integrating biology, psychology, and sociology content with related spelling, math, and reading and writing assignments. Feasibility, benefits, and efficacy have been established. We compared the effectiveness of SHARP to a non-academic program, Open Airways for Schools, in improving asthma knowledge and reasoning about symptom management. A two-group, cluster-randomized, single-blinded design was used with a sample of 205 students in grades 4–5 with asthma and their caregivers. Schools were matched prior to randomization. The unit of analysis was the student. Certified elementary school teachers delivered the programs during instructional time. Data were collected from student/caregiver dyads at baseline and at 1, 12, and 24 months after the intervention. In multilevel modeling, students enrolled in the academic SHARP program demonstrated significant (pasthma knowledge and reasoning over students enrolled in the non-academic program. Knowledge advantages were retained at 24 months. Findings support delivery in schools of the SHARP academic health education program for students with asthma. PMID:26296595
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Ying, Zhang
2018-01-01
English writing is regarded as the most difficult task by Chinese EFL learners. Due to the existing problems in present college English writing instruction, teachers fail to provide effective guidance in students' writing process and students report a low level of motivation and confidence in writing tasks. Through purposeful reading discussions…
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The application of pragmatic principles in competitive business writing
Directory of Open Access Journals (Sweden)
Wu Haihong
2016-01-01
Full Text Available Business English writing, as an important means of communication, plays a vital role in international business communication. And pragmatic principle, as the universal principle, exists in all communication situations. This paper gives a brief introduction to the pragmatic principles and business English writing principles and illustrates the high consistency between these principles. By analyzing samples, it also points out the instructive significance of pragmatic principles in competitive business English writing. To a certain extent, this provides a theoretical support for the research of business English writing.
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Directory of Open Access Journals (Sweden)
Maryam Rahimirad
2015-06-01
Full Text Available Academic listening skill is an indispensable necessity for English for academic purposes (EAP students in English-medium universities and also critical for their future success in comprehending conference lectures. But due to the specific nature of such academic lectures, nonnative students all too often face challenges in getting a full command of this task. This study investigates the challenges of listening to academic lectures and the impact of related metacognitive strategies on academic lecture listening comprehension on a group of Iranian learners in an EAP workshop. Fifteen academic staff who took part in two intact classes at the University of Qom, Iran, were randomly assigned to treatment (N = 8 and control (N = 7 groups. The treatment group received 16 hr of metacognitive strategy instruction based on the models proposed by Vandergrift during academic listening instruction, while the control group was just exposed to academic lectures with no explicit strategy instruction. The academic listening sections of the British International English Language Testing System (IELTS were utilized to measure the listening comprehension of both groups before and after the treatment. The results of the data analysis determined that the experimental group significantly outperformed the control group in the listening posttest. The interviews before and after the treatment revealed details of challenges in academic lecture comprehension and also shed light on the perception of the learners regarding metacognitive strategy instruction and the frequency of main metacognitive strategies used in comprehending academic lectures.
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Doing Academic Writing Differently: A Feminist Bricolage
Handforth, Rachel; Taylor, Carol A.
2016-01-01
This article emerged as the product of a collaboration between two individuals at different stages of our academic careers, one a beginning researcher and the other a senior academic. Written as an experimental "bricolage", the article weaves together two main threads to chart our engagements with feminist research and with writing…
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STUDENTS’ ABILITY IN WRITING AN INTRODUCTORY PARAGRAPH OF ARGUMENTATIVE ESSAY
RINI ANITA
2016-01-01
Writing well is not just an option for young people – it is necessary. They need writing skill as one of predicator of academic success and a basic requirement for participation in civic life. Seeing writing skill as one of important skill to be a well comprehended by young people, include students, writing appears as nightmare for struggling writers. Likewise, they often waste most of their time just for starting to write. This paper is intended to find out the students’ ability in writing...
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Writing Away from Fear: Mina Shaughnessy and the Uses of Authority.
Allen, Michael
1980-01-01
Responds to John Rouse's attack on Mina Shaughnessy's teaching strategies for composition instruction (see EJ 209 264). Offers personal experiences to illustrate the role of the basic writing teacher and the uses of authority in the basic writing classroom. (JT)
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Directory of Open Access Journals (Sweden)
R. Gamaroff
2013-02-01
Full Text Available In South Africa, black learners who are speakers of Bantu languages have to use a second language, namely English, as the medium of instruction from Std 3 onwards. The differences between English language-culture and Bantu languages-culture(s have generated a host of problems (and pseudo-problems?, where the main problem is academic failure. Three solutions to academic failure are discussed in the light of cultural and cognitive factors in multicultural education: 1. The use of the mother tongue as the exclusive medium of instruction 2. Critical Language Study (CLS and People's English 3. The separation of high ability learners from limited ability learners in the teaching situation. It is emphasised that culture is closely connected to a symbolic system, and thus an understanding of cognitive processes in academic learning requires an understanding of culture, and vice versa. Ultimately, of primary importance in academic study are the cognitive underpinnings of Cognitive Academic Language Proficiency (CALP developed in the first language. In Suid-Afrika word swart leerders wie se moedertaal een van die Afrika tale is, tans vanaf st. 3 in 'n tweede taal, naamlik Engels, onderrig. As gevolg van die verskille tussen die Engelse taalkultuur en die taalkulture van die A.frika tale het daar 'n groot aantal probleme (en pseudoprobleme? ontstaan, waarvan akademiese mislukking die belangrikste is. Drie oplossings vir hierdie akademiese mislukking word bespreek aan die hand van kulturele en kognitiewe faktore in multikulturele onderwys: 1. Die gebruik van die moedertaal as eksklusiewe medium van onderrig 2. "Critical Language Study" (CLS en "People's English" 3. Die afsonderlike hantering van hoogsbegaafde en minder begaafde leerlinge. Dit moet beklemtoon word dat kultuur nouverwant is aan 'n simbolesisteem. Gevolglik is 'n be grip van die kognitiewe prosesse betrokke by akademiese leer 'n voorvereiste vir 'n be grip van kultuur, en omgekeerd. Vera
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Predictors of job satisfaction among Academic Faculty: Do instructional and clinical faculty differ?
Chung, Kevin C.; Song, Jae W.; Kim, H. Myra; Woolliscroft, James O.; Quint, Elisabeth H.; Lukacs, Nicholas W.; Gyetko, Margaret R.
2010-01-01
Objectives To identify and compare predictors of job satisfaction between the instructional and clinical faculty tracks. Method A 61-item faculty job satisfaction survey was distributed to 1,898 academic faculty at the University of Michigan Medical School. The anonymous survey was web-based. Questions covered topics on departmental organization, research, clinical and teaching support, compensation, mentorship, and promotion. Levels of satisfaction were contrasted between the two tracks, and predictors of job satisfaction were identified using linear regression models. Results The response rates for the instructional and clinical tracks were 43.1% and 41.3%, respectively. Clinical faculty reported being less satisfied with how they are mentored, and fewer reported understanding the process for promotion. There was no significant difference in overall job satisfaction between faculty tracks. Surprisingly, clinical faculty with mentors were significantly less satisfied with how they were being mentored, with career advancement and overall job satisfaction, compared to instructional faculty mentees. Additionally, senior-level clinical faculty were significantly less satisfied with their opportunities to mentor junior faculty compared to senior-level instructional faculty. Significant predictors of job satisfaction for both tracks included areas of autonomy, meeting career expectations, work-life balance, and departmental leadership. Unique to the clinical track, compensation and career advancement variables also emerged as significant predictors. Conclusion Greater effort must be placed in the continued attention to faculty well-being both at the institutional level and at the level of departmental leadership. Success in enhancing job satisfaction is more likely if directed by locally designed assessments involving department chairs, specifically in fostering more effective mentoring relationships focused on making available career advancement activities such as
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Writing a research paper at the university: authorship vs plagiarism
Directory of Open Access Journals (Sweden)
Maria Fátima Alves
2016-09-01
Full Text Available Considering the need of producing academic texts at the university, many undergraduate students do it by copying texts that were already published. In this study we discuss the presence of plagiarism versus authorship marks in the introduction of academic articles produced by freshmen in a licenciateship degree. Therefore, we emphasize the issue of plagiarism and authorship, particularly from the perspective of the enunciative bakhtinian studies and then present the theoretical basis of Literacies, with the most recent studies on Literacies and Socio-Rhetorics. Data analysis revealed and confirmed the academic writing as a complex activity, given the practice of plagiarism found in the analyzed productions. The lack of knowledge of academic writing together not the theme domain contributed to the practice of plagiarism.
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Making Instructional Decisions Based on Data: What, How, and Why
Mokhtari, Kouider; Rosemary, Catherine A.; Edwards, Patricia A.
2007-01-01
A carefully coordinated literacy assessment and instruction framework implemented school-wide can support school teams in making sense of various types of data for instructional planning. Instruction that is data based and goal driven sets the stage for continuous reading and writing improvement. (Contains 2 figures.)
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Academic Publishing: Making the Implicit Explicit
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Cecile Badenhorst
2016-07-01
Full Text Available For doctoral students, publishing in peer-reviewed journals is a task many face with anxiety and trepidation. The world of publishing, from choosing a journal, negotiating with editors and navigating reviewers’ responses is a bewildering place. Looking in from the outside, it seems that successful and productive academic writers have knowledge that is inaccessible to novice scholars. While there is a growing literature on writing for scholarly publication, many of these publications promote writing and publishing as a straightforward activity that anyone can achieve if they follow the rules. We argue that the specific and situated contexts in which academic writers negotiate publishing practices is more complicated and messy. In this paper, we attempt to make explicit our publishing processes to highlight the complex nature of publishing. We use autoethnographic narratives to provide discussion points and insights into the challenges of publishing peer reviewed articles. One narrative is by a doctoral student at the beginning of her publishing career, who expresses her desires, concerns and anxieties about writing for publication. The other narrative focuses on the publishing practices of a more experienced academic writer. Both are international scholars working in the Canadian context. The purpose of this paper is to explore academic publishing through the juxtaposition of these two narratives to make explicit some of the more implicit processes. Four themes emerge from these narratives. To publish successfully, academic writers need: (1 to be discourse analysts; (2 to have a critical competence; (3 to have writing fluency; and (4 to be emotionally intelligent.
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Learning and Writing about Local History Using the Internet
Risinger, C. Frederick
2010-01-01
Decades of research into which instructional strategies are successful in K-12 history and social studies conclude that having students write is extremely important. Effective writing assignments--whether a 3- to 5-paragraph essay, a longer term-paper-style assignment, or even a fictional short story based on a historical period or event--require…
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Henderson, Daphne Carr; Rupley, William H.; Nichols, Janet Alys; Nichols, William Dee; Rasinski, Timothy V.
2018-01-01
Current professional development efforts in writing at the secondary level have not resulted in student improvement on large-scale writing assessments. To maximize funding resources and instructional time, school leaders need a way to determine professional development content for writing teachers that aligns with specific student outcomes. The…
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Writing education around the globe: introduction and call for a new global analysis
Graham, S.; Rijlaarsdam, G.
This paper presents a special issue on writing around the globe. Researchers from across the world describe writing practices in their country using a wide variety of methodology. The paper show that while there are many similarities in writing instruction from one country to the next, there are
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Directory of Open Access Journals (Sweden)
Joseph B. A. Afful
2017-10-01
Full Text Available A key support service in doctoral research that has increasingly gained attention is academic writing courses. This position paper argues for the institutionalization of graduate writing courses in universities in Ghana in order to acquaint doctoral students with the theoretical, procedural, and practical aspects of the writing of high stakes academic genres. An overview (including evaluation of existing courses on research- related writing in some universities is proffered. The study consequently presents arguments to support a proposal for institutional graduate writing courses in Ghanaian universities, followed by a discussion of other pertinent issues such as the curriculum, staffing, and funding. It is hoped that the institutionalization of such a writing support service will ultimately improve the quality of doctoral research education in Ghana
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Bambang Eko Siagianto
2017-01-01
Abstracts: Sub-ordinate conjunction is very confusing to comprehend by students. In using sub-ordinate conjunction, students usually had errors. The purpose of this research to analyze whether or not the students are able to use sub-ordinate conjunction in sentence writing, to classify kinds of sub-ordinate conjunction that was often misused by students in sentence writing The research was done at the grade XII of SMA N 2 Metro in second semester of the academic year 2013/2014. The predicted ...
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A guide for writing in the scientific forum.
Kotsis, Sandra V; Chung, Kevin C
2010-11-01
When considering the importance of scientific writing in disseminating new discoveries and ideas, it is quite remarkable that few physicians have received any formal instruction in this essential process. This article focuses on the fundamental principles of scientific writing that also include a "style and grace" component. The art of good scientific writing is to convey scientific materials in a clear and interesting way, while avoiding incomprehensible sentences that only serve to disguise marginal contents within the article. The goal of this article is to encourage authors and readers to critically examine the art of scientific writing to overcome the barrier to effective communication.
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Regan, Kelley; Evmenova, Anya S.; Good, Kevin; Legget, Alicia; Ahn, Soo Y.; Gafurov, Boris; Mastropieri, Margo
2018-01-01
As writing instruction expands beyond the language arts classroom, students with disabilities, English language learners, and others who struggle with writing continue to need support with written expression. A timely practice to support student writing is the use of technology. This study used a quasi-experimental group design to examine the…
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Young Children Write: The Beginnings. Program in Language and Literacy Occasional Paper No. 5.
Milz, Vera E.
Focusing on writing as a language process, this booklet describes a framework for writing instruction that has as a major consideration the totality of language. The first section discusses writing as a language process, emphasizing that as children learn to write, they can also learn to listen, speak, and read. The second section focuses on the…
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Citation Practices of Postgraduate Students Writing Literature Reviews
Badenhorst, Cecile
2018-01-01
Writing a literature review requires highly sophisticated academic literacies. Many postgraduate students find this genre a challenge. While there is a growing awareness of the need for explicit pedagogy to support students writing this genre, many pedagogical interventions fail to move beyond a focus on citations as a stylistic convention or as a…
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AN ANALYSIS OF STUDENTS’ FREE WRITING
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Rahmi Phonna
2014-05-01
Full Text Available Writing contains a compound process to be expressed that entails the writer to pay more attention on linking appropriate words together. Most linguists agree that a writer should attain high level of understanding to pursue the lifelong learning of academic writing pedagogy. This study aimed to analyze the students’ free writing by identifying the category of mistakes that often appear on their writing assignment. 28 free writings were collected, as the main data, from 28 students as the samples for this study. They were then analyzed by using the guidelines of correction symbols from Hogue (1996 and Oshima & Hogue (1999. The results revealed that 11 categories of grammar that often applied incorrectly on the students’ free writing. The misused of verb-agreement (V/A was the most frequent category occurred, followed by word form (Wf and Spelling (Sp. The least category of errors identified on the students’ free writing was conjunction (Conj and wrong word (Ww categories. Overall, 175 errors from different grammatical conventions were repeated in the students’ free writing.
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BACK and DRAW activities for improving writing skills
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Muhammad Lukman Syafii
2017-09-01
Full Text Available This present paper addresses the issue of writing as an important aspect of EFL instruction. Writing as one of the four basic language skills plays a pivotal role in the context of English teaching as a foreign language in Indonesia. Considering these problems, it is important to modify the writing process in such a way to cope the writing. The process of writing the writer means is BACK and DRAW activities. What the writer termed as BACK and DRAW is a set of writing activities involving students’ active participation in the process, their intense learning experience in producing a required text, as well as their interactive work with peers and the teacher. BACK and DRAW stands for Brainstorming, Attaching, Correcting, Keeping, Developing, Revising, Arranging, and Wow! Or Wonderful! Or Well done!. These activities are good ways to improve the writing Ability.
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Academic vocabulary in learner writing from extraction to analysis
Paquot, Magali
2010-01-01
Academic vocabulary is in fashion, as witnessed by the increasing number of books published on the topic. In the first part of this book, Magali Paquot scrutinizes the concept of academic vocabulary and proposes a corpus-driven procedure based on the criteria of keyness, range and evenness of distribution to select academic words that could be part of a common-core academic vocabulary syllabus. In the second part, the author offers a thorough analysis of academic vocabulary in the International Corpus of Learner English (ICLE) and describes the factors that account for learners difficulties in
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Establishing Peer Mentor-Led Writing Groups in Large First-Year Courses
Marcoux, Sarah; Marken, Liv; Yu, Stan
2012-01-01
This paper describes the results of a pilot project designed to improve students' academic writing in a large (200-student) first-year Agriculture class at the University of Saskatchewan. In collaboration with the course's professor, the Writing Centre coordinator and a summer student designed curriculum for four two-hour Writing Group sessions…
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Writing in the Discipline of Anthropology--Theoretical, Thematic and Geographical Spaces
Reynolds, Judith
2010-01-01
Writing in different academic disciplines is not only different in superficial ways but in deeper ways that are connected to the history and characteristics of each discipline. Although many writing theorists now understand writing in this way, little has been written about these connections in specific disciplines, and even less about student…
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Preservice Teachers' Perceptions of the Integration of Mathematics, Reading, and Writing.
Reinke, Kathryn; Mokhtari, Kouider; Willner, Elizabeth
1997-01-01
Examined the perceptions of preservice elementary teachers enrolled in reading, mathematics, and integrating reading and mathematics methods courses about integrating mathematics, reading, and writing instruction at the elementary/middle school level. Surveys indicated that all students were generally positive about instructional integration. They…
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Teaching academic writing to first year university students: a case ...
African Journals Online (AJOL)
Corporate Edition
draws on a set of theories including development of student writing (Coffin et al., 2003), teacher feedback practices .... higher education, this group is generally made of students who may have experience of different ..... writing an essay for instance, you'll make sure that your title is short and really attractive” ..... PhD Thesis.
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[Use of cyber library and digital tools are crucial for academic surgeons].
Tomizawa, Yasuko
2010-10-01
In addition to busy clinical work, an academic surgeon has to spend a lot of time and efforts in writing and submitting articles to scientific journals, teaching young surgical trainees to write an article, organizing and updating his/her academic performances in the curriculum vitae, and writing research grant applications. The use of cyber library and commercially available computer software is useful in saving time and effort.
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Denny, Harry
2010-01-01
Composition classrooms and writing centers are spaces where negotiation of academic, social, cultural, and political identities are ubiquitous, yet research has not produced adequate theory and practice to help tutors and writers navigate identity production and its politics. This article seeks to begin conversations that might lead to better…
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Blanch, Norine; Forsythe, Lenora C.; Van Allen, Jennifer H.; Roberts, Sherron Killingsworth
2017-01-01
Given the importance of writing, especially in light of college and career readiness emphasis, and the observations that time spent writing in context diminishes over a student's years in school, this article proposes to reignite writing instruction in elementary classrooms through three practical approaches for supporting students in authentic…
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Citation Behaviors Observed in Japanese EFL Students' Argumentative Writing
Kamimura, Taeko
2014-01-01
Effective use of outside source texts is one of the key components of successful academic writing. This study aims at clarifying Japanese university EFL students' citation behaviors in producing argumentative writing. Twenty-six Japanese university EFL students wrote an argumentative essay. Their essays were analyzed quantitatively by six…
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Towards a more explicit writing pedagogy: The complexity of teaching argumentative writing
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Jacqui Dornbrack
2014-04-01
Full Text Available Advances in technology, changes in communication practices, and the imperatives of the workplace have led to the repositioning of the role of writing in the global context. This has implications for the teaching of writing in schools. This article focuses on the argumentative essay, which is a high-stakes genre. A sample of work from one Grade 10 student identified as high performing in a township school in Cape Town (South Africa is analysed. Drawing on the work of Ormerod and Ivanic, who argue that writing practices can be inferred from material artifacts, as well as critical discourse analysis, we show that the argumentative genre is complex, especially for novice first additional language English writers. This complexity is confounded by the conflation of the process and genre approaches in the Curriculum and Assessment Policy Statement (CAPS document. Based on the analysis we discuss the implications of planning, particularly in relation to thinking and reasoning, the need to read in order to write argument and how social and school capital are insufficient without explicit instruction of the conventions of this complex genre. These findings present some insights into particular input needed to improve writing pedagogy for specific genres.
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Teaching General Education Students How to Write Scientific Arguments Using Real Earth Data
Kelly, G. J.; Prothero, W. A.
2003-12-01
Writing activities can improve student understanding of scientific content and processes. We have studied student writing to identify the challenges that students face in composing scientific arguments and to clarify features that constitute quality in scientific writing. We have applied argumentation analysis for the assessment of students' use of evidence in a general education oceanography course. Argumentation analysis refers to the systematic examination of ways that conclusions are supported with evidence. The student writers were supported by an interactive CD-ROM, "Our Dynamic Planet," which provided students with "point and click" access to real earth data and allowed them to solve many problems associated with plate tectonics. Plate boundary types (using quakes, volcanoes, elevation profiles, and heat flow) and plate motion can be determined (seafloor age, island ages/hot spots) with this technology. First, we discuss the structure of scientific argument and how this structure can be made accessible to undergraduate students. Second, we present examples of argumentation analysis applied to student writing. These examples demonstrate how use of large scale geological data sets can be used to support student writing. Third, we present results from a series of studies to show ways that students adhere to the genre conventions of geological writing through use of theoretical claims, multiple lines of evidence, and cohesive terms. These results, combined with our evidence-based orientation to instruction, formed the basis for modifications in the course instruction. These instructional modifications include providing detailed examples of data based observations and interpretations, heuristics for assessing other students' arguments, and quick write exercises with similar but simplified writing tasks. More information about the CD-ROM may be found at http://oceanography.geol.ucsb.edu/.
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Pedagogy and Process: A Case Study of Writing in a Hybrid Learning Model
Keiner, Jason F.
2017-01-01
This qualitative case study explored the perceived experiences and outcomes of writing in a hybrid model of instruction in a large suburban high school. In particular, the impact of a hybrid model on the writing process and on future writing performance were examined. In addition, teacher expectation and teacher attitude and their impact upon…
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Berninger, Virginia W.; Nagy, William; Tanimoto, Steve; Thompson, Rob; Abbott, Robert D.
2014-01-01
Effectiveness of iPad computerized writing instruction was evaluated for 4th to 9th graders (n=35) with diagnosed specific learning disabilities (SLDs) affecting writing: dysgraphia (impaired handwriting), dyslexia (impaired spelling), and oral and written language learning disability (OWL LD) (impaired syntax composing). Each of the 18 two-hour lessons had multiple learning activities aimed at improving subword- (handwriting), word- (spelling), and syntax- (sentence composing) level language skills by engaging all four language systems (listening, speaking, reading, and writing) to create a functional writing system. To evaluate treatment effectiveness, normed measures of handwriting, spelling, and composing were used with the exception of one non-normed alphabet writing task. Results showed that the sample as a whole improved significantly from pretest to posttest in three handwriting measures, four spelling measures, and both written and oral syntax construction measures. All but oral syntax was evaluated with pen and paper tasks, showing that the computer writing instruction transferred to better writing with pen and paper. Performance on learning activities during instruction correlated with writing outcomes; and individual students tended to improve in the impaired skill associated with their diagnosis. Thus, although computers are often used in upper elementary school and middle school in the United States (US) for accommodations (alternatives to pen and paper) for students with persisting SLDs affecting writing, this study shows computers can also be used for Tier 3 instruction to improve the writing skills of students in grades 4 to 9 with history of persisting writing disabilities. PMID:25378768
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Berninger, Virginia W; Nagy, William; Tanimoto, Steve; Thompson, Rob; Abbott, Robert D
2015-02-01
Effectiveness of iPad computerized writing instruction was evaluated for 4 th to 9 th graders ( n =35) with diagnosed specific learning disabilities (SLDs) affecting writing: dysgraphia (impaired handwriting), dyslexia (impaired spelling), and oral and written language learning disability (OWL LD) (impaired syntax composing). Each of the 18 two-hour lessons had multiple learning activities aimed at improving subword - (handwriting), word - (spelling), and syntax - (sentence composing) level language skills by engaging all four language systems (listening, speaking, reading, and writing) to create a functional writing system. To evaluate treatment effectiveness, normed measures of handwriting, spelling, and composing were used with the exception of one non-normed alphabet writing task. Results showed that the sample as a whole improved significantly from pretest to posttest in three handwriting measures, four spelling measures, and both written and oral syntax construction measures. All but oral syntax was evaluated with pen and paper tasks, showing that the computer writing instruction transferred to better writing with pen and paper. Performance on learning activities during instruction correlated with writing outcomes; and individual students tended to improve in the impaired skill associated with their diagnosis. Thus, although computers are often used in upper elementary school and middle school in the United States (US) for accommodations (alternatives to pen and paper) for students with persisting SLDs affecting writing, this study shows computers can also be used for Tier 3 instruction to improve the writing skills of students in grades 4 to 9 with history of persisting writing disabilities.
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Academic literacy and student diversity the case for inclusive practice
Wingate, Ursula
2015-01-01
This book provides an overview of approaches to academic literacy instruction and their underpinning theories and a synthesis of the debate on academic literacy. It aims to raise awareness of innovative literacy pedagogies and argues for the transformation of academic literacy instruction in all universities with diverse student populations.
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Howard, Sarah K.; Khosronejad, Maryam; Calvo, Rafael A.
2017-11-01
To be fully prepared for the professional workplace, Engineering students need to be able to effectively communicate. However, there has been a growing concern in the field about students' preparedness for this aspect of their future work. It is argued that online writing tools, to engage numbers of students in the writing process, can support feedback on and development of writing in engineering on a larger scale. Through interviews and questionnaires, this study explores engineering academics' perceptions of writing to better understand how online writing tools may be integrated into their teaching. Results suggest that writing is viewed positively in the discipline, but it is not believed to be essential to success in engineering. Online writing tools were believed to support a larger number of students, but low knowledge of the tools limited academics' understanding of their usefulness in teaching and learning. Implications for innovation in undergraduate teaching are discussed.
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Collaborative learning in an academic writing workshop
African Journals Online (AJOL)
Hennie
claims that modelling, offering a critique of think- ing out aloud .... Maxwell, 1994) by writing a sentence beginning with 'I want ... because when you talk to people in a language which is ..... workshop as “most successful”, particularly as it .... Baltimore: The John Hopkins ... Coffin C, Curry MJ, Goodman S, Hewings A, Lillis TM.
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Instructional Exchange. Volume 2, Number 1-6, September 1990-March 1991.
Serafin, Ana Gil, Ed.
1991-01-01
This document consists of six issues of a newsletter that provides a forum for the sharing of research findings and instructional strategies by faculty of Western Michigan University. Issue Number 1 addresses writing in the Writing Across the Curriculum Program with notification of a faculty workshop, hints on how to encourage good writing, and a…
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"Argument!" Helping Students Understand What Essay Writing Is About
Wingate, Ursula
2012-01-01
Argumentation is a key requirement of the essay, which is the most common genre that students have to write. However, how argumentation is realised in disciplinary writing is often poorly understood by academic tutors, and therefore not adequately taught to students. This paper presents research into undergraduate students' concepts of argument…
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Writing Groups in Teacher Education: A Method to Increase Scholarly Productivity
Page, C. Steven; Edwards, Susan; Wilson, Judi H.
2012-01-01
Writing groups have been used in a variety of academic disciplines to support and encourage faculty in their scholarly endeavors. This article gives an overview of the impact a writing group within a Teacher Education department at a teaching institution had on scholarly output over a two year period. The structure of the writing group is shared…
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Writing a research paper at the university: authorship vs plagiarism
Directory of Open Access Journals (Sweden)
Maria Fátima Alves
2016-09-01
Full Text Available http://dx.doi.org/10.5007/2175-8026.2016v69n3p77 Considering the need of producing academic texts at the university, many undergraduate students do it by copying texts that were already published. In this study we discuss the presence of plagiarism versus authorship marks in the introduction of academic articles produced by freshmen in a licenciateship degree. Therefore, we emphasize the issue of plagiarism and authorship, particularly from the perspective of the enunciative bakhtinian studies and then present the theoretical basis of Literacies, with the most recent studies on Literacies and Socio-Rhetorics. Data analysis revealed and confirmed the academic writing as a complex activity, given the practice of plagiarism found in the analyzed productions. The lack of knowledge of academic writing together not the theme domain contributed to the practice of plagiarism.
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An empirical study on the application of memetics to the teaching of college English writing
Directory of Open Access Journals (Sweden)
Huang Zeyun
2016-01-01
Full Text Available Memes, the replicator of culture and information, and basic unit of culture, are copied, spread, transmitted and finally survives through imitation among vectors. The replication and transmission of memes have some resemblance to the process of second language acquisition. This paper examines the influence of language memes on the development of Chinese college students’ English writing proficiency through an empirical study. The study reveals that students instructed by the framework of teaching writing with memetics obtain an obvious improvement in their overall writing proficiency, compared with those who are instructed by the traditional method, that students’ awareness of using memes is greatly enhanced, and that language memes are significantly correlated to the students’ performance in the post-test writing. Singular language memes can be easily transmitted; memetic genotype prevails in EFL learners’ essay writing.
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Zarei, Gholam Reza; Pourghasemian, Hossein; Jalali, Hassan
2017-06-01
The present study attempts to give an account of how students represent writing task in an EAP course. Further, the study is intended to discover if learners' mental representation of writing would contribute to their written performance. During a 16-week term, students were instructed to practice writing as a problem solving activity. At almost the end of the term, they were prompted to write on what they thought writing task was like and also an essay on an argumentative topic. The results revealed that students could conceptualize the instructed recursive model of writing as a process-based, multi-dimensional and integrated activity inducing self-direction and organization while holding in low regard the product view of writing. The findings also demonstrated that task representation was related to the students' writing performance, with process oriented students significantly outperforming the product-oriented ones. Also, it was found that task representation components (ideational, linguistic, textual, interpersonal) had a significant relationship with the written performance ([Formula: see text]; Sig.: 0.006). The study can have both theoretical and practical implications with regard to the factors involving the students' writing internal processes and their effects on written performance.
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DEFF Research Database (Denmark)
Rytter, Mikkel
2018-01-01
The article addresses some of the problems related to the concept of integration, which has been used (and abused) in Denmark since the 1980s to discuss socio-economic, cultural and religious challenges related to the everyday life of ethnic minorities. The concept of integration is not innocent...... three scenarios: ‘welfare reciprocity’, ‘host and guests’ and ‘the Danes as an indigenous people’. These scenarios consolidate an asymmetrical relationship between majorities and minorities because they simultaneously cast integration as desirable and impossible. Finally, inspired by Lila Abu......-Lughod’s seminal article “writing against culture”, the article suggests strategies of “writing against integration” in order to regain the critical potential of academic analysis....
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Johansen, Edda; Harding, Thomas
2013-09-01
To describe the experience of a group of postgraduate Norwegian nurses with academic writing and its impact on their engagement with continuing education. Nurses are required to be lifelong learners and increasing numbers are seeking further knowledge and skills for clinical practice through courses in institutions of higher education. In higher education they are often being assessed on their ability to produce an academic essay not on the development of their clinical competence. A descriptive design was used, where participants were asked to complete in writing two open-ended statements. The data was then subject to inductive content analysis to extract categories and themes to describe the phenomenon. Participants had little experience and were challenged by academic writing. It was perceived as difficult, time consuming and of little relevance to their clinical practice. There is disconnection between the assessment of learning in higher education and increased workplace competency. Rather than promoting a deep approach to learning educators may be creating barriers to engagement with lifelong learning through using traditional assessment practices. There is an imperative to develop assessments which allow demonstration of understanding, ability to use current evidence and the development of critical analytic skills for reflection on problems encountered in participants' work lives. Copyright © 2012 Elsevier Ltd. All rights reserved.
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A Reciprocal Peer Review System to Support College Students' Writing
Yang, Yu-Fen
2011-01-01
As students' problem-solving processes in writing are rarely observed in face-to-face instruction, they have few opportunities to participate collaboratively in peer review to improve their texts. This study reports the design of a reciprocal peer review system for students to observe and learn from each other when writing. A sample of 95…
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COMPUTER-AIDED ACQUISITION OF WRITING SKILLS
Verhoef, R.; Tomic, W.
2008-01-01
This article presents the results of a review of the literature questioning whether and to what extent computers can be used as a means of instruction for the guided acquisition of communicative writing skills in higher education. To answer this question, the present paper first explores the
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Calderonello, Alice; Shaller, Deborah
In an extended conversation two female writing instructors discuss the kind of discourse available in the academy, the way educators are trained to deploy its conventions, and the different ways that voices are authorized. They cite Harraway as an academic writer who bridges the various post-structuralist discourses without ever losing sight of…
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Detection of Common Errors in Turkish EFL Students' Writing through a Corpus Analytic Approach
Demirel, Elif Tokdemir
2017-01-01
The present study aims to explore Turkish EFL students' major writing difficulties by analyzing the frequent writing errors in academic essays. Accordingly, the study examined errors in a corpus of 150 academic essays written by Turkish EFL students studying at the Department of English Language and Literature at a public university in Turkey. The…
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Editorial: Forms of Collaboration in Writing
Directory of Open Access Journals (Sweden)
Elke Van Steendam
2016-10-01
Full Text Available This paper introduces a special issue on forms of collaboration in writing. The four contributions in the issue present a range of perspectives on collaborating to produce and construct text. The studies are outcome-driven and/or process-oriented and use a range of research methodologies. Taken together, the papers in the issue confirm the complexity of collaboration in writing and show that many questions remain and much more research is needed. However, the papers also illustrate that the future research focus in collaborative writing might focus on the interactions of variables on the individual, collaborative and contextual level that count rather than the variables separately. Only an all-encompassing picture of the complex interplay between the different variables may allow us to grasp and exploit the full potential of collaborative writing both as an instructional or working method and as a research methodology.
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Writing as a Design Discipline: Exploring the Relationship between Composition and Programming.
Walton, Richard E.; Balestri, Diane
1987-01-01
Examines similarities between composition and programming processes, and reviews two studies that linked instruction in computer programming and freshman composition to help students understand writing as a design discipline. Projects at the University of Montana and Bryn Mawr College which improved students' writing abilities are described. (LRW)
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Writing Useful Instructional Objectives in Physical Education
Young, Shawna
2016-01-01
Within a physical education curriculum, and presented in individual lesson plans, instructional objectives serve several important purposes: they provide a direct link between the curriculum content and procedures for students to master that content; they provide a clear path for assessment--a way to determine whether students have indeed learned…
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Riddell, William T.; Courtney, Jennifer; Constans, Eric; Dahm, Kevin; Harvey, Roberta; von Lockette, Paris
2010-01-01
An integrated technical writing and design course has been developed at Rowan University. This course was developed using aspects of project-based learning and recent discussions about design education, as well as pedagogical approaches from the write-to-learn and the writing in the disciplines (WID) movements. The result is a course where the…
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INCREASING EFL STUDENTS’ WRITING ABILITIES USING PEER RESPONSE ACTIVITIES VIA FACEBOOK
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M. Zaini Miftah
2016-12-01
Full Text Available This study was aimed to increase EFL students’ abilities in writing argumentative essay via Facebook by developing peer response activities. The classroom action research was employed in cyclic activities. The subjects were 25 Indonesian fourth-year undergraduate EFL students who enrolled in Writing III course. The data were gained from writing task, observation, and field notes. The result shows that this strategy with the appropriate instructional procedures can increase the EFL students’ abilities in writing argumentative essay. It is indicated by the increases of the students’ writing achievement and involvement in writing class during peer response activities via Facebook. Hence, it gives insights to employ this way as an alternative teaching technique in writing classroom because of its effectiveness.
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Increasing EFL Students’ Writing Abilities Using Peer Response Activities via Facebook
Directory of Open Access Journals (Sweden)
M. Zaini Miftah
2016-12-01
Full Text Available This study was aimed to increase EFL students’ abilities in writing argumentative essay via Facebook by developing peer response activities. The classroom action research was employed in cyclic activities. The subjects were 25 Indonesian fourth-year undergraduate EFL students who enrolled in Writing III course. The data were gained from writing task, observation, and field notes. The result shows that this strategy with the appropriate instructional procedures can increase the EFL students’ abilities in writing argumentative essay. It is indicated by the increases of the students’ writing achievement and involvement in writing class during peer response activities via Facebook. Hence, it gives insights to employ this way as an alternative teaching technique in writing classroom because of its effectiveness.
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Nieser, K.; Carlson, C.; Bering, E. A.; Slagle, E.
2012-12-01
Part of preparing the next generation of STEM researchers requires arming these students with the requisite literacy and research skills they will need. In a unique collaboration, the departments of Physics (ECE) and Psychology at the University of Houston have teamed up with NASA in a grant to develop a supplemental curriculum for elementary (G3-5) and middle school (G6-8) science teachers called Mars Rover. During this six week project, students work in teams to research the solar system, the planet Mars, design a research mission to Mars, and create a model Mars Rover to carry out this mission. Targeted Language Arts skills are embedded in each lesson so that students acquire the requisite academic vocabulary and research skills to enable them to successfully design their Mars Rover. Students learn academic and scientific vocabulary using scientifically based reading research. They receive direct instruction in research techniques, note-taking, summarizing, writing and other important language skills. The interdisciplinary collaboration empowers students as readers, writers and scientists. After the curriculum is completed, a culminating Mars Rover event is held at a local university, bringing students teams in contact with real-life scientists who critique their work, ask questions, and generate excite about STEM careers. Students have the opportunity to showcase their Mars Rover and to orally demonstrate their knowledge of Mars. Students discover the excitement of scientific research, STEM careers, important research and writing tools in a practical, real-life setting.
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Reading, Writing & Rings: Science Literacy for K-4 Students
McConnell, S.; Spilker, L.; Zimmerman-Brachman, R.
2007-12-01
Scientific discovery is the impetus for the K-4 Education program, "Reading, Writing & Rings." This program is unique because its focus is to engage elementary students in reading and writing to strengthen these basic academic skills through scientific content. As science has been increasingly overtaken by the language arts in elementary classrooms, the Cassini Education Program has taken advantage of a new cross-disciplinary approach to use language arts as a vehicle for increasing scientific content in the classroom. By utilizing the planet Saturn and the Cassini-Huygens mission as a model in both primary reading and writing students in these grade levels, young students can explore science material while at the same time learning these basic academic skills. Content includes reading, thinking, and hands-on activities. Developed in partnership with the Cassini-Huygens Education and Public Outreach Program, the Bay Area Writing Project/California Writing Project, Foundations in Reading Through Science & Technology (FIRST), and the Caltech Pre-College Science Initiative (CAPSI), and classroom educators, "Reading, Writing & Rings" blends the excitement of space exploration with reading and writing. All materials are teacher developed, aligned with national science and language education standards, and are available from the Cassini-Huygens website: http://saturn.jpl.nasa.gov/education/edu-k4.cfm Materials are divided into two grade level units. One unit is designed for students in grades 1 and 2 while the other unit focuses on students in grades 3 and 4. Each includes a series of lessons that take students on a path of exploration of Saturn using reading and writing prompts.
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The writing process: A powerful approach for the language-disabled student.
Moulton, J R; Bader, M S
1985-01-01
Our understanding of the writing process can be a powerful tool for teaching language-disabled students the "how" of writing. Direct, explicit instruction in writing process helps these students learn to explore their ideas and to manage the multiple demands of writing. A case study of one student, Jeff, demonstrates how we structure the stages of writing: prewriting, planning, drafting, revising, and proofreading. When these stages are clearly defined and involve specific skills, language-disabled students can reach beyond their limitations and strengthen their expression. The case study of Jeff reveals the development of his sense of control and his regard for himself as a writer.
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Teaching Writing to Middle School Students in Portugal and in Brazil: An Exploratory Study
Veiga Simão, Ana Margarida; Malpique, Anabela Abreu; Frison, Lourdes Maria Bragagnolo; Marques, André
2016-01-01
Learning how to write is a challenging process, typically developed in schools. Teachers' practices in teaching writing, however, have been under researched. The aim of this study was to survey a sample of teachers from Portugal (n = 96) and Brazil (n = 99) about their practices for and perceptions about writing instruction. Teachers reported on…
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Social work in health care: do practitioners' writings suggest an applied social science?
Rehr, H; Rosenberg, G; Showers, N; Blumenfield, S
1998-01-01
There are two sources of literature in social work-one from academics and the other from practitioners. Each group is driven by different motivations to write. Academics seek a 'scientific rationality' for the field, while practitioners assume practical and intuitive reasoning, experience aligned with theory, and the 'art of practice' to guide them. It has been said that practitioners do not write and that 'faculty' are the trustees of the knowledge base of the profession, and are responsible for its promulgation via publication. Practitioners, however, do write about their practice and their programs, and analyze both, but publish much of their work in non-social work media. Their work tends not to be referenced by academic writers. One department's social workers' publications are described. We learn, from their practice writings, what concerns clinicians. Theirs is case-based learning, theoretically supported, in which the organization of services calls for their participation in multi-professional decision-making. There is the growing realization among social workers that practice wisdom and scientific technologies need to be reassessed together to find ways to enhance social work services. Clinicians' knowledge can lead to continuing refinement of practice and enhanced institutional services. If practitioners' writings can be assessed, they may lead to a written practice knowledge base, subject to timely change. Academic and practitioner separateness hampers progress in the field. They need each other, and a shared professional literature. There is beginning indication they are getting together.
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Lynch, Joanne
Cognitive Academic Language Learning Approach (Project CALLA) was a federally funded program serving 960 limited-English-proficient students in 10 Manhattan (New York) elementary schools in 1992-93 its third year of operation. The project provided instruction in English as a Second Language (ESL), mathematics, science, and social studies in…
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Expand your English a guide to improving your academic vocabulary
Hart, Steve
2018-01-01
Writing academic prose in English is especially difficult for non-native speakers, largely because the standard vocabulary used in this genre can be quite different from colloquial English. Expand Your English: A Guide to Improving Your Academic Vocabulary is a unique and invaluable guide that will enable the reader to overcome this hurdle. It will become the favourite go-to reference book for both beginners and for intermediate learners struggling with the complexities of English-language academic writing. Steve Hart covers 1,000 vocabulary items that are essential for good academic writing. The first section describes 200 key terms in detail, grouping them into logical sets of 10. Through careful repetition, the reader will find it easy to retain, retrieve, and reuse these essential phrases. The second section explains a further 800 terms, grouping them according to function, meaning, and the areas of an essay where they are likely to be used. The expansive scope of Expand Your English gives non-native spea...
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Writing business research article abstracts: A genre approach
Directory of Open Access Journals (Sweden)
Carmen Piqué-Noguera
2012-10-01
Full Text Available A great deal has been published about oral and written genres in business (e.g., letters, research articles, oral presentations, etc., and less attention has been paid to business research article abstracts as a written genre, as many experts would argue. This research intends to raise rhetorical awareness about the role of abstracts in today’s academic world. To this effect, the abstracts of two official publications of the Association of Business Communication, Journal of Business Communication and Business Communication Quarterly, have been analyzed and compared in terms of structure and content according to models published in the specialized literature. The results show an irregular and inconsistent presentation of abstracts, a good number of them following no set pattern and thus lacking in important information for researchers. These findings suggest, first of all, that abstracts have a specific mission to fulfil and should not be disregarded; and, secondly, that journal guidelines for authors should be more explicit in their instructions on how to write and structure abstracts.
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The Right Time to Start Writing
Casa, Tutita M.
2015-01-01
Communication has long been emphasized in standards-based instruction (NCTM 1991; 2000), yet little distinction has been made between oral and written forms. Nonetheless, both the mathematics and the English language arts Common Core State Standards (CCSS) documents continue to hint at the importance of writing mathematically (CCSSI 2010). The…
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Of Tilting Earths, Ruler Swans, and Fighting Mosquitoes: First Graders Writing Nonfiction
Wilson, Melissa I.
2012-01-01
Using discourse analysis methodology, this dissertation describes the literacy practices of first grade students as they engaged in researching, writing and illustrating nonfiction. The research focused on two instructional units on writing nonfiction that included a poster unit and a research report unit. The data consisted of 27 days of video…