Critical Thinking through Writing: Expressing Scientific Thought and Process in a Deaf Classroom

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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.

Self-Regulation through Portfolio Assessment in Writing Classrooms

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Mak, Pauline; Wong, Kevin M.

2018-01-01

Portfolio assessment (PA) is promulgated as a useful tool to promote learning through assessment. While the benefits of PA are well documented, there is a lack of empirical research on how students' self-regulation can be effectively fostered in writing classrooms, and how the use of PA can develop students' self-regulated capacities. This…

ICT in the Writing Classroom: The Pros and the Cons

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Tareq Boudjadar

2015-01-01

Full Text Available Being one of the four language skills, writing poses its own challenges for EFL learners. Over time, educators have suggested different methods to cure some of these challenges faced by students. In the 21st century, we suppose that technology should be part of the solutions to be introduced. The potential of technology in teaching writing is able to yield positive results compared to pen-and-paper writing. From drafting to publishing, technology eases the matter a lot. However, technology seems to have some shortcomings that may hinder both teachers and learners from achieving favourable results. This paper is about weighing some advantages and disadvantages of introducing ICT in the writing classroom.

Children’s Democratic Experiences in a Collective Writing Process – Analysing Classroom Interaction in Terms of Deliberation

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Eva Hultin

2017-03-01

Full Text Available The aim of this study is twofold: firstly, it aims to explore the interactional conditions in terms of democratic qualities constituted in collective writing in a primary school classroom; and secondly, it aims to examine whether a set of deliberative criteria is fruitful as an analytical tool when studying classroom interaction. Theoretically, I turn to New Literacy Studies for understanding the writing classroom as a literacy practice and the actual (collective writing as literacy events. The study has an ethnographic approach in which classroom observations were conducted during a collective writing process involving six nine-year-old children and their teacher. The observations included, two lessons, divided into 3 hours, which were observed, videotaped, and transcribed. The teacher had planned for a strict interactional or didactical order during the collective writing in which the children were to respond individually. However, the children responded in a different manner by starting a vivid dialogue in which they negotiated both the form and the content of the story. The analysis shows some deliberative qualities in this classroom interaction, while some other qualities were not evident. Furthermore, the analysis showed that the set of deliberative criteria was useful in visualizing both existing deliberative qualities in the interaction and the potential for developing such qualities.

THE USE OF RESEARCH PAPER WRITING INSTRUCTIONAL MATERIALSTO IMPROVE STUDENTS‟ACADEMIC WRITING: A CLASSROOM ACTION RESEARCH

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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.

Second language writing anxiety, computer anxiety, and performance in a classroom versus a web-based environment

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Effie Dracopoulos

2011-04-01

Full Text Available This study examined the impact of writing anxiety and computer anxiety on language learning for 45 ESL adult learners enrolled in an English grammar and writing course. Two sections of the course were offered in a traditional classroom setting whereas two others were given in a hybrid form that involved distance learning. Contrary to previous research, writing anxiety showed no correlation with learning performance, whereas computer anxiety only yielded a positive correlation with performance in the case of classroom learners. There were no significant differences across learning environments on any measures. These observations are discussed in light of the role computer technologies now play in our society as well as the merging of socio-demographic profiles between classroom and distance learners. Our data suggest that comparisons of profiles between classroom and distance learners may not be an issue worth investigating anymore in language studies, at least in developed countries.

Google Docs as a Tool for Collaborative Writing in the Middle School Classroom

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Yanan Fan

2017-10-01

Full Text Available Aim/Purpose: In this study, the authors examine how an online word processing tool can be used to encourage participation among students of different language back-grounds, including English Language Learners. To be exact, the paper discusses whether student participation in anonymous collaborative writing via Google Docs can lead to more successful products in a linguistically diverse eighth-grade English Language Arts classroom. Background: English Language Learners (ELLs make up a considerable portion of elementary and secondary public school students, as language and ethnic diversity has become the norm in the United States. The research literature finds that ELLs are statistically behind their monolingual peers on such key language and academic development indicators as writing. Educators and researchers then turn to collaborative writing with the assistance of online technology. Although it is shown in literature to be a worthwhile endeavor for students of all ages and ability levels, no studies have investigated the differences it makes, namely, in comparison to traditional face-to-face collaboration in the classroom, and to anonymous online collaboration in the virtual space. Methodology: Through face-to-face, online, and anonymous writing activities, a rubric, and a survey, this quantitative study asks if anonymous collaborative writing, com-pared to other modalities, equalizes participation among students of varying language fluencies, and if anonymous collaborative writing, compared to other modalities, affect student comfort levels. Contribution: This builds on research of online collaborative writing tools and suggests that using such tools (Google Docs in particular is beneficial, especially for students who are building their language abilities. The study further reveals varied degree of success and student comfort level in participating writing tasks in three modalities. Findings: We ascertain that students of varying language

What Do Students Learn from a Classroom Experiment: Not Much, Unless They Write a Report on It

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Cartwright, Edward; Stepanova, Anna

2012-01-01

The authors ask whether writing a report on a classroom experiment increases a student's performance in an end-of-course test. To answer this question, the authors analyzed data from a first-year undergraduate course based on classroom experiments and found that writing a report has a large positive benefit. They conclude, therefore, that it is…

Peer-editing Practice in the Writing Classroom: Benefits and Drawbacks

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Ann Rosnida Md. Deni

2011-01-01

Full Text Available Small scale studies have shown that peer-editing is beneficial to students as it increases their awareness of the complex process of writing, it improves their knowledge of and skills in writing and helps them become more autonomous in learning. Teachers too may benefit from peer-editing as this practice discloses invaluable information on students’ writing weaknesses and strengths: and teachers’ teaching effectiveness. This is a small scale study conducted on fifteen first-year degree students majoring in Tourism to view the usefulness of peer-editing practice in enhancing their writing skills. Retrospective notes were taken to record students’ receptiveness and reaction towards peer editing practice: students writing samples and peer- editing questionnaires were analyzed to view students’ revisions and comments; and an open— ended questionnaire was distributed to identify students perceptions of peer—editing practice in the writing classroom. Analysis of data gathered revealed that peer-editing practice benefitted both the teacher and most of her students as it exposed important information that could improve her teaching of writing and her students’ writing practices. Data analysis also. however, discloses that peer-editing practice may have adverse effects on students’ motivation and improvement in writing if they are not deployed properly.

Supporting the Argumentative Writing of Students in Linguistically Diverse Classrooms: An Action Research Study

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Campbell, Yvonne C.; Filimon, Claudia

2018-01-01

The number of English language learners (ELLs) mainstreamed into regular classrooms continues to increase. Curricular writing standards required by the Common Core State Standards require students to write essays analytically in response to text(s). Many English Language Arts (ELA) teachers may worry about effectively delivering essay writing…

Building Concepts through Writing-to-Learn in College Physics Classrooms

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Bullock, Shawn

2006-01-01

This paper draws on an action research inquiry into my teaching practice featuring careful analysis of the experiences of some of the students in my college-level introductory college physics course. Specifically, the research describes and interprets the role of Writing-to-Learn pedagogies in a physics classroom with a view to exploring how such…

Classrooms as ‘safe houses’? The ethical and emotional implications of digital storytelling in a university writing classroom

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Kristian D Stewart

2017-06-01

Full Text Available This paper reports the findings of a digital storytelling praxis within a higher education classroom located outside of Metro Detroit in the United States. Drawing on Zembylas’s (2006, 2008 scholarship on emotion in the production of knowledge and the teacher’s role, adjacent to literature surrounding personal writing and safe houses for learning, an investigation of student perceptions of digital storytelling within a writing classroom took place during the 2016 and 2017 academic years. Data highlights the students’ interest for the emotionally-driven course content digital storytelling encourages, as it taught students how to insert genre conventions into their own writing. Digital storytelling, according to the students, also supplied a means for students to develop relationships with their peers as many students felt isolated on this largely commuter campus. Students additionally viewed the curriculum as promoting ‘real world’ skills they could transfer outside of the classroom and into their lives. However, to craft digital stories, data revealed how students turned toward sharing personal (and or traumatic narratives. This can be problematic in terms of emotional safety if students are made to feel they must leverage emotions for grades and are then forced to broadcast their digital stories in a public forum. To lessen these concerns, strategies for implementing digital storytelling into the curriculum are provided. Lastly, the author concludes that educating students within a Trump presidency requires a different pedagogical approach. Assignments such as digital storytelling that merge the scholarly and the personal, alongside nurturing empathy, open dialogue, and building relationships might offer a direction forward.

Refining the Construct of Classroom-Based Writing-from-Readings Assessment: The Role of Task Representation

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Wolfersberger, Mark

2013-01-01

This article argues that task representation should be considered as part of the construct of classroom-based academic writing. Task representation is a process that writers move through when creating a unique mental model of the requirements for each new writing task they encounter. Writers' task representations evolve throughout the composing…

Children Writing Ethnography: Children's Perspectives and Nomadic Thinking in Researching School Classrooms

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Hohti, Riikka

2016-01-01

This article makes a connection between narrative ethnography, childhood studies and new materialist theories in studying children's perspective on school. It presents "children writing ethnography" as an approach based on complexity and involving participatory research. The question of "what is happening in the classroom" is…

Reflective Blogfolios in the Language Classroom: Impact on EFL Tertiary Students’ Argumentative Writing Skills and Ways of Knowing

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Ammar Abdullah Mahmoud Ismial

2016-10-01

Full Text Available The emerging paradigm shift in educational contexts from walled classroom environments to virtual, hybrid, blended, and lately personal learning environments has brought about vast changes in the foreign language classroom practices.  Numerous calls  for experimenting with new instructional treatments to enhance students' language performance in these new learning environments have been voiced by researchers and language educators in different settings. The current study aimed at investigating the impact of using reflective blogfolios in teaching argumentation to EFL tertiary students on their argumentative essay writing skills and ways of knowing. As well, the study investigated the relationship between student's ways of knowing and their argumentative writing capabilities. The participants of the study were fifty one EFL tertiary students in the Emirati context. Two assessment instruments were used, including a ways-of-knowing scale and a rubric for tapping EFL students' argumentative writing skills. Results of the study indicated that using reflective blogfolios in the foreign language classroom brought about significant changes in EFL tertiary students' argumentative writing skills and their ways of knowing. Results of the study also indicated that connected ways of knowing were better predictors of EFL tertiary students' argumentative writing performance than separate ways of knowing. Details of the instructional intervention, the assessment instruments, results of the study, implications for foreign language instruction in virtual learning environments, and suggestions for further research are discussed. Keywords: Reflective blogfolios, argumentative writing skills, ways of knowing

Utilising Social Networking Sites to Improve Writing: A Case Study with Chinese Students in Malaysia

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Vikneswaran, Thulasi; Krish, Pramela

2016-01-01

With the advancement of technology, writing in English is no longer confined to the classroom as nowadays students are exposed to various forms of writing on the Internet. Specifically with Generation Y in mind, online writing is a new method that needs to be implemented to enhance Malaysian students' writing skills. This article aims at…

Etched Impressions: Student Writing as Engaged Pedagogy in the Graduate Sport Management Classroom

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Veri, Maria J.; Barton, Kenny; Burgee, David; Davis, James A., Jr.; Eaton, Pamela; Frazier, Cathy; Gray, Stevie; Halsey, Christine; Thurman, Richard

2006-01-01

This article illustrates the pedagogical value of employing student narrative writing assignments in the graduate sport management classroom and advocates for cultural studies and critical pedagogy approaches to teaching sport management. The article considers students' autobiographical narratives within a theoretical framework of cultural…

Second Language Writing Anxiety, Computer Anxiety, and Performance in a Classroom versus a Web-Based Environment

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Dracopoulos, Effie; Pichette, François

2011-01-01

This study examined the impact of writing anxiety and computer anxiety on language learning for 45 ESL adult learners enrolled in an English grammar and writing course. Two sections of the course were offered in a traditional classroom setting whereas two others were given in a hybrid form that involved distance learning. Contrary to previous…

The Cortical Network for Braille Writing in the Blind.

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Likova, Lora T; Tyler, Christopher W; Cacciamani, Laura; Mineff, Kristyo; Nicholas, Spero

2016-01-01

Fundamental forms of high-order cognition, such as reading and writing, are usually studied in the context of one modality - vision. People without sight, however, use the kinesthetic-based Braille writing, and haptic-based Braille reading. We asked whether the cognitive and motor control mechanisms underlying writing and reading are modality-specific or supramodal. While a number of previous functional Magnetic Resonance Imaging (fMRI) studies have investigated the brain network for Braille reading in the blind, such studies on Braille writing are lacking. Consequently, no comparative network analysis of Braille writing vs. reading exists. Here, we report the first study of Braille writing, and a comparison of the brain organization for Braille writing vs Braille reading. FMRI was conducted in a Siemens 3T Trio scanner. Our custom MRI-compatible drawing/writing lectern was further modified to provide for Braille reading and writing. Each of five paragraphs of novel Braille text describing objects, faces and navigation sequences was read, then reproduced twice by Braille writing from memory, then read a second time. During Braille reading, the haptic-sensing of the Braille letters strongly activated not only the early visual area V1 and V2, but some highly specialized areas, such as the classical visual grapheme area and the Exner motor grapheme area. Braille-writing-from-memory, engaged a significantly more extensive network in dorsal motor, somatosensory/kinesthetic, dorsal parietal and prefrontal cortex. However, in contrast to the largely extended V1 activation in drawing-from-memory in the blind after training (Likova, 2012), Braille writing from memory generated focal activation restricted to the most foveal part of V1, presumably reflecting topographically the focal demands of such a "pin-pricking" task.

Peer-Review Writing Workshops in College Courses: Students’ Perspectives about Online and Classroom Based Workshops

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Erin B. Jensen

2016-11-01

Full Text Available Peer-review workshops are commonly used in writing courses as a way for students to give their peers feedback as well as help their own writing. Most of the research on peer-review workshops focuses on workshops held in traditional in-person courses, with less research on peer-review workshops held online. Students in a freshman writing course experienced both a classroom based writing workshop and an online workshop and then took a survey about their experiences. The majority of the students preferred the online writing workshop because of the convenience of the workshop and being able to post anonymous reviews. Students whom preferred the traditional in-person writing workshop liked being able to talk with their peers about their papers. This research article focuses on the students’ responses and experiences with traditional and online peer-reviews.

Connecting Reading and Writing Using Children's Literature in the University L2 Classroom

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Leal, Priscila

2015-01-01

This article investigates the potential benefits of using children's literature in adult second language (L2) classrooms. A short-term, intensive university course for English reading and writing was designed incorporating children's literature into the curriculum. The author describes the course and discusses how children's literature can be used…

On the Value of Computer-aided Instruction: Thoughts after Teaching Sales Writing in a Computer Classroom.

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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)

Critical Literacy Finds a "Place": Writing and Social Action in a Low-Income Australian Grade 2/3 Classroom.

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Comber, Barbara; Thomson, Pat; Wells, Marg

2001-01-01

Draws on a study of socioeconomically disadvantaged children's acquisition of school literacies to investigate how children's writing and drawing might be key elements in developing critical literacies in elementary school settings. Focuses on how such classroom writing can be a mediator of emotions, intellectual and academic learning, social…

Using Portfolio to Assess Rural Young Learners' Writing Skills in English Language Classroom

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Aziz, Muhammad Noor Abdul; Yusoff, Nurahimah Mohd.

2015-01-01

This study aimed at discussing the benefits of portfolio assessment in assessing students' writing skills. The study explores the use of authentic assessment in the classroom. Eleven primary school children from Year 4 in a rural school in Sabah participated in this study. Data were collected by observing them during the English Language lessons…

Preparing Educators for Online Writing Instruction: Principles and Processes

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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…

ENHANCING WRITING SKILL THROUGH WRITING PROCESS APPROACH

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M. Zaini Miftah

2015-01-01

The study is aimed at developing the implementation of Writing Process Approach (WPA) to enhance the students’ skill in writing essay. The study employed Classroom Action Research. The subjects of the study were 15 university students enrolled in the writing class. The data were gained from writing task, observation and field notes. The findings show that the implementation of WPA with the proper model procedures developed can enhance the students’ skill in writing essay. Before the strategy ...

Process Writing and the Internet: Blogs and Ning Networks in the Classroom

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Boas, Isabela Villas

2011-01-01

In contrast to the product approach to writing, which is based on studying and replicating textual models, the process approach involves multiple and repeated steps that compel the writer to closely consider the topic, language, purpose for writing, and social reality of an audience. In addition to discussing the benefits of the process approach…

Seeing Eye to Eye: Predicting Teacher-Student Agreement on Classroom Social Networks

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Neal, Jennifer Watling; Cappella, Elise; Wagner, Caroline; Atkins, Marc S.

2010-01-01

This study examines the association between classroom characteristics and teacher-student agreement in perceptions of students’ classroom peer networks. Social network, peer nomination, and observational data were collected from a sample of second through fourth grade teachers (N=33) and students (N=669) in 33 classrooms across five high poverty urban schools. Results demonstrate that variation in teacher-student agreement on the structure of students’ peer networks can be explained, in part, by developmental factors and classroom characteristics. Developmental increases in network density partially mediated the positive relationship between grade level and teacher-student agreement. Larger class sizes and higher levels of normative aggressive behavior resulted in lower levels of teacher-student agreement. Teachers’ levels of classroom organization had mixed influences, with behavior management negatively predicting agreement, and productivity positively predicting agreement. These results underscore the importance of the classroom context in shaping teacher and student perceptions of peer networks. PMID:21666768

Promoting Students' Paragraph Writing Using EDMODO: An Action Research

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Al-Naibi, Is'haq; Al-Jabri, Maryem; Al-Kalbani, Iman

2018-01-01

This paper reports the findings of an action research that was carried out to measure the effectiveness of integrating a social networking website "Edmodo" in students' writing performance in an EFL classroom at Arab Open University (Oman Branch). The participants were 25 students studying English in the Foundation Programme. Along with…

Finding Basic Writing's Place.

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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.…

Peer Influence on Academic Performance: A Social Network Analysis of Social-Emotional Intervention Effects.

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DeLay, Dawn; Zhang, Linlin; Hanish, Laura D; Miller, Cindy F; Fabes, Richard A; Martin, Carol Lynn; Kochel, Karen P; Updegraff, Kimberly A

2016-11-01

Longitudinal social network analysis (SNA) was used to examine how a social-emotional learning (SEL) intervention may be associated with peer socialization on academic performance. Fifth graders (N = 631; 48 % girls; 9 to 12 years) were recruited from six elementary schools. Intervention classrooms (14) received a relationship building intervention (RBI) and control classrooms (8) received elementary school as usual. At pre- and post-test, students nominated their friends, and teachers completed assessments of students' writing and math performance. The results of longitudinal SNA suggested that the RBI was associated with friend selection and peer influence within the classroom peer network. Friendship choices were significantly more diverse (i.e., less evidence of social segregation as a function of ethnicity and academic ability) in intervention compared to control classrooms, and peer influence on improved writing and math performance was observed in RBI but not control classrooms. The current findings provide initial evidence that SEL interventions may change social processes in a classroom peer network and may break down barriers of social segregation and improve academic performance.

Google Docs as a Tool for Collaborative Writing in the Middle School Classroom

OpenAIRE

Yanan Fan; Megan P Woodrich

2017-01-01

Aim/Purpose: In this study, the authors examine how an online word processing tool can be used to encourage participation among students of different language back-grounds, including English Language Learners. To be exact, the paper discusses whether student participation in anonymous collaborative writing via Google Docs can lead to more successful products in a linguistically diverse eighth-grade English Language Arts classroom. Background: English Language Learners (ELLs) make up a con...

Computing Tutte polynomials of contact networks in classrooms

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Hincapié, Doracelly; Ospina, Juan

2013-05-01

Objective: The topological complexity of contact networks in classrooms and the potential transmission of an infectious disease were analyzed by sex and age. Methods: The Tutte polynomials, some topological properties and the number of spanning trees were used to algebraically compute the topological complexity. Computations were made with the Maple package GraphTheory. Published data of mutually reported social contacts within a classroom taken from primary school, consisting of children in the age ranges of 4-5, 7-8 and 10-11, were used. Results: The algebraic complexity of the Tutte polynomial and the probability of disease transmission increases with age. The contact networks are not bipartite graphs, gender segregation was observed especially in younger children. Conclusion: Tutte polynomials are tools to understand the topology of the contact networks and to derive numerical indexes of such topologies. It is possible to establish relationships between the Tutte polynomial of a given contact network and the potential transmission of an infectious disease within such network

Keeping the Teacher at Arm's Length: Student Resistance in Writing Conferences in Two High School Classrooms

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Consalvo, Annamary; Maloch, Beth

2015-01-01

The purpose of this paper is to explore a subset of findings taken from yearlong qualitative study of writing conferences in two diversely populated, urban high school classrooms. Drawing on multiple data sources, we used case study and discourse analytic methods to follow two focal students across the year in order to examine instructional and…

ERRORS AND CORRECTIVE FEEDBACK IN WRITING: IMPLICATIONS TO OUR CLASSROOM PRACTICES

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Maria Corazon Saturnina A Castro

2017-10-01

Full Text Available Error correction is one of the most contentious and misunderstood issues in both foreign and second language teaching. Despite varying positions on the effectiveness of error correction or the lack of it, corrective feedback remains an institution in the writing classes. Given this context, this action research endeavors to survey prevalent attitudes of teachers and students toward corrective feedback and examine their implications to classroom practices.  This paper poses the major problem:  How do teachers’ perspectives on corrective feedback match the students’ views and expectations about error treatment in their writing? Professors of the University of the Philippines who teach composition classes and over a hundred students enrolled in their classes were surveyed.  Results showed that there are differing perceptions of teachers and students regarding corrective feedback. These oppositions must be addressed as they have implications to current pedagogical practices which include constructing and establishing appropriate lesson goals, using alternative corrective strategies, teaching grammar points in class even in the tertiary level, and further understanding the learning process.

English Writing via a Social Networking Platform

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Yu, Wei-Chieh Wayne

2018-01-01

This study examined students' perceptions of completing an English writing class via a social networking platform. Participants were 162 aboriginal students between 18 and 23 years of age at a nursing college in southern Taiwan. Different ethnicities were defined and represented by different memberships of indigenous groups or tribes, also known…

Classroom Teacher Candidates' Metaphoric Perceptions Regarding the Concepts of Reading and Writing: A Comparative Analysis

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Ozenc, Emine Gül; Ozenc, Mehmet

2018-01-01

The purpose of this study is to determine and compare candidate classroom teachers' metaphoric perceptions about reading and writing. The study was conducted with teacher candidates who were studying at Ömer Halisdemir University's Department of Elementary Education in Nigde/Turkey during 2016-2017 academic year. A total of 266 1st, 2nd, 3rd and…

A Flipped Writing Classroom: Effects on EFL Learners’ Argumentative Essays

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Fatemeh Soltanpour

2018-02-01

Full Text Available According to the literature, flipped teaching is a relatively new pedagogical approach in which the typical activities of classroom lectures followed by homework in common teaching practice are reversed in order, and most often integrated or supplemented with some types of instructional materials, such as instructional videos or PowerPoint files. This experimental study, using a pre-test-treatment-posttest-delayed posttest design, was aimed at investigating the effect of flipped instruction on Iranian EFL learners’ quality of argumentative essays. The participants were 55 students, who were assigned to two groups: the flipped classroom (FC and the traditional classroom (TC. Each group received 3 sessions of treatment. First, whether there was any significant difference between the FC and TC in the overall quality of the essays was investigated. The FC group significantly outperformed the TC one. Then, whether the difference between the groups varied over time was explored, and it was revealed that the FC was still significantly superior over the TC. Next, whether there would be any significant change in the FC in the long run was examined, and no significant change was seen. The promising results found in FC group can be attributed to not only the flipped instruction but also the process of actively engaging the learners in their learning in addition to incorporating different techniques, such as the video screencasting, collaborative writing, as well as in-class teacher-learner interaction and negotiation because it is argued that the crucial point in flipped instruction is how teachers best use in-class-time with students.

A Writing Bookshelf (Professional Resources).

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Moore, Sharon Arthur; Moore, David W.

1990-01-01

Recommends 14 recently published books on writing. Groups the books in 6 categories: assessment, classroom publishing, foundations, insights from writers, classroom descriptions, and general information. (MG)

An investigation of using the computer for reading and writing in the English classroom in secondary schools in the UK

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Bin Zou

2006-10-01

Full Text Available This paper presents an investigation of using the computer in English teaching at the secondary school in the UK, particularly in respect of reading and writing skills. Many studies suggest that the computer brings significant possibilities for promoting the teaching of reading and writing in the English classroom. The computer can enhance the development of reading and writing. This study adopted interviews as research technique and some student teachers in a university and some English teachers in a secondary school in the UK involved this investigation. The findings of this study show that the computer can enhance students’ reading and writing. However, teachers have to learn how to control the process of teaching of reading and writing with the use of the computer.

The Social Networks of Children With and Without Disabilities in Early Childhood Special Education Classrooms.

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Chen, Jing; Lin, Tzu-Jung; Justice, Laura; Sawyer, Brook

2017-09-01

Interaction with peers is an important contributor to young children's social and cognitive development. Yet, little is known about the nature of social networks within preschool inclusive classrooms. The current study applied a social network analysis to characterize children's peer interactions in inclusive classrooms and their relations with children's disability status. The participants were 485 preschoolers from 64 early childhood special education (ECSE) inclusive classrooms. Results from teachers' report of children's social networks showed that children with disabilities formed smaller play networks compared to their typically developing peers in the classroom, but no evidence indicated that children with disabilities engaged in more conflict networks than their counterparts. Children's play and conflict networks were segregated by children's disability status.

The Social Network Classroom

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Bunus, Peter

Online social networking is an important part in the everyday life of college students. Despite the increasing popularity of online social networking among students and faculty members, its educational benefits are largely untested. This paper presents our experience in using social networking applications and video content distribution websites as a complement of traditional classroom education. In particular, the solution has been based on effective adaptation, extension and integration of Facebook, Twitter, Blogger YouTube and iTunes services for delivering educational material to students on mobile platforms like iPods and 3 rd generation mobile phones. The goals of the proposed educational platform, described in this paper, are to make the learning experience more engaging, to encourage collaborative work and knowledge sharing among students, and to provide an interactive platform for the educators to reach students and deliver lecture material in a totally new way.

An ESL Audio-Script Writing Workshop

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Miller, Carla

2012-01-01

The roles of dialogue, collaborative writing, and authentic communication have been explored as effective strategies in second language writing classrooms. In this article, the stages of an innovative, multi-skill writing method, which embeds students' personal voices into the writing process, are explored. A 10-step ESL Audio Script Writing Model…

Writing the Ties that Bind: Service-Learning in the Writing Classroom.

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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…

English Writing Teaching Model Dependent on Computer Network Corpus Drive Model

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Shi Lei

2018-03-01

Full Text Available At present, the mainstream lexicalized English writing methods take only the corpus dependence between words into consideration, without introducing the corpus collocation and other issues. “Drive” is a relatively essential feature of words. And once the drive structure of a word is determined, it will be relatively clear what kinds of words to collocate with, hence the structure of the sentence can be derived relatively directly. In this paper, the English writing model that relies on the computer network corpus drive model is put forward. In this model, rich English corpus is introduced in the decomposition of the rules and the calculation of the probability, which includes not only the corpus dependence information, but also the drive structure and other corpus collocation information. Improved computer network corpus drive model is used to carry out the English writing teaching experiment. The experimental results show that the precision and the recall rate are 88.76% and 87.43%, respectively. The F value of the comprehensive index is improved by 6.65% compared with the Collins headword driven English modes of writing.

An interactional ethnographic study of the construction of literate practices of science and writing in a university science classroom

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Sena, Nuno Afonso De Freitas Lopes De

An interactional ethnographic study informed by a sociocultural perspective was conducted to examine how a professor and students discursively and interactionally shaped the basis for engaging in the work of a community of geologists. Specifically, the study examined the role the Question of the Day, an interactive writing activity in the lecture, in affording students opportunities for learning the literate practices of science and how to incorporate them in thinking critically. A writing-intensive, introductory oceanography course given in the Geological Sciences Department was chosen because the professor designed it to emphasize writing in the discipline and science literacy within a science inquiry framework. The study was conducted in two phases: a pilot in 2002 and the current study in the Spring Quarter of 2003. Grounded in the view that members in a classroom construct a culture, this study explored the daily construction of the literate practices of science and writing. This view of classrooms was informed by four bodies of research: interactional ethnography, sociolinguistics sociology of science and Writing In the Disciplines. Through participant observation, data were collected in the lecture and laboratory settings in the form of field notes, video, interviews, and artifacts to explore issues of science literacy in discourse, social action, and writing. Examination of participation in the Question of the Day interactive writing activity revealed that it played a key role in initiating and supporting a view of science and inquiry. As the activity permitted collaboration, it encouraged students to engage in the social process to critically explore a discourse of science and key practices with and through their writing. In daily interaction, participants were shown to take up social positions as scientist and engage in science inquiry to explore theory, examine data, and articulately reformulate knowledge in making oral and written scientific arguments

Partnering with Parents in the Writing Classroom

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Zurcher, Melinda A.

2016-01-01

Writing is a complex act that requires students' concentrated time and effort to master--time and effort that teachers strain to find in a crowded curriculum. Despite this struggle to prioritize writing, students in the 21st century need writing skills to participate in the workplace, academia, economy, and democracy. If writing skills really are…

Finding a Place To Stand: Negotiating the Spatial Configuration of the Networked Computer Classroom.

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Kent-Drury, Roxanne

1998-01-01

Theorizes the spatial dynamics of both traditional and Internet-networked classrooms to reveal that both exhibit indeterminate spatial characteristics, but that network connectivity renders this indeterminacy visible. Argues that networked classrooms need not be disorienting, if students recreate a center by designing a class Web site, creating…

THE FLIPPED WRITING CLASSROOM IN TURKISH EFL CONTEXT: A COMPARATIVE STUDY ON A NEW MODEL

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Emrah EKMEKCI

2017-04-01

Full Text Available Flipped learning, one of the most popular and conspicuous instructional models of recent time, can be considered as a pedagogical approach in which the typical lecture and homework elements of a course are reversed. Flipped learning transforms classrooms into interactive and dynamic places where the teacher guides the students and facilitates their learning. The current study explores the impact of flipped instruction on students’ foreign language writing skill which is often perceived as boring, complex and difficult by English as a Foreign Language (EFL learners. The study compares flipped and traditional face-to-face writing classes on the basis of writing performances. Employing a pre- and post-test true experimental design with a control group, the study is based on a mixed-method research. The experimental group consisting of 23 English Language Teaching (ELT students attending preparatory class were instructed for fifteen weeks through Flipped Writing Class Model while the control group comprising 20 ELT preparatory class students followed traditional face-to-face lecture-based writing class. Independent and paired samples t-tests were carried out for the analyses of the data gathered through the pre-and post-tests. The results indicated that there was a statistically significant difference between the experimental and control groups in terms of their writing performances based on the employed rubric. It was found that the students in the experimental group outperformed the students in the control group after the treatment process. The results of the study also revealed that the great majority of the students in the experimental group held positive attitudes towards Flipped Writing Class Model.

Narrative Writing in Digital Formats: Interpreting the Impact of Audience

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Lawrence Joshua Fahey

2015-12-01

Full Text Available Digital writing has enabled students to write for a variety of authentic audiences, both in and out of the classroom. As they consider audience, students shoulder a cognitive burden that they must juggle in addition to the task of composition. At the same time, writing provides students with opportunities to craft and express their identities. The ways that identity formation and cognitive load intersect may be particularly complex in digital, online writing environments, as students gain the ability to share and receive feedback from global and local audiences. In this counterbalanced experimental study, 86 seventh- and eighth-grade students responded to two narrative prompts. One prompt was written for the teacher and the other was written for the teacher and peers in an online forum. We examined student writing fluency, mechanical errors, academic word use, and setting. Students were found to be more likely to set narratives in private settings when writing for an audience that included peers. We discuss this finding from cognitive and sociocultural perspectives and how it might inform networked communication research.

ENHANCING WRITING SKILL THROUGH WRITING PROCESS APPROACH

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M. Zaini Miftah

2015-03-01

Full Text Available The study is aimed at developing the implementation of Writing Process Approach (WPA to enhance the students’ skill in writing essay. The study employed Classroom Action Research. The subjects of the study were 15 university students enrolled in the writing class. The data were gained from writing task, observation and field notes. The findings show that the implementation of WPA with the proper model procedures developed can enhance the students’ skill in writing essay. Before the strategy was implemented, the percentage of the students achieving the score greater than or equal to C (56-70 was 40.00% (6 students of the class. However, after the strategy was implemented in Cycle I, it enhanced enough to 60.00% (9 students of the class, but this result did not meet the criteria of success set up in the study. Next, in Cycle II it increased slightly to 86.67% (13 students of the class. Thus, the enhancement of the students’ skill in writing essay can be reached but it should follow the proper model procedures of the implementation of WPA developed. Keywords: writing process approach, writing skill, essay writing

Writing with a Personal Voice.

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Rico, Gabriele Lusser

1985-01-01

Clustering is a nonlinear brainstorming technique that can encourage children's natural writing ability by helping them draw on their need to make patterns out of their experience. Tips for introducing cluster writing into the classroom are offered. (MT)

Teaching Writing Strategies

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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.

Using Facebook-Based e-Portfolio in ESL Writing Classrooms: Impact and Challenges

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Barrot, Jessie S.

2016-01-01

In English as a second language (ESL) writing pedagogy, much attention has been given to electronic portfolio (e-portfolio) assessment via social networking sites. However, little is known about how Facebook can be used as an e-portfolio platform. Hence, this paper describes the impact of Facebook-based e-portfolio on ESL students' writing…

Humor in the teaching of writing: A microethnographic approach

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Christian F. Hempelmann

2016-12-01

Full Text Available This paper presents the content of a critical thinking and writing course, along with similar courses derived from it, designed around the topic of humor and culminating in a microethnographic investigation of humor in students’ lives. The aims of the paper are threefold: to offer a general rationale for using humor in the writing classroom; to illustrate different types of potentials and dangers of such an approach; and to suggest extensions of the findings to the second-language writing classroom. The paper offers texts, writing prompts, and activities for instructors teaching classes that focus on the writing process in a first or second language.

Writing toward a Scientific Identity: Shifting from Prescriptive to Reflective Writing in Undergraduate Biology

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Otfinowski, Rafael; Silva-Opps, Marina

2015-01-01

Analytical writing enhances retention of science learning and is integral to student-centered classrooms. Despite this, scientific writing in undergraduate programs is often presented as a series of sentence-level conventions of grammar, syntax, and citation formats, reinforcing students' perceptions of its highly prescriptive nature. The authors…

Classrooms as 'safe houses'? The ethical and emotional ...

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The ethical and emotional implications of digital storytelling in a university writing classroom. ... Lastly, the author concludes that educating students within a Trump presidency requires a different pedagogical approach. ... Keywords: digital storytelling, classrooms as safe houses, personal writing, higher education ...

P.S. Write Soon!

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Edwards, Pat

Intended for use by students, this illustrated Australian classroom unit was designed to encourage young people to develop a lifelong habit of letter writing. The booklet begins with a letter to children from the Australian "Post," and excerpts from two poems about letter writing. A section on how letters can link the world emphasizes…

Urban Revival and College Writing: Writing to Promote Communities

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Miriam Chirico

2013-05-01

Full Text Available Service-learning classes, because they emphasize the creation of product that has value outside the confines of the college classroom, offer students an experience in professional formation, a practice that may prove anathema to the ethos of “service.” The desire to counteract this individualistic attitude has led instructors to promulgate an activist agenda within their classrooms, teaching students to critique hierarchical power structures, redress social inequities, or challenge lines of societal exclusion. And yet, such practitioners repeatedly acknowledge the difficulty of this instructional aim and attest to the students’ inability to envision themselves as advocates for societal change. I hold that this objective of transforming students into activists based on the experience of service-learning classes may not be feasible due the economic dynamic of a college classroom, where students pay tuition for their education and engage in work that is assessed and evaluated. Consequently, rather than create service-learning projects around theoretical positions of dissent and critique, I have designed a service-learning class on the topic of urban revitalization that involves students in promotional and collaborative partnerships with non-profit organizations in town. In other words, by tapping into a pragmatic, national movement such as urban renewal, I have aimed to raise the students’ awareness of how they might become agents of change and how their particular skill set of writing could be of service to the community. Drawing upon my experiences with students in a Business and Professional Writing class, I discuss specific readings and writing assignments in this article, chiefly the writing products that were commissioned by different non-profit groups in town. The discussion examines some of the theoretical implications behind reinforcing college students’ awareness of civic commitment while developing their written and rhetorical

Chinese Writing of Deaf or Hard-of-Hearing Students and Normal-Hearing Peers from Complex Network Approach.

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Jin, Huiyuan; Liu, Haitao

2016-01-01

Deaf or hard-of-hearing individuals usually face a greater challenge to learn to write than their normal-hearing counterparts. Due to the limitations of traditional research methods focusing on microscopic linguistic features, a holistic characterization of the writing linguistic features of these language users is lacking. This study attempts to fill this gap by adopting the methodology of linguistic complex networks. Two syntactic dependency networks are built in order to compare the macroscopic linguistic features of deaf or hard-of-hearing students and those of their normal-hearing peers. One is transformed from a treebank of writing produced by Chinese deaf or hard-of-hearing students, and the other from a treebank of writing produced by their Chinese normal-hearing counterparts. Two major findings are obtained through comparison of the statistical features of the two networks. On the one hand, both linguistic networks display small-world and scale-free network structures, but the network of the normal-hearing students' exhibits a more power-law-like degree distribution. Relevant network measures show significant differences between the two linguistic networks. On the other hand, deaf or hard-of-hearing students tend to have a lower language proficiency level in both syntactic and lexical aspects. The rigid use of function words and a lower vocabulary richness of the deaf or hard-of-hearing students may partially account for the observed differences.

The Tablet Inscribed: Inclusive Writing Instruction with the iPad

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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…

Movie-Generated EFL Writing: Discovering the Act of Writing through Visual Literacy Practices

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Hekmati, Nargess; Ghahremani Ghajar, Sue-san; Navidinia, Hossein

2018-01-01

The present article explores the idea of using movies in EFL classrooms to develop students' writing skill. In this qualitative study, 15 EFL learners were engaged in different writing activities in a contextualized form of movies, meaning that the films acted as text-books, and activities were designed based on the contexts of the films. Taking…

Wireless Infrared Networking in the Duke Paperless Classroom.

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Stetten, George D.; Guthrie, Scott D.

1995-01-01

Discusses wireless (diffuse infrared) networking technology to link laptop computers in a computer programming and numerical methods course at Duke University (North Carolina). Describes products and technologies, and effects on classroom dynamics. Reports on effective instructional strategies for lecture, solving student problems, building shared…

Journal Writing: A Means of Professional Development in ESL Classroom at Undergraduate Level

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D. Samrajya Lakshmi

2009-10-01

Full Text Available The duty of the Teacher of English is not merely teaching English texts but he/she should help the students in enhancing various other skills like communicative, analytical, logical and soft skills. To compete with the growing demands on the English teachers, timely orientation towards professionalism is of dire importance. For over three decades now, it has been found that methodology, training and concept alone will not make a teacher competent enough to train the students at college level to meet the students’ requirements. In this fast changing global scenario, no other processes excepting reflective practice, which is highly exploratory is the best and could serve the ever growing needs of the English language learners and teachers by integrating both theory and practice. This paper focuses on the potential of journal writing as a reflective professional development tool, which is purely a personal low-tech way of incorporating reflective practice in day-to-day classroom teaching by individual teachers. My attempt through this paper is to advertise the use of journal writing not only to the experienced but also to the novice teacher to make his/her class effective.

ESL intermediate/advanced writing

CERN Document Server

Munoz Page, Mary Ellen; Jaskiewicz, Mary

2011-01-01

Master ESL (English as a Second Language) Writing with the study guide designed for non-native speakers of English. Skill-building lessons relevant to today's topics help ESL students write complete sentences, paragraphs, and even multi-paragraph essays. It's perfect for classroom use or self-guided writing preparation.DETAILS- Intermediate drills for improving skills with parallel structure, mood, correct shifting errors & dangling participles- Advanced essay drills focusing on narrative, descriptive, process, reaction, comparison and contrast- Superb preparation for students taking the TOEFL

The Effect of Mobile Social Networking as a Supplementary Strategy on EFL Learners’ Writing Ability

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Sedigheh Talakoub

2018-03-01

Full Text Available The popularity of mobile learning and social networking sites has encouraged second language instructors to integrate these technologies into learners’ curriculum. In this study, the learners were supposed to practice in an online jigsaw writing as an extra-curricular activity. They used their imagination and creativity to depict their thoughts using their previous knowledge. The current research had both a qualitative and quantitative phases. From the quantitative perspective, the effectiveness of mobile social networking on EFL learners’ writing ability was examined statistically. In doing so, 60 EFL learners were divided into the experimental and control groups. The learners of the experimental group were also assigned into three virtual groups in which they could help each other to write a piece of writing on pre-determined topics during twelve sessions. Running the t-test indicated that the students in the experimental group could significantly outperform their counterparts in the post-test. Therefore, it could be claimed that mobile social networking as a supplementary strategy had positive effects on EFL learners’ writing ability. In the qualitative phase of the study, a semi-structured interview was conducted in order to explore learners’ attitudes and beliefs about the experiment they had. The responses to the semi-structured interview also revealed that the learners had positive attitudes towards this online supplementary technology-supported writing. The pedagogical implications of the study were discussed and further suggestions were put forward.

Writing Nature

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Kristin Asdal

2014-06-01

Full Text Available This special issue of the Nordic Journal of Science and Technology Studies is interested in how nature, in different versions and forms, is invited into our studies, analyses, and stories. How is it that we “write nature”? How is it that we provide space for, and actually describe the actors, agents, or surroundings, in our stories and analyses? The articles in the issue each deal with different understandings of both the practices of writing and the introduction of various natures into these. In this introduction to the issue the editors engage with actor-network theory as a material semiotic resource for writing nature. We propose to foreground actor-network theory as a writing tool, at the expense of actor-network theory as a distinct vocabulary. In doing this and pointing out the semiotic origins to material-semiotics we also want to problematize a clear-cut material approach to writing nature.

Design of Seat Search System in the Classroom Based on Wireless Sensor Networks

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Jia Yu chen

2018-01-01

Full Text Available The purpose of this design is intended to statistics and publishes free seats information in classroom timely to students, and then save students’ time to looking for classroom. The system uses wireless sensor networks to monitor classroom vacancies. It consists of classroom monitoring system and information transmission system. The classroom monitoring system consists of a coordinator node for remote wireless communication and two collection nodes for local communications in the classroom, and that three nodes are star-connected. The tasks of the coordinator node are to collect information from the collection nodes and display and transmission. Set up two collection nodes for collecting information of the number who inter the classroom. The devices for counting include two units, signal acquisition unit is constituted with pyroelectric infrared sensor which contains RE200B probe and conditioning circuit, and the control unit is constituted with CC2530 for signal processing. LCD screen is used to real-time display in coordinator node for counting the number of coming in or out the classroom. Users who enter the teaching building check which classroom have seats available. The manner of local communication is using ZIGBEE. The entire system uses sensor technology and mobile network communication technology to achieve real-time acquisition and release of information. The ability to identify and stability of the experimental system currently implemented are strong.

Conversations with Leaders: Principles of Effective Writing Instruction

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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…

Young people’s writing in senior English classrooms: Opening the classroom door

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LOUISE ANNE PIVA

2018-01-01

The thesis is a practitioner inquiry that examines the teaching of writing to Year 12 students in the subject of English. It uses narrative inquiry to examine the teaching and learning of writing over the course of one academic year. It focuses on the dialogue between the teacher, her students and others as well as the contextual and socio-cultural factors that influence and mediate the teaching and learning of writing.

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.

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.

Access, engagement, networks, and norms: Dimensions of social capital at work in a first grade classroom

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Wexler-Robock, Stephanie

Social capital refers to access and use of resources available through one's networks to solve problems, and the norms that reflect inclusive or exclusive access to those networks and resources. Research has found positive relationships between social capital, academic achievement, and attainment. Studies, however, have generally examined social capital through factors that occur outside the classroom; students who have social capital, acquired through their family and community relationships, seem to be more successful academically. Limited research has explored what if any factors within the classroom might impact the production, and nature of social capital, or its workings in a classroom. The purpose of this study was to explore the workings and nature of classroom social capital, including its possible relationships to engagement and cognition among 5 student participants. Using methods of qualitative data collection, mixed methods were used to analyze information resources, participants' networking, student work, and classroom discourse. Eight interdependent networking factors and 3 overarching patterns of norms were discovered. The networking factors reflected the structure, content, processes, purposes, and acceptability of participants' networking. The norms, also working interdependently, appeared to promote or inhibit among other things, engagement in networking, help seeking, access, sharing, and intertextual use of diverse, often complex sources of information. Through interaction of the 8 factors and 3 overarching norms, ongoing outcomes of networking appeared to include the creation of bridging (inclusive) and bonding (exclusive) forms of social capital, and depth of scientific conceptual understanding, in this case, about birds. Bridging social capital appeared related to willingness to engage in strong and weak tie networking, help seeking, intertextuality, and possibly to mastery goal orientation for all participants, regardless of reading level

Kids Writing Comic Books: Lessons from the Professionals.

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Chilcoat, George W.; And Others

1991-01-01

Provides tips for comic book writing that have been gathered from actual comic book authors and can be used in minilessons for writing workshops in the classroom. Focuses on five specific components of comic book writing: plot development, layout, drawing, narration, and the cover page. (MG)

Classroom peer relationships and behavioral engagement in elementary school: the role of social network equity.

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Cappella, Elise; Kim, Ha Yeon; Neal, Jennifer W; Jackson, Daisy R

2013-12-01

Applying social capital and systems theories of social processes, we examine the role of the classroom peer context in the behavioral engagement of low-income students (N = 80) in urban elementary school classrooms (N = 22). Systematic child observations were conducted to assess behavioral engagement among second to fifth graders in the fall and spring of the same school year. Classroom observations, teacher and child questionnaires, and social network data were collected in the fall. Confirming prior research, results from multilevel models indicate that students with more behavioral difficulties or less academic motivation in the fall were less behaviorally engaged in the spring. Extending prior research, classrooms with more equitably distributed and interconnected social ties-social network equity-had more behaviorally engaged students in the spring, especially in classrooms with higher levels of observed organization (i.e., effective management of behavior, time, and attention). Moreover, social network equity attenuated the negative relation between student behavioral difficulties and behavioral engagement, suggesting that students with behavioral difficulties were less disengaged in classrooms with more equitably distributed and interconnected social ties. Findings illuminate the need to consider classroom peer contexts in future research and intervention focused on the behavioral engagement of students in urban elementary schools.

Using Television Technology to Teach Technical Writing.

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Wallisch, Bill

Technical writing teachers at the U.S. Air Force Academy enhance student motivation by bringing real Air Force writing situations into the classroom through short videotapes which allow students to see how scientists and engineers cope with report writing in their daily work. Also, a special English honors course, which is part of the "Blue…

Learning about Language in Classrooms.

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Florio-Ruane, Susan

1985-01-01

Research on communication in classrooms is reviewed to provide implications for the writing process. Studies address language, social identity, and teacher expectation. The importance of meaning as the focus of writing is stressed. (CL)

Project Administration Techniques for Successful Classroom Collaborative Writing.

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Kryder, LeeAnne Giannone

1991-01-01

Focuses on the collaborative writing done for a large report or proposal over a period of several weeks or months in a business writing course. Discusses short-term writing projects and nonwriting tasks for project administration, meeting management, student/instructor conference, project planning and time estimates, and oral presentations. (PRA)

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

The Teaching of EFL Writing in Indonesia

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Ariyanti Ariyanti

2016-12-01

Full Text Available Writing is one of the most important aspects in English language acquisition. Teaching writing has its own challenges since there are some steps and requirements that teachers should prepare to undertake in the classroom. This article is aimed to discuss teaching and learning writing in the classroom based on theoretical conceptualisation. In addition, curriculum of teaching writing will be another important factor to consider as well as research and practice in teaching writing. Based on comparison to many theoretical concepts from various researchers, it shows that most of Indonesian students still struggle to figure out their problems of grammatical area. The biggest challenge is derived from the difference in cultural backgrounds between the students’ mother tongue and English, so it is possible to know the production of their writing does not ‘sound’ well in appropriate culture of English. Several problems also occur when the teachers have big classes to teach and the result of teaching writing to the students may be defeated. In this case, time also being a big challenge for the teachers to have the students’ writing improve because to accomplish a good composition in English, it needs complex steps such as brainstorming, prewriting, drafting, and editing. However, new techniques in teaching writing are needed to develop the students’ writing outcomes.

More than words: applying the discipline of literary creative writing to the practice of reflective writing in health care education.

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Kerr, Lisa

2010-12-01

This paper examines definitions and uses of reflective and creative writing in health care education classrooms and professional development settings. A review of articles related to writing in health care reveals that when teaching narrative competence is the goal, creative writing may produce the best outcomes. Ultimately, the paper describes the importance of defining literary creative writing as a distinct form of writing and recommends scholars interested in using literary creative writing to teach narrative competence study pedagogy of the field.

Diary Time: The Life History of an Occasion for Writing. Research Series No. 106.

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Clark, Christopher M.; Florio, Susan

Opportunities for and limits upon diary writing in one second/third-grade classroom are examined with the purpose of stimulating critical thinking about two issues: (1) the diary's potential within the school writing curriculum, and (2) the classroom as an environment for the teaching and learning of writing. Field notes, teacher journal entries,…

Enhancing Writing Self-Efficacy Beliefs of Students with Learning Disabilities Improves Their Writing Processes and Products

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de Caso, Ana Maria; Garcia, Jesus Nicasio; Diez, Carmen; Robledo, Patricia; Alvarez, Maria Lourdes

2010-01-01

Introduction: The use of self efficacy has been suggested as an effective classroom intervention procedure. The present research examined the use of self-efficacy training on the writing of Spanish elementary student with learning disabilities. Objectives: We present a research study focused on the improvement of the writing product and the…

Writing Together: Gender's Effect on Collaboration.

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Rehling, Louise

1996-01-01

Analyzes the behaviors of over 60 student groups in professional writing classes. Finds gender-related effects on collaboration: tendencies to stereotype men as technical experts and to self-segregate into gendered working teams. Suggests new perspectives on the role of gender for collaborative groups in professional writing classrooms. (PA)

Chinese Writing of Deaf or Hard-of-hearing Students and Normal-hearing Peers from Complex Network Approach

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Huiyuan Jin

2016-11-01

Full Text Available Deaf or hard-of-hearing individuals usually face a greater challenge to learn to write than their normal-hearing counterparts, because sign language is the primary communicative skills for many deaf people. The current body of research only covers the detailed linguistic features of deaf or hard-of-hearing students. Due to the limitations of traditional research methods focusing on microscopic linguistic features, a holistic characterization of the writing linguistic features of these language users is lacking. This study attempts to fill this gap by adopting the methodology of linguistic complex networks. Two syntactic dependency networks in order to compare the macroscopic linguistic features of deaf or hard-of-hearing students and those of their normal-hearing peers. One is transformed from a treebank of writing produced by Chinese deaf or hard-of-hearing students, and the other from a treebank of writing produced by their Chinese normal-hearing counterparts. Two major findings are obtained through comparison of the statistical features of the two networks. On the one hand, both linguistic networks display small-world and scale-free network structures, but the network of the normal-hearing students’ exhibits a more power-law-like degree distribution. Relevant network measures show significant differences between the two linguistic networks. On the other hand, deaf or hard-of-hearing students tend to have a lower language proficiency level in both syntactic and lexical aspects. The rigid use of function words and a lower vocabulary richness of the deaf or hard-of-hearing students may partially account for the observed differences.

Blogging as a Means of Crafting Writing

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Lacina, Jan; Griffith, Robin

2013-01-01

The purpose of this article is to explore ways in which blogs can support literacy communities while developing a writing community. Examples of how a classroom teacher uses blogs to strengthen the writing process is described. (Contains 2 figures and 1 table.)

Prediction of Classroom Reverberation Time using Neural Network

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Liyana Zainudin, Fathin; Kadir Mahamad, Abd; Saon, Sharifah; Nizam Yahya, Musli

2018-04-01

In this paper, an alternative method for predicting the reverberation time (RT) using neural network (NN) for classroom was designed and explored. Classroom models were created using Google SketchUp software. The NN applied training dataset from the classroom models with RT values that were computed from ODEON 12.10 software. The NN was conducted separately for 500Hz, 1000Hz, and 2000Hz as absorption coefficient that is one of the prominent input variable is frequency dependent. Mean squared error (MSE) and regression (R) values were obtained to examine the NN efficiency. Overall, the NN shows a good result with MSE 0.9. The NN also managed to achieve a percentage of accuracy of 92.53% for 500Hz, 93.66% for 1000Hz, and 93.18% for 2000Hz and thus displays a good and efficient performance. Nevertheless, the optimum RT value is range between 0.75 – 0.9 seconds.

Healing Classrooms: Therapeutic Possibilities in Academic Writing

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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…

Exploring the Affordances of the Writing Portal (TWP) as an Online Supplementary Writing Platform (For the Special Issue of GLoCALL 2013 and 2014 Conference Papers)

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Lee, Kean Wah; Said, Noraini; Tan, Choon Keong

2016-01-01

The writing process has traditionally been seen "as a lonely journey" to typify the lack of support that students experience for writing outside the classroom. This paper examines an attempt of The Writing Portal (TWP), a supplementary online writing platform, to support students' writing needs throughout the five stages of the writing…

Exploring Literacy and Numeracy Teaching in Tanzanian Classrooms: Insights from Teachers' Classroom Practices

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Mmasa, Mussa; Anney, Vicent Naano

2016-01-01

The study investigated the literacy teaching practices in Tanzanian classrooms in the provision of Primary education. It comprehensively assessed why primary school leavers are graduating without skills of reading, writing and numeracy competencies. Three objectives guided this study, first, was to explore teachers classroom practices in the…

Beyond the Pencil: Expanding the Occupational Therapists’ Role in Helping Young Children to Develop Writing Skills

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Hope K . Gerde PhD

2014-01-01

Full Text Available Occupational therapists (OTs play an important role in early childhood classrooms as vital members of the educational team, particularly for young children’s writing development. Children’s emergent writing is a foundational literacy skill, which begins to develop well before they enter elementary school. However, early childhood classrooms are lacking in supports for early writing development. OTs are experts in guiding the development of early writing skills in young children and, therefore, should be considered as critical members of the early literacy curriculum team. This paper identifies the critical role emergent writing plays in early childhood literacy development and how to effectively assess young children’s writing ability. Practical guidance is provided to identify specific ways that OTs can merge their occupation-centered approach with their expertise in writing to serve as a key resource for classroom teachers and enhance the writing development of all children. Specific strategies are included for encouraging OTs to expand their approaches to writing beyond handwriting.

Peer scaffolding in an EFL writing classroom: An investigation of writing accuracy and scaffolding behaviors

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Parastou Gholami Pasand

2017-09-01

Full Text Available Considering the tenets of Sociocultural Theory with its emphasis on co-construction of knowledge, L2 writing can be regarded as a co-writing practice whereby assistance is provided to struggling writers. To date, most studies have dealt with peer scaffolding in the revision phase of writing, as such planning and drafting are remained untouched. The present study examines the impact of peer scaffolding on writing accuracy of a group of intermediate EFL learners, and explores scaffolding behaviors employed by them in planning and drafting phases of writing. To these ends, 40 freshmen majoring in English Language and Literature in the University of Guilan were randomly divided into a control group and an experimental group consisting of dyads in which a competent writer provided scaffolding to a less competent one using the process approach to writing. Results of independent samples t-tests revealed that learners in the experimental group produced more accurate essays. Microgenetic analysis of one dyad’s talks showed that scaffolding behaviors used in planning and drafting phases of writing were more or less the same as those identified in the revision phase. These findings can be used to inform peer intervention in L2 writing classes, and assist L2 learners in conducting successful peer scaffolding in the planning and drafting phases of writing.

Reading, Writing & Rings: Science Literacy for K-4 Students

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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.

From Tyrannosaurus to Pokemon: Autonomy in the Teaching of Writing.

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Graham, L.

2001-01-01

Discusses action research case studies of representative children and changes to classroom teaching. Notes that children were given the opportunity to: write about things that mattered to them; write as experts; hear their writing read aloud; and experience genuine response to this writing. Finds boys made most progress when given the opportunity…

Exploring Connections between Creative Thinking and Higher Attaining Writing

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Copping, Adrian

2018-01-01

This paper explores writing pedagogy in the primary classroom and connections between children thinking creatively and their achievement in writing. Initially 'continuing professional development' for teachers, I designed and facilitated a two-day writing workshop with a class of children around the theme of a Victorian murder mystery. This was…

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.

Beliefs and Practices of Writing Instruction in Japanese Elementary Schools

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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…

Writing Together: An Arendtian Framework for Collaboration

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Restaino, Jessica

2014-01-01

This essay considers the long-standing challenges, in both practice and theory, to collaborative writing in the first-year classroom. I argue that Hannah Arendt's concepts of plurality and natality are useful frameworks for thinking constructively and practically about teaching argumentative writing through collaboration. I explore these…

The Poetry Cafe Is Open! Teaching Literary Devices of Sound in Poetry Writing

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Kovalcik, Beth; Certo, Janine L.

2007-01-01

A six-week long intervention that introduced second graders to poetry writing is described in this article, ending in a classroom "poetry cafe" culminating event. This article details the established classroom "writing workshop" structure and environment and the perceptions and observations of how students responded to the instruction. Four poetry…

Motivating Young Writers through Write-Talks: Real Writers, Real Audiences, Real Purposes

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Wilson, Amy Alexandra

2008-01-01

Modeled after the popular teaching technique of book talks, write talks are brief motivational talks designed to engage students in writing. Teachers can invite adults from their communities into their classrooms to give write talks, thereby conveying to students that real people go through different writing processes to write real texts for real…

Exploring Culturally Sustaining Writing Pedagogy in Urban Classrooms

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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…

Microcomputer Activities Which Encourage the Reading-Writing Connection.

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Balajthy, Ernest

Many reading teachers, cognizant of the creative opportunities for skill development allowed by new reading-writing software, are choosing to use microcomputers in their classrooms full-time. Adventure story creation programs capitalize on reading-writing integration by allowing children, with appropriate assistance, to create their own…

The use of social network Facebook in the classroom

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Aline Moura Domingues

2016-03-01

Full Text Available The present study arises from a questioning made by a student of the 6th grade of the elementary school in class. As we know, the information and communication technologies (TIC are increasingly presents in our lives, including in the classroom. To sustain our arguments, in face of the presented situation, we will use Pretto e Assis (2008 to reference about the digital culture, Recuerdo (2014 that address on the social network Facebook e Pretto (2010 about the collaborative networks.  This work has the following structure, digital culture, social network Facebook, teacher's posture on the above subject, why his astonishment and how this tool can help in planning their teaching, beyond considerations.

Understanding Classrooms through Social Network Analysis: A Primer for Social Network Analysis in Education Research

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Grunspan, Daniel Z.; Wiggins, Benjamin L.; Goodreau, Steven M.

2014-01-01

Social interactions between students are a major and underexplored part of undergraduate education. Understanding how learning relationships form in undergraduate classrooms, as well as the impacts these relationships have on learning outcomes, can inform educators in unique ways and improve educational reform. Social network analysis (SNA)…

Peningkatan Keterlibatan Dalam Perkuliahan Scientific Writing Menggunakan Model Pengajaran Social Inquiry

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Suwartono Suwartono

2016-02-01

Full Text Available This research aimed to solve student low involvement in Scientific Writing classes.The method used in this research was Classroom Action Research (CAR. The planned action was Social Inquiry teaching model, i.e. an autonomous instruction in which students do inquiries for facts (new knowledge on scientific writings along with the linguistic aspects of writings and exercises in communicating the inquiry results within the classroom society are prioritized. The CAR employed Lewin's cyclic model. The model procedures are: (1 identification, evaluation and formulation of the problem; (2 fact finding; (3 review of literature; (4 information gathering to test hypothesis; (5 selection of the planned action procedures; (6 implementation; and (7 interpretation of the data and overall evaluation. The CAR's result has shown that teaching Scientific Writing using Social Inquiry can promote student involvement in scientific writing class activities.

Writing to Learn Statistics in an Advanced Placement Statistics Course

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Northrup, Christian Glenn

2012-01-01

This study investigated the use of writing in a statistics classroom to learn if writing provided a rich description of problem-solving processes of students as they solved problems. Through analysis of 329 written samples provided by students, it was determined that writing provided a rich description of problem-solving processes and enabled…

Student Perceptions of Writing Projects in a University Differential-Equations Course

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Latulippe, Christine; Latulippe, Joe

2014-01-01

This qualitative study surveyed 102 differential-equations students in order to investigate how students participating in writing projects in university-level mathematics courses perceive the benefits of writing in the mathematics classroom. Based on previous literature on writing in mathematics, students were asked specifically about the benefits…

What is technical writing? Prolegomenon to a contextual definition

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Barton, B. F.; Barton, M. S.

1981-01-01

The question, "What is Technical Writing?", is addressed. Interest about the stance a teacher assumes in a classroom, the orientation of textbooks, and the shape of curricula are considered. Technical writing is considered of age, definitions abound and the time is ripe for a metaperspective on the question. This analyzes pitfalls in representative definitions of technical writing suggest a direction for future inquiry.

Local and Long Distance Computer Networking for Science Classrooms. Technical Report No. 43.

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Newman, Denis

This report describes Earth Lab, a project which is demonstrating new ways of using computers for upper-elementary and middle-school science instruction, and finding ways to integrate local-area and telecommunications networks. The discussion covers software, classroom activities, formative research on communications networks, and integration of…

Improving the 5th Formers’ Continuous Writing Skills through the Creative Writing Module

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Mohana Ram Murugiah

2013-07-01

Full Text Available Writing is a complex task. The development of students’ writing skill depends on the teacher’s teaching strategy and also the materials used in the writing lesson. In the present study, the effectiveness of a creative writing module was examined that was designed to improve the writing skill of a group of excellent students. It was added with explicit teaching strategies. The selected group of students were students who were in the excellent group but lacked creativity and vocabulary in their writing. The creative writing module was designed to help these students. Students’ improvement was observed through observation in the classrooms during the lessons and through writing task as well as interviews. Two observations were made. One was before the creative writing project was started and another after the completion of the entire task of the module. The interview was carried out to learn about the students’ perception of the module and how do they find the module has helped them.  The result of the research showed that students have shown a great level of improvement in their writing skills. The outcome of this present study could be useful to assist language instructors in helping proficient learners to undergo a more effective second language learning experience.

Personal, Reflective Writing: A Pedagogical Strategy for Teaching Business Students to Write

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Lawrence, Holly

2013-01-01

The use of personal, reflective writing exercises is well documented in the disciplines of composition and management, and each discipline has been highly influential in establishing pedagogical practices in the business communication classroom. However, we see little evidence of the pedagogical practice, the use of personal reflective writing…

Anxiety as It Pertains to EFL Writing Ability and Performance

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Nodoushan, Mohammad Ali Salmani

2015-01-01

This paper reports the results of a study conducted to find (a) the impact of anxiety on EFL learners' writing performance, and (b) the relationship between anxiety and foreign language writing ability. 137 (N = 137) EFL learners took the Foreign Language Classroom Anxiety Scale (FLCAS), the Oxford Placement Test (OPT), and a writing task on a…

A Comparison of Descriptive Writing of First Graders Using Freechoice Journaling versus Topical Journaling.

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Myers, Vanessa Gayle

Educators continue to seek ways to foster writing that produces rich language usage by students. Journal writing in the classroom allows students to express ideas in written form. Two types of journal writing often used by educators include topical journal writing and free choice journal writing. The desire to excel in the area of writing prompted…

Facilitating Interactivity in an Online Business Writing Course.

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Mabrito, Mark

2001-01-01

Suggests ways of developing an online business writing course that uses technology to simulate features of the face-to-face classroom and that achieves an interactive learning experience for students. Uses the author's online business writing class as an example of one which manages to simulate, through the judicious use of software, the…

In-Service Teachers' Perspectives on Adolescent ELL Writing Instruction

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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…

Poetry and World War II: Creating Community through Content-Area Writing

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Friese, Elizabeth E. G.; Nixon, Jenna

2009-01-01

Two educators and a classroom of fifth grade students integrated poetry writing into social studies curriculum focusing on World War II. Several strategies and approaches to writing poetry are highlighted including list poems, writing from photographs and artifacts, and two voice poems. The study culminated in a poetry reading and the creation of…

Journaling and the Improvement of Writing Skills for Incoming College Freshmen

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Hight, Jim D.

2013-01-01

Journaling is an effective tool for the development of writing skills and creative thinking; however, research has not revealed how it improves writing skills in the college classroom. The majority of the studies related to journaling are elementary school studies, which do not provide statistics on how journaling can improve writing skills for…

Queering the Writing Center

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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…

Writing and Learning in the Business Classroom: The Workshop Approach

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Fernsten, Linda; Fernsten, Jeffrey

2008-01-01

A writing workshop is a pedagogical tool that can create a more productive experience for teachers and students alike. Business students who have used this technique with experienced instructors agree that a well-planned writing workshop can be useful for dispelling writing fears, furthering understanding of business communication skills,…

Angst about Academic Writing: Graduate Students at the Brink

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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…

Re-Framing Race in Teaching Writing across the Curriculum

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Poe, Mya

2013-01-01

Although faculty across the curriculum are often faced with issues of racial identity in the teaching of writing, WAC has offered little support for addressing race in assignment design, classroom interactions, and assessment. Through examples from teaching workshops, I offer specific ways that we can engage discussions about teaching writing and…

Third and Fourth Grade Teacher's Classroom Practices in Writing: A National Survey

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Brindle, Mary; Graham, Steve; Harris, Karen R.; Hebert, Michael

2016-01-01

A random sample of teachers in grades 3 and 4 (N = 157) from across the United States were surveyed about their use of evidence-based writing practices, preparation to teach writing, and beliefs about writing. Teachers' beliefs included their efficacy to teach writing, their orientations to teach writing, their attitude about teaching writing, and…

ESL Students’ Perceptions of the use of Higher Order Thinking Skills in English Language Writing

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Malini Ganapathy

2014-10-01

Full Text Available The transformation of the education curriculum in the Malaysia Education Development Plan (PPPM 2013-2025 focuses on the Higher Order Thinking (HOT concept which aims to produce knowledgeable students who are critical and creative in their thinking and can compete at the international level. HOT skills encourage students to apply, analyse, evaluate and think creatively in and outside the classroom. The purpose of this exploratory study was to investigate the impact of using HOT skills in a secondary ESL writing classroom. A total of 120 Form Two ESL students from three intact classes participated in this study. The students experienced project and group-based work both independently and collaboratively in groups during their writing lessons. The findings from the focus group interviews revealed the following student perceptions: felt engaged in active learning, experienced learner autonomy, developed their writing, researching and personal skills. The implications of this study suggest that using HOT skills in ESL writing lessons facilitate students’ writing ability and interest and it is recommended that HOT skills be explicitly infused in the teaching and learning of writing activities in ESL classrooms.

Writing Away from Fear: Mina Shaughnessy and the Uses of Authority.

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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)

Dialogizing Response in the Writing Classroom: Students Answer Back.

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Gay, Pamela

1998-01-01

Notes that while informed teachers of writing have moved toward more dialogic approaches, they still have colonial tendencies when responding to student writing. Suggests an activity that invites students to talk back to the teacher-reader as a means of helping them move more effectively toward revision. (PA)

Do Writers Really Revise? Encouraging Unnatural Acts in Your Classroom.

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Balajthy, Ernest

Unless students have an appropriate attitude toward revision--the keystone of the writing process--teachers who institute writing process approaches face frustration and failure. Implementing the following suggestions may help increase revision in the classroom. First, while the mature writing process is not strictly linear, students developing…

PROJECT BASED TASK TO IMPROVE THE ENGLISH DEPARTMENT STUDENTS‘ MASTERY IN CRITICAL WRITING

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Ribut Surjowati

2017-12-01

Full Text Available The paper is aimed at describing the students‘ writing improvement in the EFL classroom after the implementation of Project Based Task (PBT was done in writing class of the fourth semester students in FBS-UWKS. For them, writing is difficult and complicated subject, they almost had no idea of what and how to write, which were caused by their lack of motivation and information of how and what they are writing. This research is classroom action research (CAR and the fourth semester students of UWKS were the subjects. Before PBT was implemented, 25% students got 70. It was due to their lack of motivation and anthusiam so that they had no idea of how to write the essay correctly. However, after PBT was implemented, the students‘ anthusiatic was increasing in writing. It is because they were involved in the learning process and designing their own challenging task. There were two cycles implemented and the students‘ writing score was improving significantly in the first cycle and in the second cycle, 81% students‘s passed success indicator. In conclusion, this PBT is a teaching technique which can improve the students‘ writing mastery

Cultural entrainment of motor skill development: Learning to write hiragana in Japanese primary school.

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Nonaka, Tetsushi

2017-09-01

The aim of the present study was to examine how the social norms shared in a classroom environment influence the development of movement dynamics of handwriting of children who participate in the environment. To look into this issue, the following aspects of the entire period of classroom learning of hiragana letters in Japanese 1st graders who had just entered primary school were studied: First, the structure of classroom events and the specific types of interaction and learning within such environment were described. Second, in the experiment involving 6-year-old children who participated in the class, writing movements of children and their changes over the period of hiragana education were analyzed for each stroke composing letters. It was found that writing movement of children became differentiated in a manner specific to the different types of stroke endings, to which children were systematically encouraged to attend in the classroom. The results provide a detailed description of the process of how dynamics of fine motor movement of children is modulated by the social norms of a populated, classroom environment in a non-Latin alphabet writing system. © 2017 The Authors. Developmental Psychobiology Published by Wiley Periodicals, Inc.

A SOCIOCOGNITIVE-TRANSFORMATIVE APPROACH TO TEACHING WRITING

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Jessie Barrot

2015-01-01

Full Text Available Abstract. This article reports some of the compelling concerns in using various approaches to teaching writing. On this note, this paper provides an alternative teaching framework for the teaching of ESL writing to address these concerns. This sociocognitive-transformative framework incorporates the cognitive, social, cultural, and transformative components of learning. Specifically, the discussion covers three sections that shed light on the theoretical underpinning, the design, and procedure on how the proposed approach can be realized in ESL writing classrooms. It is also hoped that through this approach, the teaching and learning of writing would lead to producing 21st century learners capable of surviving this highly globalized and knowledge-based society.

'can i get your Email': Gender, Networking and Social Capital in AN Undergraduate Bioengineering Classroom

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Erickson, Shelley K.

Based on observations and interviews, this article explores how female and male biomedical engineering students network and generate social capital (who one knows) in an undergraduate classroom. Stark differences were observed between female and male students and their interactions with a series of guest lecturers. Although women engineering students may be differentially affected by how they raise their social capital, this study does not suggest that women engineering students are wholly incapable of raising their social capital. Rather, a disconnect occurs between the student population receiving information about networking and women students acting on informal and spontaneous opportunities as they arise. Institutional and departmental support (i.e., internship programs and discussion in the classroom and at orientation) appears to favor those who rely on more formal means of networking.

The linguistics of social networking: A study of writing conventions on Facebook

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Carmen Pérez-Sabater

2012-01-01

Full Text Available Scholarly research on computer-mediated communication discourse has mainly centred upon the linguistic characteristics of emails, focusing on the formal and informal features and the orality involved in this form of communication. This paper presents a new insight into the study of computer-mediated communication (CMC by analysing a fairly recent genre of computer-mediated communication, comments posted on the new social networking websites. The research undertaken examines the comments published on the official Facebook sites of some universities to observe the level of formality/informality of online communication in English. The distinction between online writings by native and non-native speakers of English has been considered as well. The study focuses on the formulae of etiquette and protocol used for salutation, opening, pre-closing and closing as an indicator of the degree of orality and informality in online writing. Data reveal that, in the specific context of the university, the use of Facebook is not conventionalised, as the comments posted on Facebook present important stylistic variations. Moreover, in most instances non-native speakers of English display more formal traits than native speakers when communicating electronically on social networking sites in the academic world.

Connected to Learn: Teachers' Experiences with Networked Technologies in the Classroom

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Johnson, Matthew; Riel, Richard; Germain-Froese, Bernie

2016-01-01

To get a better understanding of how networked technologies are impacting teachers and their teaching practices, in 2015 MediaSmarts partnered with the Canadian Teachers' Federation to survey 4,043 K-12 teachers and school administrators who were teaching in classroom settings across the country. The survey explored the extent to which networked…

Language to Language: Nurturing Writing Development in Multilingual Classrooms

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Shagoury, Ruth

2009-01-01

The author spent four years embedded in a multilingual kindergarten classroom in which children spoke six different languages and several more years observing multilingual Head Start classrooms. She shares numerous examples of young dual language learners actively figuring out the way written language works in their first and second languages.…

A Psycholinguistic Description of the Development of Writing in Selected First Grade Students.

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Milz, Vera E.

A study was conducted to examine writing development in first grade children. The writings from an entire classroom were collected. From these, six children's writings were chosen for cross-sectional analysis. Two children from this group were then selected for further in-depth case studies. Interviews, parent surveys, and observations were used…

Clio, Calliope, Urania: Mythology in the Elementary Classroom

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Nelson, Murry R.

1978-01-01

Presents a rationale for utilizing mythology in the elementary school classroom, discusses problems encountered in the use of mythology, and offers ideas for broadening classroom use of mythology. Mythology-related activities involve students in creative writing, art work, research, star gazing, and story telling. (Author/DB)

Writing Shapes Thinking: Investigative Study of Preservice Teachers Reading, Writing to Learn, and Critical Thinking

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Sanchez, Bernice; Lewis, Katie D.

2014-01-01

Teacher Preparation Programs must work towards not only preparing preservice teachers to have knowledge of classroom pedagogy but also must expand preservice teachers understanding of content knowledge as well as to develop higher-order thinking which includes thinking critically. This mixed methods study examined how writing shapes thinking and…

Study on Related Courses to Help Undergraduate Students Write Research Reports: A Curriculum Evaluation

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Eny Winarti

2014-02-01

Full Text Available From the experience of joining the boards in the students’ research report defence, teaching education research methodology, and classroom action research, the researcher indicated that students had challenges related with the logic of research methods and academic research writing.  These findings encouraged the researcher to study the courses that have potential in helping students writing their research reports.  To study the courses, the researcher analysed related documents, such as syllabi and lesson plans.  The researcher also interviewed teachers and students to clarify the relevance of the syllabi and the classroom learning.  The results of the study indicated that logic, academic writing, statistics, research methodology, and classroom action research had the potential of helping the students write their research report.  The researcher also indicated that the content of the courses should have been more helpful.  The fact, however, was that the students still had challenges understanding the materials after taking the courses.  Further study about this fact is then recommended.

Process Writing in the Intermediate Grades: Magical Panacea or Oversold Cliche?

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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…

Leveraging the Methodological Affordances of Facebook: Social Networking Strategies in Longitudinal Writing Research

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Sheffield, Jenna Pack; Kimme Hea, Amy C.

2016-01-01

While composition studies researchers have examined the ways social media are impacting our lives inside and outside of the classroom, less attention has been given to the ways in which social media--specifically Social Network Sites (SNSs)--may enhance our own research methods and methodologies by helping to combat research participant attrition…

Using LinkedIn in the Marketing Classroom: Exploratory Insights and Recommendations for Teaching Social Media/Networking

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McCorkle, Denny E.; McCorkle, Yuhua Li

2012-01-01

With the rapid growth of social networking and media comes their consideration for use in the marketing classroom. Social networking skills are becoming essential for personal branding (e.g., networking, self-marketing) and corporate/product branding (e.g., marketing communication). This paper addresses the use of LinkedIn (i.e., an online…

Using Simulation to Teach Project Management in the Professional Writing Classroom

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Krause, Tim

2010-01-01

It hardly bears noting that when writing instructors teach professional writing they focus on helping students learn to analyze complex communication scenarios, conduct careful research to support their position, and to responsibly and succinctly apply the process of writing any number of supporting documents. Developing these skills are essential…

Five Portraits of Teachers' Experiences Teaching Writing: Negotiating Knowledge, Student Need, and Policy

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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'…

Reigniting Writers: Using the Literacy Block with Elementary Students to Support Authentic Writing Experiences

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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…

The Process Genre Writing Approach; An Alternative Option for the Modern Classroom

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Tudor, Emma

2017-01-01

"Writing involves knowledge about the language, the context in which writing happens and skills in using language. Writing development happens by drawing out the learners' potential and providing input to which learners respond" (Badger & White, 2000.) Taking this in to account, the Process Genre Approach in writing classes can be…

Photography and Writing: Alternative Ways of Learning for ESL Students

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Friesen, Helen Lepp

2012-01-01

To writing, painting, drawing, and photography as artistic media, the author would like to add teaching as a creative endeavor as well. Especially in a classroom where English is not the first language for many students, the writing teacher needs to be creative with assignments and activities that address nontraditional ways of learning. Her…

Writing and reading in a multicultural classroom

DEFF Research Database (Denmark)

Ingerslev, Gitte Holten

2007-01-01

The study investigates how interpretive reading skills and literary understanding may be enhanced through initial narrative writing tasks. In the class in question the majority of students are children of migrant workers in Denmark. The class in question belongs to what is called an ethnic lingui...

Changes in Teachers' Beliefs after a Professional Development Project for Teaching Writing: Two Chinese Cases

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Teng, Lin Sophie

2016-01-01

A plethora of research has found that teachers' beliefs directly influence their classroom practices and teaching outcomes. While numerous studies in second/foreign language writing have examined the effectiveness of different innovative approaches on students' learning to write, there is a paucity of research on writing teachers' beliefs about…

Funding Music: Guidelines for Grant Writing in the Music Classroom

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Rajan, Rekha S.

2016-01-01

With music education's continued unstable role within the school system, music educators are actively seeking external funding to support and augment their programs. However, there are many challenges involved with grant writing including understanding where to find potential funders, writing the proposal, developing a budget, and including an…

Teaching on Chinese Writing in Binus University

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Ma Feng

2011-04-01

Full Text Available Combination of practice teaching Chinese as a foreign language in BINUS University, this article takes the Chinese writing teaching as an example, and analyses “as the student core, as the fun concept” writing modes. Firstly, serious explain: increasing the vitality of classroom teaching, using multimedia methods to make students get interested in; Secondly, article practice: making the written expression be the basis and revealing true feelings as commander, constantly pursue the aesthetic article; Thirdly, feedback and communion: using Facebook, Binusmaya, Binusblog, Chinese newspapers and other channels of interaction to communicate between teachers and students. Through the three steps, we could select the theme which students loved, create a relaxed atmosphere in the writing class, and then the students will be pleasure of writing gradually. 

The Impact of Digital Tools on Student Writing and How Writing Is Taught in Schools

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Purcell, Kristen; Buchanan, Judy; Friedrich, Linda

2013-01-01

A survey of 2,462 Advanced Placement (AP) and National Writing Project (NWP) teachers finds that digital technologies are shaping student writing in myriad ways and have also become helpful tools for teaching writing to middle and high school students. These teachers see the internet and digital technologies such as social networking sites, cell…

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.

The Effectiveness of Collaborative Writing Strategy (CWS in Writing Lesson Regarded to The Students’ Creativity

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Kiky Soraya

2016-11-01

Full Text Available This study is aimed at finding out what appropriate methods to be usedin writing lesson seen from the students’ creativity especially for studentswho have high creativityand low creativity. This study used quasi experimental research. The population of the research was the eighth grade of a Junior High School in Wonosari in the academic year of 2013/2014. The sampling technique used was cluster random sampling. The sample in this study was 64 students covering 32 students of E as experimental class and 32 students of C as control class. The data or the students’ writing scores were analyzed in terms of their frequency distribution, normality, homogeneity, then ANOVA and Tuckey tests to test the research hypotheses. Based on the result, the research findings are: CWS is more effective than MWS in writing lesson; the high creativity students produced better writing rather than the low creativity student; and the interaction of teaching methods and the students’ creativity is existing in this writing lesson. In short, Collaborative Writing Strategy (CWS is effective to teach writing for the eighth grade of a Junior High School in Wonosari, Gunungkidul. Then, the research result implies that it is better for the teachers to apply CWS in teaching and learning process of writing, to improve the students’ writing achievement, CWS needs to be used in the classroom activities, then future research can conduct the similar research with different sample and different students’ condition.

The Teacher’s Work in Classroom: teaching to read and to write

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Maria Cecília de Oliveira Micotti

2007-10-01

Full Text Available Currently, the alphabetization as pertaining to school work is a sufficiently complex situation. Education has been criticized, frequently; it is attributed to the student’s low performances in reading and writing. The teacher’s formation is also questioned by not being adjusted to the educational reality of the country. On the practice, we observe the shock of new pedagogical proposals - principally of the cycling curricular structure and the constructivism - with the practical ones that have been predominated for long time in the education system. The pedagogical proposals interpretations aren’t uniforms in teaching work; they vary with the schools and the classrooms. Many times, the constructivism is confused with old methods. As current education is affected by proposals of complex pedagogical changes, the understanding of what occurs with the alphabetization can be facilitated by the distinction between the practices entailed to the diverse theoretical conceptions. The study of the alphabetization didactics can help to the development of this process for allowing identifying the transpositions of the diverse theoretical conceptions to the school work. In this article, we present a general vision of the methodological boardings and the didactics practices that corresponds to them. For this, we revisit the alphabetization methods, the pedagogical proposal elaborated by Paulo Freire for the adults’ alphabetization.

Using Writing-to-Learn Science Strategies to Improve Year 11 Students' Understandings of Stoichiometry

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Hand, Brian; Yang, Olivia Eun-mi; Bruxvoort, Crystal

2007-01-01

This study researched the use of writing-to-learn strategies within a high-school (Year 11) chemistry classroom. The writing task itself asked the students to write a business letter to a younger audience of middle-school (Year 7) students. A mixed-method design was used for the study, incorporating pre/post- testing with semi-structured…

Context-Model-Based Instruction in Teaching EFL Writing: A Narrative Inquiry

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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…

IMPROVING STUDENTS’ WRITING ABILITY THROUGH STORYBOARD

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Miftahul Janah

2017-02-01

Full Text Available This study is a classroom action research which intended to improve students’ writing ability through Storyboard. The participants were the fourth semester students of English Department of STKIP Muhammadiyah Pringsewu in academic year 2014/ 2015. The instruments used in collecting data were observation, questionnaire, and documents.  Observation is used to know what is really happening in the class and the condition when the class activity is taking place. Questionnaire is used to know the students’ perception towards Storyboard in improving their writing ability, and documents is used to get students’ written texts. Then, 1 assembling the data, 2 coding the data, 3 comparing the data, 4 building meanings and interpretations, and 5 reporting the outcomes, are the steps in analyzing the data. Having analyzed the data, it was found that there was improvement of the students’ activeness in writing activity and in writing ability.

Journal Writing as a Teaching Technique to Promote Reflection

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Walker, Stacy E

2006-01-01

Objective: To introduce the process of journal writing to promote reflection and discuss the techniques and strategies to implement journal writing in an athletic training education curriculum. Background: Journal writing can facilitate reflection and allow students to express feelings regarding their educational experiences. The format of this writing can vary depending on the students' needs and the instructor's goals. Description: Aspects of journal writing assignments are discussed, including different points to take into account before assigning the journals. Lastly, various factors to contemplate are presented when providing feedback to the students regarding their written entries. Clinical Advantages: Journal writing assignments can benefit students by enhancing reflection, facilitating critical thought, expressing feelings, and writing focused arguments. Journal writing can be adapted into a student's clinical course to assist with bridging the gap between classroom and clinical knowledge. In addition, journals can assist athletic training students with exploring different options for handling daily experiences. PMID:16791310

Examining Intertextual Connections in Written Arguments: A Study of Student Writing as Social Participation and Response

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Olsen, Allison Wynhoff; VanDerHeide, Jennifer; Goff, Brenton; Dunn, Mandie B.

2018-01-01

Writing studies scholarship has long understood the need for context-based studies of student writing. Few studies, however, have closely examined how students use intertextual relationships in the context of learning to compose argumentative essays. Drawing on a 17-day argumentative writing unit in a ninth-grade humanities classroom, this article…

Student perceptions of writing projects in a university differential-equations course

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Latulippe, Christine; Latulippe, Joe

2014-01-01

This qualitative study surveyed 102 differential-equations students in order to investigate how students participating in writing projects in university-level mathematics courses perceive the benefits of writing in the mathematics classroom. Based on previous literature on writing in mathematics, students were asked specifically about the benefits of writing projects as a means to explore practical uses of mathematics, deepen content knowledge, and strengthen communication. Student responses indicated an awareness of these benefits, supporting justifications commonly cited by instructors assigning writing projects. Open-ended survey responses highlighted additional themes which students associated with writing in mathematics, including using software programs and technology, working in groups, and stimulating interest in mathematics. This study provides student feedback to support the use of writing projects in mathematics, as well as student input, which can be utilized to strengthen the impact of writing projects in mathematics.

A Rationale and Bibliography for Classroom Management and Intervention Techniques.

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Karr-Kidwell, PJ

This 51-item bibliography offers a selection of writings on issues and problems related to classroom management and discipline. Most citations concern works written between 1972-1983. Intervention techniques in dealing with deviant behavior are highlighted along with discipline and control in the classroom. Articles on methods of behavior…

Digital Writing Practices: A Close Look at One Grade Three Author

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Kervin, Lisa; Mantei, Jessica

2016-01-01

This paper reports on the digital writing practices of a Grade Three primary school student as he used an iPad to plan, produce and share digital texts. The case study acknowledges that writing is undergoing a period of great change in many classrooms and works to show how a student author has interpreted and produced digital texts with new…

Ordinary Lives Illuminated: Writing Oral History.

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Gandesbery, Jean

1990-01-01

Describes how writing oral history can help students to feel that they are participating in a lively intellectual and cultural process that travels beyond the limits of the classroom. Says students claim that their obligations to the assignment are surpassed by their feelings of gratification in having created living works with lasting vitality.…

Student Writing, Teacher Feedback, and Working Online: Launching the Drive to Write Program

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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…

STRENGTHENING STUDENTS’ LITERACY THROUGH REFLECTIVE ESSAY WRITING: AN IMPLEMENTATION OF WRITING TO READ PROGRAM IN HIGHER EDUCATION

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Arina Shofiya

2017-11-01

Full Text Available Literacy is a condition where a person has capability to read for knowledge, write to share knowledge, and think critically. Students’ literacy is a never-end issue in the field of English Language Teaching. Studies have been carried out to investigate literacy practices in various level of education including higher education. Among the problems of students’ literacy in higher education are the amount of their reading and writing practices and their motivation to read and write. The current paper is intended to share an experience in strengthening students’ literacy at the English Department of State Islamic Institute (Institut Agama Islam Negeri/IAIN Tulungagung, East Java. The preliminary investigation of the present study revealed that many students have low motivation to read. In addition, their comprehension was relatively low as represented in their paper works. Under a Classroom Action Research Design, the present study was conducted to propose writing to read program to strengthen the students’ literacy. In such program, the students were required to write a reflective essay based on the selected topics that they had to read prior to classes. The findings showed that writing reflective essay helped students strengthen their literacy as well as improve their motivation to read and to write because the reading and writing activities were done in a more relax and supportive environment that was at home.

Translanguaging in the Writing of Emergent Multilinguals

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Kiramba, Lydiah Kananu

2017-01-01

This article discusses the findings of an empirical study that investigated the writing practices in a multilingual, rural, fourth-grade classroom in Kenya. The study was undergirded by Bakhtin's heteroglossia. Analysis of texts indicated that these emergent multilinguals used multiple semiotic resources to maximize the chances of meeting the…

Writing poetry through the eyes of science a teacher's guide to scientific literacy and poetic response

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Gorrell, Nancy

2012-01-01

Writing Poetry Through the Eyes of Science: A Teacher's Guide to Scientific Literacy and Poetic Response presents a unique and effective interdisciplinary approach to teaching science poems and science poetry writing in secondary English and science classrooms.

Using Writing as a Constructivist Instructional Tool

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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

A descriptive Survey on Teachers' Perception of EFL Writing and ...

African Journals Online (AJOL)

teachers and two hundred and ninety-five students through questionnaires. Classroom observations .... among non-manipulated variables (Best and Kahn, 2003). .... to teaching writing is preferable to the product approach to teaching this skill.

A Study of Synchronous versus Asynchronous Collaboration in an Online Business Writing Class

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Mabrito, Mark

2006-01-01

A case study examined the collaborative experiences of students in an online business writing classroom. The purpose was to examine the same groups of students working on collaborative writing assignments in both a synchronous (real-time) and an asynchronous (non-real-time) discussion forum. This study focused on examining the amount, pattern, and…

Evaluating students' perspectives about virtual classrooms with ...

African Journals Online (AJOL)

driving the change. In emerging economies, with an increase in the population, the cost ... Goldwater and Fogarty (2011) focused on classroom management in virtual class- rooms; and Chiu ...... business writing class. American Journal of ...

IMPLEMENTING CONCEPT MAPPING TECHNIQUE TO IMPROVE STUDENTS’ DESCRIPTIVE WRITING ABILITY

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Rubiyah Rubiyah Rubiyah

2018-04-01

Full Text Available This Classroom Action Research aimed at investigating the implementation of Concept Mapping Technique to improve students’ descriptive writing ability. The research was conducted in two cycles at SMP Negeri 21 Samarinda, with 37 seventh grade students participating. In this research, there was one teacher- researcher who implemented the technique and there were two collaborators who did the observation. The data were collected both quantitatively and qualitatively by using writing assessment, interview guide, observation sheets and field notes. The findings showed that: 1 there was an improvement in the students’ descriptive writing average scores at the end of the second research cycle; 2 the implementation of the concept mapping technique was done properly by the teacher- researcher; 3 the concept mapping technique delivered through collaborative working improved the participation of the students in the teaching and learning process. Since all the criteria of success in this research were fulfilled by the end of the second cycle, it could be concluded that this classroom action research was successfully implemented and the technique proposed could very well improve the skills being targeted.

Written Corrective Feedback in IELTS Writing Task 2: Teachers' Priorities, Practices, and Beliefs

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Pearson, William S.

2018-01-01

Teacher corrective feedback is widely recognised as integral in supporting developing L2 writers. The potentially high pressure IELTS test preparation classroom presents a context where feedback has not yet been extensively studied. Consequently, teachers' approaches to corrective feedback on Writing Task 2, the essay component of IELTS Writing,…

The Effect of Writing Task and Task Conditions on Colombian EFL Learners' Language Use

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McDonough, Kim; Fuentes, César García

2015-01-01

This classroom study examines whether English L2 writers' language use differs depending on the writing task (operationalized as paragraph type), and task conditions (operationalized as individual or collaborative writing). The texts written by English L2 university students in Colombia (N = 26) in response to problem/solution and cause/effect…

Guiding the Noticing: Using a Dramatic Performance Experience to Promote Tellability in Narrative Writing

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Clark, Shanetia

2012-01-01

In this article, the author describes her use of dramatic performance to promote tellability in narrative writing within a seventh and eighth grade English and language arts classroom. By experiencing dramatic performance, the students were able to actively and physically perform the writing process: brainstorming, drafting, revising, and editing.…

STUDENT TEAMS-ACHIEVEMENT DIVISION TO IMPROVE STUDENTS’ WRITING SKILL

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Sri Wahyuni

2015-09-01

Full Text Available Acquiring writing skill needs a lot of practices, and to produce a piece of writing needs a long process; hence, the appropriate method of the teaching and learning is very important to help students master writing skill. This article aims at reporting a research on the implementation of Student Teams-Achievement Division (STAD as an alternative teaching method to improve students’ writing skill. Through Classroom Action Research design, the researcher did the research at fourth semester students of English Education study program of STAIN Kediri in academic year 2012-1013. The research procedures are planning, implementing, observing, and reflecting. The findings show that the implementation of STAD can improve the students’ writing skill which were indicated by the high percentage of the students’ active involvement and positive response on the implementation, and the students’ product of writing in which all of writing components can achieve good level in marking scheme as the minimum level.

The Effect of Teacher's Assistance on Malaysian Rural L Writing Self-efficacy: A Case Study

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Ilyana Jalaluddin

2011-01-01

Full Text Available The purpose of the study is to explore the Malaysian rural learners self-efficacy in writing after assistance given by a teacher. The social cognitive theory aid socio-cultural theory are used as the theoretical framework to pursue the discussion on the effects of teacher’s assistance on learners writing self-efficacy. A case study approach is adopted where three learners and a teacher were chosen from a form four class through purposive sampling. Learnei-s’ Titing self-efficacy is evaluated using a writing self-efficacy scale adapted from Bottomley. Henk and Melnick (1998 and also classroom observation. Wang and Pape (2007 categories were used as guidelines to analyze observation data in order to understand the participants self-efficacy phenomena in their learning to write. Overall, this study places a heavy emphasis on the perceptions and actions of the selected form four learners and teacher through non-participant classroom observations, interviews with each learner and teacher.

If Maslow Taught Writing: A Way to Look at Motivation in the Composition Classroom. Writing Teachers at Work.

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Hill, Ada; Boone, Beth

Intended for use by teachers at both the college and the secondary school level, this booklet describes a method of getting students to write using the motivation theories developed by the psychologist Abraham Maslow. The first chapter of the booklet reviews Maslow's basic principles as they apply to the teaching of writing, but includes a…

Triangulating Teacher Perception, Classroom Observations, and Student Work to Evaluate Secondary Writing Programs

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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…

Using WebQLM to Enhance Performance in Argumentative Writing among Year 12 ESL Students

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Tan-Ooi L. C.

2013-01-01

Full Text Available This study investigated the impact of a designed web-based learning module on Year 12 students’ learning of argumentative writing. The module known as WebQuest Learning Module or WebQLM comprises four units of learning. The subjects were 68 Year 12 Arts Stream students in an urban school in Penang. The main objective of this study was to investigate the effect of WebQLM on students’ performance in argumentative writing as well as students’ responses towards the integration of this web technology in the ESL classroom. The paired-samples T-Test revealed significant improvement in students’ argumentative writing performance. Findings from the questionnaire and group interviews showed students generally responded positively towards the use of WebQLM in argumentative writing instruction. This study has brought to light the importance of integrating web-based learning tasks in the classroom. The credibility of the teacher in web-based instruction depends very much on the roles he or she plays in designing, scaffolding, facilitating and aspiring students towards a better learning culture. Implications on the teaching and learning of writing in an ESL context, especially for learners in the contemporary digital culture, can be drawn from the findings.

Creating a Classroom Where Readers Flourish

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Miller, Donalyn

2012-01-01

Numerous research studies prove that wide reading improves children's comprehension, background knowledge, vocabulary, fluency, and writing. The author, a sixth-grade language arts teacher, describes the classroom conditions and instructional practices that encourage wide reading and increase her students' reading motivation such as choice in…

Pre-writing Techniques In The Writing Process For The L2 Classroom

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Gülşah Geyimci

2014-01-01

This study investigated pre-writing techniques in the learning process to improve written communication skills of learners using qualitative research methods. This study was performed in a public school, Suphi Öner Primary School in Turkey, in Mersin. Students were seventh grade class that their level was pre-intermediate. This class was made up of twenty students. It took three weeks, the students' samples, drawings and blogs were documented by the students. In order to examine the results, ...

Designing for Learning: Online Social Networks as a Classroom Environment

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Gail Casey

2011-11-01

Full Text Available This paper deploys notions of emergence, connections, and designs for learning to conceptualize high school students’ interactions when using online social media as a learning environment. It makes links to chaos and complexity theories and to fractal patterns as it reports on a part of the first author’s action research study, conducted while she was a teacher working in an Australian public high school and completing her PhD. The study investigates the use of a Ning online social network as a learning environment shared by seven classes, and it examines students’ reactions and online activity while using a range of social media and Web 2.0 tools.The authors use Graham Nuthall’s (2007 “lens on learning” to explore the social processes and culture of this shared online classroom. The paper uses his extensive body of research and analyses of classroom learning processes to conceptualize and analyze data throughout the action research cycle. It discusses the pedagogical implications that arise from the use of social media and, in so doing, challenges traditional models of teaching and learning.

Science and thinking: The write connection

Science.gov (United States)

Butler, Gene

1991-09-01

The effective use of writing in science instruction may open the way for students to grow in their ability to exercise higher order thinking skills (Bland & Koppel, 1988). Scinto (1986) makes a compelling case for writing as a means of stimulating thinking when he states: The production of written text demands more elaborate strategies of preplanning. Written language demands the conscious organization of ensembles of propositions to achieve its end. The need to manipulate linguistic means in such a conscious and deliberate fashion entails a level of linguistic self-reflection not called forth in oral discourse (p. 101). Science educators may find that the writing process is one technique to help them move away from the teacher-centered, textbook-driven science classroom of today, and move toward the realization of science education which will ensure that students are able to function as scientifically literate citizens in our contemporary society.

THINK-PAIR-SHARE: A TECNIQUE TO ENHANCE STUDENTS’ WRITING SKILL

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Okta Ika Rahmawati

2017-01-01

Abstract: Think – Pair Share: A Tecnique to Enhance Students’ Writing Skill. This article refers to a classroom action research on teaching writing by implementing Think-Pair-Share at High School in Bojonegoro. Think-Pair-Share Technique is a kind of cooperative learning technique. This technique encourages students to actively involve in the learning process since they have to discuss with their partner about the material being learned. The subject of the study was the tenth-grade students o...

Efficacy of Online Social Networks on Language Teaching: A Bangladeshi Perspective

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Shaila Shams

2014-08-01

Full Text Available It is now an established fact that the use of technology facilitates teaching and learning in language classrooms. With the advancement of technology, social networking websites have emerged too. Social networking sites have been quite popular among various age group users particularly the young users since their invention. Also, they are conceived to be able to motivate (Greenhow, Robelia, & Hughes, 2009 and expose learners to the authentic use of the target language (Baralt, 2011. However, very little research has been done, especially in Bangladesh, on how much these websites can contribute to language learning and teaching though they seem to offer ample opportunities. Therefore, this study aims at investigating the effect of using ‘The Facebook’, a social networking website, in language classrooms at tertiary level in Bangladesh. Participants of this study were first year first semester university students doing a foundation course in English focusing to improve their listening, speaking and writing skills. The participants were divided into two groups. Group 1 was the control group who was taught traditionally and non-digitally without using Facebook. Group 2, along with classroom teaching, received help from the instructor through Facebook and did tasks assigned on Facebook. At the end of the three months semester a test was taken and the result of both groups was compared. Thus, this study shall try to provide an answer regarding to what extent online social networks can facilitate second language acquisition.

Designing Writing Assignments for Vocational-Technical Courses. A Guide for Teachers in the Two-Year College and Technical Institute.

Science.gov (United States)

Killingsworth, Jimmie, Ed.; And Others

The 27 articles in this 6-part guide provide information on developing and implementing writing instruction as part of content-area courses in two-year vocational-technical colleges. Part One, General Concerns, includes "Making Writing Work for You in the Interactive Classroom" (Killingsworth, Rude); "Evaluating and Responding to Student Writing"…

The role of networked learning in academics’ writing

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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.

How Color Coding Formulaic Writing Enhances Organization: A Qualitative Approach for Measuring Student Affect

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Geigle, Bryce A.

2014-01-01

The aim of this thesis is to investigate and present the status of student synthesis with color coded formula writing for grade level six through twelve, and to make recommendations for educators to teach writing structure through a color coded formula system in order to increase classroom engagement and lower students' affect. The thesis first…

Teachers' implementation of writing as a process in English ...

African Journals Online (AJOL)

This descriptive study investigated teachers' implementation of writing as a process in English classrooms of Ghimbi Preparatory School. To this effect, two basic research questions were raised. To deal with these research questions, observation, questionnaire and interview were used. One hundred and twenty students ...

Hybrid Texts: Fifth Graders, Rap Music, and Writing

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Christianakis, Mary

2011-01-01

Consistent with a sociocritical frame and the analytic tools of hybridity theory, this article explicates how urban fifth-grade children made language hybrids using rap and poetry to participate in classroom literacy. Ethnographic data from a yearlong study illustrate two key findings. First, standards-based and canon-driven writing models…

Teaching about Love and Practicing Feminist Pedagogy in a College Classroom

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Mei-Hui, You

2014-01-01

Being a feminist teacher, working on gender equity education, including teaching, reading, writing, and doing research on this topic, has become a commitment for me. I have frequently reflected my teaching practices and occasionally found new teaching strategies in the classroom. I always try to bring new topics or issues into the classroom in…

Differentiating Writing Instruction: Meeting the Diverse Needs of Authors in a Classroom

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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.…

teachers say reading and writing in a university degree in the colombian caribbean.

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Luis Manuel Cárdenas Cárdenas

2015-03-01

Full Text Available Literacy practices in higher education: what students andThis article is the result of a survey conducted in 10 degrees in a University Colombian Caribbean whose general purpose was to describe, interpret and understand the literacy practices that take place in these degrees. To achieve this article was taken into account one aspect that research in general was conceived as the first specific objective. This aspect refers to the conceptions which teachers and students of the degrees on the teaching and learning of reading and writing academic texts in college. The study usually takes as a theoretical concept of academic literacy. Data collected through classroom observations, also came from surveys and interviews with students and teachers of the degrees. The results of the investigation determined that the teaching and learning of reading and writing in the undergraduate classroom is very limited. The development of pedagogical and didactic classes lacks reading and writing practices. 

Comic Strips: A Study on the Teaching of Writing Narrative Texts to Indonesian EFL Students

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Megawati, Fika; Anugerahwati, Mirjam

2012-01-01

Comic strips are proposed in the teaching of writing not only because of their appealing forms, but also due to their salient features as media to present content, organization and grammatical aspects of narrative texts. This study investigates the implementation of comic strips in teaching writing through a collaborative classroom action research…

Working Together: Reading and Writing in Inclusive Classrooms.

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Scala, Marilyn C.

This book is about meeting the needs of all students--especially those in the intermediate grades with mild to moderate disabilities who need special education services--by teaching them in inclusive, general education classrooms where literacy is a personal, academic, and social event in which children are immersed all day. The book tells about…

Harmonizing the Writing Process with Music Training Techniques

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Riecken, Nancy

2009-01-01

Can music help students become better thinkers and writers? Over the past three years, the author has incorporated some basic music training techniques in her classrooms to help her teach the writing process to students who would otherwise click her off. The students have developed clearer thinking and organizational skills, and have increased…

Grammar for College Writing: A Sentence-Composing Approach

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Killgallon, Don; Killgallon, Jenny

2010-01-01

Across America, in thousands of classrooms, from elementary school to high school, the time-tested sentence-composing approach has given students tools to become better writers. Now the authors present a much anticipated sentence-composing grammar worktext for college writing. This book presents a new and easier way to understand grammar: (1) Noun…

Prospective ESL/EFL Teachers’ Perceptions towards Writing Poetry in a Second Language: Difficulty, Value, Emotion, and Attitude

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Fang-Yu Liao

2018-03-01

Full Text Available The study aims to explore how 18 M.A. TESOL students, who are prospective or experienced ESL/EFL teachers, perceive poetry writing in a second language. A qualitative interview-based design was utilized. Following Iida’s (2012a analytical framework in examining EFL students’ perceptions toward writing haiku in English, this current study investigates 18 prospective ESL/EFL teachers’ perspectives through the lens of difficulty, value, emotion, and attitude. In order to validate the coding of the interviews, the intraclass correlation coefficient (ICC test was computed among three interview coders including the primary researcher, which yields a great agreement rate at .86. The results indicate that while these prospective ESL/EFL teachers understand writing poetry in a second language involves various difficulties, they acknowledge the values of utilizing poetry writing in second language classrooms. The results also show that writing poetry in a second language contains both positive and negative emotions, but positive ones are more frequently addressed. Most importantly, the data suggests that writing poetry in a second language is considered as an applicable practice in ESL/EFL language classrooms.

Social Networks and Workplace Risk: Classroom Scenarios from a U.S. and EU Perspective

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Binder, Perry; Mansfield, Nancy R.

2013-01-01

The explosion of social networks and the growing concern over privacy in the digital age--both in the United States and Europe--have provided an opportunity to introduce students to the legal risks of using social media in the workplace. This article builds on the authors' classroom experiences and provides social media scenarios and projects that…

Sociology of the Prison Classroom: Marginalized Identities and Sociological Imaginations behind Bars

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Parrotta, Kylie L.; Thompson, Gretchen H.

2011-01-01

The authors use sociology of the college classroom to analyze their experiences as feminists teaching sociology courses in the "unconventional setting" of prison. Reflective writing was used to chronicle experiences in the classes. They apply the concepts of doing gender, interaction order, and emotion work to the prison classroom. Based on their…

Library Databases as Unexamined Classroom Technologies

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Faix, Allison

2014-01-01

In their 1994 article, "The Politics of the Interface: Power and its Exercise in Electronic Contact Zones," compositionists Cynthia Selfe and Richard Selfe give examples of how certain features of word processing software and other programs used in writing classrooms (including their icons, clip art, interfaces, and file structures) can…

The Role of Expository Writing in Mathematical Problem Solving

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Craig, Tracy S.

2016-01-01

Mathematical problem-solving is notoriously difficult to teach in a standard university mathematics classroom. The project on which this article reports aimed to investigate the effect of the writing of explanatory strategies in the context of mathematical problem solving on problem-solving behaviour. This article serves to describe the…

Scientists in the Classroom Mentor Model Program - Bringing real time science into the K - 12 classroom

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Worssam, J. B.

2017-12-01

Field research finally within classroom walls, data driven, hands on with students using a series of electronic projects to show evidence of scientific mentor collaboration. You do not want to miss this session in which I will be sharing the steps to develop an interactive mentor program between scientists in the field and students in the classroom. Using next generation science standards and common core language skills you will be able to blend scientific exploration with scientific writing and communication skills. Learn how to make connections in your own community with STEM businesses, agencies and organizations. Learn how to connect with scientists across the globe to make your classroom instruction interactive and live for all students. Scientists, you too will want to participate, see how you can reach out and be a part of the K-12 educational system with students learning about YOUR science, a great component for NSF grants! "Scientists in the Classroom," a model program for all, bringing real time science, data and knowledge into the classroom.

COMIC STRIPS:A STUDY ON THE TEACHING OF WRITING NARRATIVE TEXTS TO INDONESIAN EFL STUDENTS

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Fika Megawati

2012-07-01

Full Text Available Comic strips are proposed in the teaching of writing not only because of their appealing forms, but also due to their salient features as media to present content, organization and grammatical aspects of narrative texts. This study investigates the implementation of comic strips in teaching writing through a collaborative classroom action research at MAN Bangil. The procedures included planning, implementing, observing, and reflecting. The results show that teaching writing using comic strips through Process-Genre Based Approach (PGBA could successfully improve students’ ability in writing. The findings also reveal that comic strips’ effective implementation requires proper stories as well as sufficient teacher’s guidance during the writing process.

READING-WRITING AND LITERACY IN CHILDREN WITH INTELLECTUAL DISABILITIES

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Marilene Bortolotti Boraschi

2013-07-01

Full Text Available This article focuses on the role and learning of reading and wrinting to human development as a social practice, considering the necessary condition to reading and writing as an exercise in citizenship. Aims to reflect on the occurrence of reading-writing processes and literacy in children with intellectual disabilities. The study was conducted by means of literature, and are based on a qualitative research. The reflections made throughout the investigation brought some considerations on intellectual disability, charactering it. Allowed some notes on the processes of reading-writing and literacy. As the survey results, some thoughts were about the possible occurrence of the processes of reading-writing and literacy in intellectually disabled children, discussing how these processes can take place through pedagogical practices in classrooms common regular education, contributing to the appropriation of the world literate and active participation by such child in society.

Scientific writing: a randomized controlled trial comparing standard and on-line instruction

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Phadtare, Amruta; Bahmani, Anu; Shah, Anand; Pietrobon, Ricardo

2009-01-01

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 ...

The perceptions and practices of selected high school teachers in special admission schools regarding writing across the curriculum

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Mitchell, Rebecca Hayward

The National Assessment of Educational Progress (NAEP) measured the writing achievement of 55,000 American school children. The students performed at the basic or lower level. In 1988, "The Writing Report Card of the NAEP," and in 1996, the Pennsylvania Mathematics and Reading Assessment along with the Stanford 9 Exam concluded that students, of all racial/ethnic backgrounds, are unable to write well except in response to the simplest tasks. The purpose of this study was to determine the perceptions and practices of math, science, and social studies high school teachers in special admission schools regarding writing across the curriculum (WAC). Specifically, this study attempted to answer: (1) Do math, science, and social studies teachers differ in their perceptions and practices regarding student writing in their classrooms? (2) Are teacher characteristics related to the perceptions and practices of math, science, and social studies teachers regarding the need for student writing in their classrooms? The questions led to the following null hypotheses: (1) There is no significant difference among math, science, and social studies teachers regarding their perceptions and practices for student writing in their classrooms. (2) There is no significant relationship between the highest degree earned, the length of teaching experience, and the level of grades taught by math, science, and social studies teachers and their perceptions and practices regarding the need for student writing in their classrooms. A review of the literature since 1992 using ERIC and Dissertation Abstracts revealed that there were no studies concerned with the focus of this particular study. A cross sectional survey of School District of Philadelphia math, science, and social studies high school teachers in special admission schools was conducted. A questionnaire was developed to obtain the data. A panel of experts was selected to establish validity of the instrument. Thirty-two usable

Improving Process Writing with the Use Authentic Assessment

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bin Abdul Aziz, Muhammad Noor; Yusoff, Nurahimah Mohd

2016-01-01

The paper discusses on how process writing is improved with the use of authentic assessment in an English Language classroom. Eleven primary school children from Year 4 in a rural school in Sabah are the participants of the study. Data were collected by observing them during the English Language lessons and at the end of the series of…

A Case Study of Using Facebook in an EFL English Writing Class: The Perspective of a Writing Teacher

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Yu, Li-Tang

2014-01-01

The purpose of this study was to address a writing teacher's perspective about integrating Facebook, a social networking site, into a university-level English writing course in Taiwan. Data, including interviews with the teacher and class postings on Facebook, were analyzed inductively, qualitatively, and interpretively, resulting in three…

Reality-Based Learning: How to Nurture Reality Stars from Classroom to Workforce

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Cojanu, Kevin; Gibson, Cedrick; Pettine, Susan

2010-01-01

In the classroom, the focus is on theory rather than reality on how to be effective in the business world. The lack of developing business savvy in the classroom leaves our next generation of leaders without practical abilities to be successful leaders in the global marketplace. The subject Business Writing course of this paper was developed to…

The writing approaches of secondary students.

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Lavelle, Ellen; Smith, Jennifer; O'Ryan, Leslie

2002-09-01

Research with college students has supported a model of writing approaches that defines the relationship between a writer and writing task along a deep and surface process continuum (Biggs, 1988). Based on that model, Lavelle (1993) developed the Inventory of Processes in College Composition which reflects students' motives and strategies as related to writing outcomes. It is also important to define the approaches of secondary students to better understand writing processes at that level, and development in written composition. This study was designed to define the writing approaches of secondary students by factor analysing students' responses to items regarding writing beliefs and writing strategies, and to compare the secondary approaches to those of college students. A related goal was to explore the relationships of the secondary writing approaches to perceived self-regulatory efficacy for writing (Zimmerman & Bandura, 1994), writing preferences, and writing outcomes. The initial, factor analytic phase involved 398 junior level high school students (11th grade) enrolled in a mandatory language arts class at each of three large Midwestern high schools (USA). Then, 49 junior level students enrolled in two language arts classes participated as subjects in the second phase. Classroom teachers administered the Inventory of Processes in College Composition (Lavelle, 1993), which contained 72 true-or-false items regarding writing beliefs and strategies, during regular class periods. Data were factor analysed and the structure compared to that of college students. In the second phase, the new inventory, Inventory of Processes in Secondary Composition, was administered in conjunction with the Perceived Self-Regulatory Efficacy for Writing Inventory (Zimmerman & Bandura, 1994), and a writing preferences survey. A writing sample and grade in Language Arts classes were obtained and served as outcome variables. The factor structure of secondary writing reflected three

Are We "There" Yet? the Treatment of Gender and Feminism in Technical, Business, and Workplace Writing Studies

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White, Kate; Rumsey, Suzanne Kesler; Amidon, Stevens

2016-01-01

This article reexamines the treatment of gender and feminism in technical, business, and workplace writing studies--areas in which the three of us teach. Surprisingly, the published discourse of our field seems to implicitly minimize the gendered nature of business and technical writing workplaces and classrooms. To understand this apparent lack…

The Dis-Appearance of Writing. Literature and the Imaginary

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Brillenburg Wurth, Kiene|info:eu-repo/dai/nl/167989685

2014-01-01

In this article, I want to raise the question about the future of literary writing in the age of digital media. The future of writing is at stake in coded, networked societies where writing is morphing into a technical image: a screen image. The increasing importance of the technical image raises

Teaching English Medical Writing in a Blended Setting

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Jafar Asgari Arani

2012-12-01

Full Text Available Medical writing activities which may have a context and seem to be engaging may be perceived as demotivating by the students of medicine. This opinion was confirmed by the learners' responses to the open-ended question given to them prior to this study. In their responses students evaluated the writing section of English course negatively. The negative views about the writing course posed a problem to the class teacher. The computer technology and the Internet can easily be integrated into language classroom if activities are designed carefully, and carried out systematically. These attempts brought about a new understanding to teaching and learning: blended learning (BL. The purpose of this research was to investigate students of medicine attitude to blended writing classes. It was conducted with second year learners in the Faculty of Medicine at Kashan University of Medical Sciences. The first reflection aimed at finding out medical students' attitude toward blended writing lessons. Although learners' attitude to writing lessons was negative in the first reflections, they changed into positive in the latter ones. The findings indicated that blended writing class had changed students' perception of writing lessons positively. Therefore, this kind of classes may help students develop a positive attitude towards writing by providing meaningful writing opportunities. Like the student portfolio before it, the weblog faces challenges with practicality and security, but ultimately provides an alternative way to teach and assess authentic writing and reading skills. Blog Assisted Language Learning not only provides teachers with an exciting new way to approach communicative language learning, it also gives the students a new reason to enjoy writing! The paper concludes that Internet tools have the potential to be a transformational technology for teaching and learning writing, and teachers ought to give strong consideration to the setting up their

Do networking activities outside of the classroom protect students against being bullied? A field study with students in secondary school settings in Germany.

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Blickle, Gerhard; Meurs, James A; Schoepe, Christine

2013-01-01

Research has shown that having close relationships with fellow classmates can provide a buffer for students against bullying and the negative outcomes associated with it. But, research has not explicitly examined the potential benefits of social networking behaviors outside of the classroom for those who could be bullied. This study addresses this gap and finds that, although a bullying climate in the classroom increases overall bullying, students high on external networking activities did not experience an increase in the bullying they received when in a classroom with a high bullying climate. However, the same group of students reported the largest degree of received bulling under conditions of a low bullying climate. We discuss the implications of our results and provide directions for future research.

Writing on Multiple Journeys

OpenAIRE

Robbins, Sarah; Pullen, Ann Ellis

2012-01-01

In their beautifully researched study and critical edition, Nellie Arnott’s Writings on Angola, 1905–1913: Missionary Narratives Linking Africa and America (Parlor Press), authors Sarah Robbins and Ann Ellis Pullen examine in fine detail the historical record of the transnational network of literary work produced by Arnott. Tracing her legacy in the study’s third chapter, “Writing on Multiple Journeys,” the authors argue on behalf of Arnott’s capacity to create authority and celebrity as well...

Using social media in a high school physics classroom

Science.gov (United States)

2015-03-01

In today's classrooms students have ever increasing access to technology and social media. Rather than try and suppress the use of it in my classroom, I have embraced it and use it as a tool to foster collaboration and science writing with my physics students. There are many platforms to engage your students online, from simple and free to dynamic and costly, but the benefits of using social media for your students is worth giving it try.

The American Slave Narrative: Exciting Resource Material for the Classroom

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Polsky, Milton

1975-01-01

An exploration of the educational value of the American slave narrative, offering suggestions as to how these materials can be integrated with a variety of classroom activities--music, art, writing, debate, dramatization and dance. (EH)

LGBT Students in the College Composition Classroom

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Furrow, Hannah

2012-01-01

This study explored the concerns of lesbian, gay, bisexual, and transgender (LGBT) students in college writing classrooms. The researcher interviewed 37 college students and 11 faculty members from a variety of different types of colleges and universities. LGBT students stated concerns about their overall campus experiences, safety, and identity.…

Making the Tacit Explicit: Children's Strategies for Classroom Writing

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Silby, Alison; Watts, Mike

2015-01-01

A key highlight of this study is generating evidence of children "making aware the unaware", making tacit knowledge explicit. The research explores the levels of awareness in thinking used by eight 7-8 year-old children when engaged in school-based genre writing tasks. The focus is on analysing children's awareness of their thought…

Social Media and Classroom Writing: Participation, Interaction, and Collaboration

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Zheng, Binbin

2013-01-01

Over the last decade, the number of one-to-one laptop programs in U.S. schools has steadily increased. Though technology advocates believe that such programs can assist student writing, there has been little systematic evidence for this claim, and even less focused on the benefits of specific technology use by diverse learners. This dissertation…

Critical Reflection of an Iranian EFL Classroom: Effective Ploys in Narrative Paragraph Writing Development

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Fatemeh Mohammad Jafari

2015-08-01

Full Text Available This article describes a qualitative study that investigated critical reflection in the hope that effective learning is objectified. It is the fruit of rumination on how critical reflection approach would affect learners’ performance in narrative writing. The idea for this paper arose when the researchers consistently utilized ploys effective for five EFL students’ learning of narrative writing in critical reflection process in an institute. Later, these ploys were categorized in three themes under three categories in teaching narrative writing. Data were gathered via students’ reflective writings. Gathered data were interpreted in the real setting by small scale grounded theory analysis. The final upshot demonstrated the criticality of students’ thoughts in their paper. The findings reveal the significance of optimal rapport and intimacy in which participants move ahead from mechanical learning to more cooperative approach in language learning with thorough reflection in their narrations for effective learning to take place. Keywords: Critical Reflection, Narrative Paragraph Writing, Effective Learning, Ploys, Improvisation, Reverse Position, Social Camaraderie

The extensive writing. Teaching writing in high school

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Daniel Cassany Comas

2016-08-01

Full Text Available Following the distinction between intensive and extensive reading, we introduce the extensive written tasks to promote the following learning objectives: 1 bringing writing closer to the learner’s personal life; 2 practicing the epistemic and communicative language functions; 3 giving the learner full responsibility for the creative act; 4 facilitating the development of cognitive processes, and 5 developing habits of written production in a variety of situations. As a consequence, extensive writing assignments produce longer texts, last longer, are self-directed by the learner-author, treat interdisciplinary topics and are not in the textbook. These tasks markedly differ from the more frequent written exercises in the classroom, which are teacher-led, contain shorter texts, work on executive or instrumental functions, and their correction is focused on spelling and grammar. We propose several educational tools in order to develop this type of tasks: portfolios (to save drafts, corrections and final versions of each text, formats (such as reading logs, lecture notes and laboratory protocols and contexts (common communicative tasks. We also discuss some basic parameters of extensive tasks, such as the length of the text, the use of several working sessions for text production, the practice of composition processes and the use of peer review, in pairs or teams.

Language Simulations: The Blending Space for Writing and Critical Thinking

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Kovalik, Doina L.; Kovalik, Ludovic M.

2007-01-01

This article describes a language simulation involving six distinct phases: an in-class quick response, a card game, individual research, a classroom debate, a debriefing session, and an argumentative essay. An analysis of student artifacts--quick-response writings and final essays, respectively, both addressing the definition of liberty in a…

Illuminating Common Ground: Script Writing, Fiction and the 7Ws.

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Rike, Elizabeth K.

1996-01-01

Describes the ongoing work of a teacher whose Summer Institute for Drama/Teacher Education at the University of Tennessee provides training for both theater and classroom teachers. Focuses on her teaching method--improvisational drama--which simultaneously addresses elements common to fiction and script writing, and now contained in the language…

Turnitin and Peer Review in ESL Academic Writing Classrooms

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Li, Jinrong; Li, Mimi

2018-01-01

Despite the benefits of peer review, there are still challenges that need to be addressed to make it more effective for L2 students. With the development of technology, computer-mediated peer review has captured increasing attention from L2 writing researchers and instructors. While Turnitin is known for its use in detecting plagiarism, its newly…

Effects of Pop Culture as Authentic Materials toward Students’ Writing Skill

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Ratnawati Ratnawati

2017-04-01

Full Text Available Writing, one of the four skills which has to be taught by educators in language learning. Starting from classroom observation implied that students confronted the difficulties in writing involving generating ideas, organizing words, and making compositions. This study supposes to explore some effects of pop culture as authentic materials for English language teaching in improving students‘ writing skill. Due to pop culture relates to students‘ life and experience, it is considered to be a stimulus for gaining students‘ ideas, information, motivation, and interest in teaching writing. The students of secondary school were involved in this study and descriptive case study was employed to observe the importance of pop culture in writing class. Also, questionnaires and students‘ works are the instruments to measure its effects. Both students‘ works and result of the questionnaires pointed out that significantly improvement obtained after applying pop culture. In line with findings, it can be said that pop cultures have significant effects toward students‘ writing skill. So, educators need to apply pop culture as their choices in future planning lesson.

Radical Feminism and the Subject of Writing.

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Rhodes, Jacqueline

The radical feminists of the late 1960s and early 1970s, as well as their online counterparts today, offer provocative examples of networked textuality, a discourse dependent on the constant and visible contextualization of self and writing within the discourses of hegemony. Given its potential use for liberatory writing pedagogies, it seems…

An Ecological Approach to Understanding Assessment for Learning in Support of Student Writing Achievement

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Bronwen Cowie

2018-02-01

Full Text Available In this paper, we report on a project conducted in a New Zealand primary school that aimed to enhance the writing achievement of primary school boys who were achieving just below the national standard for their age or level through the use of peer feedback and information and communication technologies (ICTs. The project involved a teacher collaborative inquiry approach where all seven teachers in the school and the school principal participated to achieve the project aim. We adopt an ecological approach as a lens to offer a holistic and comprehensive view of how peer assessment and use of ICTs can be facilitated to improve writing achievement. Data were collected through teacher interviews and written reflections of practice and student learning, teacher analysis of student work, team meeting notes, classroom observations, and student focus group interviews. Findings from the thematic analysis of textual data illustrate the potential of adopting an ecological approach to consider how teacher classroom practices are shaped by the school, community, and wider policy context. At the classroom level, our ecological analysis highlighted a productive synergy between commonplace writing pedagogy strategies and assessment for learning (AfL practices as part of teacher orchestration of an ensemble of interdependent routines, tools, and activities. Diversity, redundancy, and local adaptations of resources to provide multiple pathways and opportunities—social and material and digital—emerged as important in fostering peer assessment and ICT use in support of writing achievement. Importantly, these practices were made explicit and taken up across the school and in the parent community because of whole staff involvement in the project. The wider policy context allowed for and supported teachers developing more effective pedagogy to impact student learning outcomes. We propose that an ecological orientation offers the field a productive insight into the

I Love to Rite! Spelling Checkers in the Writing Classroom.

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Eiser, Leslie

1986-01-01

Highlights the advantages of word processors and spelling checkers in improving student writing skills. Explains how spelling checkers work and describes the types of available checkers. Also provides lists of Apple, IBM, and Commodore word processors and checkers. (ML)

From Silence to Noise: The Writing Center as Critical Exile

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Welch, Nancy

2010-01-01

In this article, the author focuses on one student, Margie, who sought to write about her experience with workplace sexual harassment but who also struggled as she wrote with competing off-stage voices. Those voices--from the conversations in her classrooms, former workplace, a campus women's group, newspapers, and the televised Anita…

Create, compose, connect! reading, writing, and learning with digital tools

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Hyler, Jeremy

2014-01-01

Find out how to incorporate digital tools into your English language arts class to improve students' reading, writing, listening, and speaking skills. Authors Jeremy Hyler and Troy Hicks show you that technology is not just about making a lesson engaging; it's about helping students become effective creators and consumers of information in today's fast-paced world. You'll learn how to use mobile technologies to teach narrative, informational, and argument writing as well as visual literacy and multimodal research. Each chapter is filled with exciting lesson plans and tech tool suggestions that you can take back to your own classroom immediately.

Trends in Research on Writing as a Learning Activity

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Perry D. Klein

2016-02-01

Full Text Available This article discusses five trends in research on writing as a learning activity. Firstly, earlier decades were marked by conflicting views about the effects of writing on learning; in the past decade, the use of meta-analysis has shown that the effects of writing on learning are reliable, and that several variables mediate and moderate these effects. Secondly, in earlier decades, it was thought that text as a medium inherently elicited thinking and learning. Research during the past decade has indicated that writing to learn is a self-regulated activity, dependent on the goals and strategies of the writer. Thirdly, the Writing Across the Curriculum (WAC movement emphasized domain-general approaches to WTL. Much recent research is consistent with the Writing in the Disciplines (WID movement, incorporating genres that embody forms of reasoning specific to a given discipline. Fourthly, WTL as a classroom practice was always partially social, but the theoretical conceptualization of it was largely individual. During the past two decades, WTL has broadened to include theories and research that integrate social and psychological processes. Fifthly, WTL research has traditionally focused on epistemic learning in schools; more recently, it has been extended to include reflective learning in the professions and additional kinds of outcomes.

Using Task-based Materials in Teaching Writing for EFL Classes in Indonesia

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Hanna Sundari

2018-05-01

Full Text Available Task-based language teaching has been widely used for language classroom. Using tasks as main activities, task-based materials was developed particularly for writing class. This article is intended to present the study of effectiveness of task-based materials in improving writing class for university. To accommodate the research purposes, mixed method approach was carried out by using quasi experimental research and content analysis of sentence complexity. The respondents were 210 students from writing classes as experiment and control with writing test as instrument. The results of data analysis showed that there were significant differences of writing skill to those who taught using developed task-based materials. Despite the fact that the score did not significantly differ on the aspect of writing mechanics, a developed task-based material has been proved to improve students’ writing skill in the aspect of format, content, organization and grammar. Moreover, the levels of lexical complexity and accuracy from the students whose materials use task-based design are higher than those who do not use it. Then, it can be drawn a conclusion that the use of developed task-based materials brings significant effects toward writing performance.

Writing Assignments in Disguise: Lessons Learned Using Video Projects in the Classroom

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Wade, P.; Courtney, A.

2012-12-01

This study describes the instructional approach of using student-created video documentaries as projects in an undergraduate non-science majors' Energy Perspectives science course. Four years of teaching this course provided many reflective teaching moments from which we have enhanced our instructional approach to teaching students how to construct a quality Ken Burn's style science video. Fundamental to a good video documentary is the story told via a narrative which involves significant writing, editing and rewriting. Many students primarily associate a video documentary with visual imagery and do not realize the importance of writing in the production of the video. Required components of the student-created video include: 1) select a topic, 2) conduct research, 3) write an outline, 4) write a narrative, 5) construct a project storyboard, 6) shoot or acquire video and photos (from legal sources), 7) record the narrative, 8) construct the video documentary, 9) edit and 10) finalize the project. Two knowledge survey instruments (administered pre- and post) were used for assessment purposes. One survey focused on the skills necessary to research and produce video documentaries and the second survey assessed students' content knowledge acquired from each documentary. This talk will focus on the components necessary for video documentaries and the instructional lessons learned over the years. Additionally, results from both surveys and student reflections of the video project will be shared.

The Journalism Writing Course: Evaluation of Hybrid versus Online Grammar Instruction

Science.gov (United States)

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…

A Time Use Diary Study of Adult Everyday Writing Behavior

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Cohen, Dale J.; White, Sheida; Cohen, Steffaney B.

2011-01-01

The present study documents everyday adult writing by type of text and medium (computer or paper) in an "in vivo" diary study. The authors compare writing patterns by gender, race/ethnicity, educational attainment, age and working status. The study results reveal that (a) writing time varied with demographic variables for networkers, but…

Multilingual Writing and Pedagogical Cooperation in Virtual Learning Environments

DEFF Research Database (Denmark)

Mousten, Birthe; Vandepitte, Sonia; Arnó Macà, Elisabet

Multilingual Writing and Pedagogical Cooperation in Virtual Learning Environments is a critical scholarly resource that examines experiences with virtual networks and their advantages for universities and students in the domains of writing, translation, and usability testing. Featuring coverage o...

Advertisements: An Overlooked Resource in the Foreign Language Classroom.

Science.gov (United States)

Deutsch, Rena

The use of newspaper and magazine advertisements for teaching foreign language skills in listening, speaking, reading, and writing as well as vocabulary, idiomatic expressions, grammar, pronunciation, and culture is encouraged and discussed. Suggested lessons and classroom activities are presented in four categories: vocabulary, grammatical rules…

Individual Self-Monitoring & Peer-Monitoring in One Classroom in Writing Activities: Who Is at Disadvantage?

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Toofan, Zohreh Zare

2014-01-01

Writing is an important experience through which we are able to share ideas, arouse feelings, persuade and convince other people (white & Arndt, 1991). It is important to view writing not solely as the product of an individual, but as a cognitive, social and cultural act. Writing is an act that takes place within a context, that accomplishes a…

Writing on the board as students' preferred teaching modality in a physiology course.

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Armour, Chris; Schneid, Stephen D; Brandl, Katharina

2016-06-01

The introduction of PowerPoint presentation software has generated a paradigm shift in the delivery of lectures. PowerPoint has now almost entirely replaced chalkboard or whiteboard teaching at the undergraduate and graduate levels. This study investigated whether undergraduate biology students preferred to have lectures delivered by PowerPoint or written on the board as well as the reasons behind their preference. Two upper-division physiology courses were surveyed over a period of 7 yr. A total of 1,905 students (86.7%) indicated they preferred lectures delivered by "writing on the board" compared to 291 students (13.3%) who preferred PowerPoint. Common themes drawn from explanations reported by students in favor of writing on the board included: 1) more appropriate pace, 2) facilitation of note taking, and 3) greater alertness and attention. Common themes in favor of PowerPoint included 1) increased convenience, 2) focus on listening, and 3) more accurate and readable notes. Based on the students' very strong preference for writing on the board and the themes supporting that preference, we recommend that instructors incorporate elements of the writing on the board delivery style into whatever teaching modality is used. If instructors plan to use PowerPoint, the presentation should be paced, constructed, and delivered to provide the benefits of lectures written on the board. The advantages of writing on the board can be also incorporated into instruction intended to occur outside the classroom, such as animated narrated videos as part of the flipped classroom approach. Copyright © 2016 The American Physiological Society.

New Zealand Teachers Respond to the "National Writing Project" Experience

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Locke, Terry; Whitehead, David; Dix, Stephanie; Cawkwell, Gail

2011-01-01

This article draws on early data from a two-year project (2009-11) being undertaken in the New Zealand context by the authors entitled: "Teachers as Writers: Transforming Professional Identity and Classroom Practice". Based on the National Writing Project in the USA (and in New Zealand in the 1980s) its hypothesis is that when teachers…

Study on Related Courses to Help Undergraduate Students Write Research Reports: a Curriculum Evaluation

OpenAIRE

Winarti, Eny

2014-01-01

From the experience of joining the boards in the students’ research report defence, teaching education research methodology, and classroom action research, the researcher indicated that students had challenges related with the logic of research methods and academic research writing.  These findings encouraged the researcher to study the courses that have potential in helping students writing their research reports.  To study the courses, the researcher analysed related documents, such as ...

"That Ain't No Ninja Turtles": The Prevalence and Influence of Popular Culture in the Talk and Writing of Prekindergarten Children

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Kissel, Brian T.

2011-01-01

This article describes how 2 classrooms of 4-year-old children incorporated popular media (cartoons, television shows, video games, movies, and music) into their conversations with peers during writing. The findings assert that (a) children naturally incorporate popular culture into their writing, (b) children include popular culture in their…

Malaysian Tertiary Level ESL Students’ Perceptions toward Teacher Feedback, Peer Feedback and Self-assessment in their Writing

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Kayatri Vasu

2016-09-01

Full Text Available In Malaysia, teacher feedback is highly preferred by students, who often believe that teachers know best. Teacher feedback shows them their teacher’s idea of an ideal writing. However, excessive dependence on teachers adds to their workload. Therefore, teachers are increasingly promoting two other alternative methods that are gradually gaining importance. These methods are peer feedback and self-assessment. This study investigates ESL students’ perceptions toward teacher feedback, peer feedback and self-assessment in students’ writing process. Questionnaires, adapted from the instruments in the literature, were administered to 107 randomly selected students in a private local university in Malaysia. Students found feedback given to the content and organization of their writing more useful than feedback provided for their vocabulary and grammar. It was also found that students perceived feedback from teacher, peers and self-assessment all as highly useful. Additionally the results indicated while there was no significant difference (p > .05 between the students’ perceptions toward teacher feedback and self-assessment, they were both perceived as significantly more useful (p < .001 than peer feedback. The students also perceived explicit feedback as significantly more useful (p < .001 than implicit feedback. The results of this study have implications for English language learning-teaching practitioners and researchers. They shed light on the options preferred by students in revising their writing in ESL writing classrooms. Future research on the effects of teacher feedback, peer feedback and self-assessment on students’ writing performance will provide better insight on the preferred methods in ESL writing classrooms in similar settings.

Incorporating Metacognitive Strategy Training in ESP Writing Instruction: English for Lawyers

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Rogers, Robert Johnson

2010-01-01

Despite the vast research on learning strategies and their application to receptive skills, relatively little has been written on the effect of learning strategies on productive skills, writing in particular, and even less has been written about the effect of metacognitive strategy training and how it might be implemented into the classroom. This…

Profiles and Pauses: Two Practical Activities for the Writing Class

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Ernest Hall

1998-01-01

Full Text Available Abstract : This article describes two classroom activities, "Profiling" and "Pause Analysis", that can be successfully used in ESL writing classes. "Profiling" addresses such problems as poor development of ideas, simplistic ideas, and lack of coherence in written texts. "Pause Analysis" focusses on the thinking processes that students engage in while drafting text, processes such as searching for ideas, evaluat­ing ideas, and postponing ideas. Both activities enable the instructor to assume the role of intervener in the students' writing processes, rather than evaluator of the text produced. In drawing The attention of the student write to both product and process, "Profiling" and "Pause Analysis" help them develop an awareness of the relation-ship between ideas in English expository text and the thinking pro­cesses that writers engage in while drafting such text.

Digital Stories: Bringing Multimodal Texts to the Spanish Writing Classroom

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Oskoz, Ana; Elola, Idoia

2016-01-01

Despite the availability and growing use of digital story software for authoring and instructional purposes, little is known about learners' perceptions on its integration in the foreign language writing class. Following both a social semiotics approach and activity theory, this study focuses on six advanced Spanish learners' perceptions about the…

Collaboration, Competition and Violence in Eighth-Grade Students' Classroom Writing.

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Peterson, Shelley; Ladky, Mary

2001-01-01

Examines gender features in eighth-grade students' writing in terms of the relationships among characters and the use of violence, comparing the analyses to perspectives offered by the students in small group conversations. Finds evidence of competitive relationships within sports and romance stories, as well as elements of violence and metaphors…

Literature as a Network: Creative-Writing Scholarship in Literary Magazines

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Green, Harriett E.

2014-01-01

With the increase in undergraduate and graduate programs for creative writing at institutions of higher education in North America, literary journals and magazines now serve as leading scholarly publishing outlets and research resources for creative-writing faculty and students. This study analyzes ten years of citations from nineteen leading…

THE USE OF PAIR COMPOSITION METHOD ON STUDENTS’ DESCRIPTIVE WRITING SKILL

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Maya Nurmayanti

2014-06-01

Full Text Available This research was aimed to find out roles of pair composition method on students’ behaviour in learning processes and their writing assessment, and also to find out students’ attitude toward learning process of pair composition method in writing descriptive text in the classroom. Descriptive qualitative method was used in this research. The participants were 33 students of X grade of Senior High School. The data were collected from observation, the result of analysis showed that 66% of the seriousness of students during learning process was high, 78% of enthusiasm of students in doing task was high, and 58% of students’ participation was high. The increasing of students’ assessment was 18,7 from the average score before. The data collected from interview and questionnaire indicated that pair composition method provided the opportunities for sharing ideas, developing text, corresting writing errors, motivating students being active, and 50% students strongly agreed that pair composition method on writing descriptive text was lively and enjoyable.

REFLECTIVE PRACTICE THROUGH JOURNAL WRITING AND PEER OBSERVATION: A Case Study

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B. Samrajya LAKSHMI

2014-10-01

Full Text Available Journal writing and Peer Observation in an educational context have become popular techniques, with several different types of applications. They have now been used quite widely in both language teaching and in teacher training. However, despite its reported advantages in both teaching and research, there are not many Peer Observation and Diary studies available based on the writing of experienced language teachers. The Teacher participants maintain Journal writing and Peer Observation as a means of reflective practice. They consider these practices as a mirror, which reflects the teacher’s own image as a practioner. The post-reflection discussion reveals that the teacher participants believe in reflective practice as an effective means of self-evaluation and of developing sensitivity to students’ learning. This paper examines Peer Observation and journal writing of two teachers working on the same language programme in terms of a variety of topic headings, and suggests that reflective practice can be a useful tool for both classroom research and teachers’ professional development.

Solving the Students’ Problems in Writing Argumentative Essay Through the Provision of Planning

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Lestari Setyowati

2017-10-01

Full Text Available Most Indonesian students who are learning English often consider writing as not only the most difficult skill to master, but also a demanding activity. To help them cope these problems, the application of planning in the writing process seems to be a solution. This study attempts to find out howdifferent planning formats can improve EFL students’ writing performance in argumentative essays. The subjects of the studywere the fourth semester students taking essay writing class. The research was conducted from May to June 2015, consisting of three cycles in Classroom Action Research design by using different planning types, namely rough drafting and outlining strategy in which each cycle consisted of two meetings.The students’ compositions were measured by using primary trait scoring rubric for argumentative essay. The result of the study shows that the provision of planning is effective to improve the students’ performance in writing argumentative essay. The effectiveness of different types planningdepends on the students’ preference of which to use.

Social Network Analysis of Children with Autism Spectrum Disorder: Predictors of Fragmentation and Connectivity in Elementary School Classrooms

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Anderson, Ariana; Locke, Jill; Kretzmann, Mark; Kasari, Connie

2016-01-01

Although children with autism spectrum disorder are frequently included in mainstream classrooms, it is not known how their social networks change compared to typically developing children and whether the factors predictive of this change may be unique. This study identified and compared predictors of social connectivity of children with and…

Elementary Teachers' Views on the Creative Writing Process: An Evaluation

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Akkaya, Nevin

2014-01-01

The goal of this study is to discover and evaluate both the areas of personal interest and the views of 4th and 5th grade classroom teachers regarding the creative writing process. In this study, one of the qualitative study methods, state study, and related to this, single state design which refers to the whole has been chosen. Research was…

Classroom Computer Network.

Science.gov (United States)

Lent, John

1984-01-01

This article describes a computer network system that connects several microcomputers to a single disk drive and one copy of software. Many schools are switching to networks as a cheaper and more efficient means of computer instruction. Teachers may be faced with copywriting problems when reproducing programs. (DF)

Educational Pedagogy Explored: Attachment, Voice, and Students’ Limited Recognition of the Purpose of Writing

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Rebecca A. Fairchild

2013-07-01

Full Text Available The following teacher research case-study involved an exploration of educational pedagogy by working with a freshman composition student at a college university. All data collected for the study was gathered during the 2013 spring semester. The study was driven by an inquiry based approach where the researcher determined the center of focus that arose from an exploration of the student as a writer through a survey, a classroom observation, multiple one-on-one meetings, and email conversations. The focus area that arose was the student’s limited recognition that writing was done solely for school purposes. Related puzzlements stemming from this focus area included the student’s lack of attachment and lack of voice in her writing. The conclusive data provided insights for how to educate students in future classrooms regarding how vital it is for students to be able to attach themselves to their work.

Working Smarter, Not Working Harder: Revisiting Teacher Feedback in the L2 Writing Classroom

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Lee, Icy

2011-01-01

Although second language (L2) teachers spend a significant amount of time marking students' writing, many of them feel that their efforts do not pay off. While students want teachers to give them feedback on their writing and value teacher feedback, they might experience feelings of frustration and confusion once they receive it. What is amiss in…

The effect of digital storytelling in improving the third graders' writing skills

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Ahmet Yamaç

2016-09-01

Full Text Available The aim of this action research was to investigate the effects of digital storytelling in improving the writing skills of third grade students enrolled in rural primary schools. The writing performances of the students were measured before and after the teaching procedures of digital storytelling. Then, the process of narrative writing with digital storytelling was profoundly and carefully explored through observation and field notes, interviews, audio and video records, student diaries and documents, and student products. The results indicated that digital storytelling enhanced students’ ideas, organization, word choice, sentence fluency, and conventions in terms of writing quality. Similarly, the digital storytelling improved story elements and word counts in stories. In terms of the quality of students’ digital stories, the results demonstrated a steady progress in the elements of digital stories, and the technology literacy and competency of students throughout the process. Besides, the digital storytelling modified the process of narrative writing, and emerged as a beneficial tool to overcome the digital divide by developing students’ new literacy perception, competency, and skills. The digital storytelling also created learning community by improving interactions among students in the classroom, and increased their motivation to write.

The Effect of Digital Storytelling in Improving the Third Graders' Writing Skills

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Ahmet YAMAÇ

2016-09-01

Full Text Available The aim of this action research was to investigate the effects of digital storytelling in improving the writing skills of third grade students enrolled in rural primary schools. The writing performances of the students were measured before and after the teaching procedures of digital storytelling. Then, the process of narrative writing with digital storytelling was profoundly and carefully explored through observation and field notes, interviews, audio and video records, student diaries and documents, and student products. The results indicated that digital storytelling enhanced students’ ideas, organization, word choice, sentence fluency, and conventions in terms of writing quality. Similarly, the digital storytelling improved story elements and word counts in stories. In terms of the quality of students’ digital stories, the results demonstrated a steady progress in the elements of digital stories, and the technology literacy and competency of students throughout the process. Besides, the digital storytelling modified the process of narrative writing, and emerged as a beneficial tool to overcome the digital divide by developing students’ new literacy perception, competency, and skills. The digital storytelling also created learning community by improving interactions among students in the classroom, and increased their motivation to write.

WriteOn â A Tool for Effective Classroom Presentations

OpenAIRE

Eligeti, Vinod

2005-01-01

This thesis provides an introduction to an advance in technology-aided instruction. Most of the research in this area has focused on PowerPoint® based applications or white board-centered electronic ink applications with the capability of broadcasting slides, ink annotations and so forth, used for presentation or classroom lectures. But these tools lack the capability of annotating on any kind of applications with active content playing (a movie or a simulation, for instance) in the backgrou...

Peer Evaluation in CMC Learning Environment and Writing Skill

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Morteza Mellati

2014-09-01

Full Text Available Peer evaluation and technology-based instruction as the various domains of language teaching perspectives might affect language development. Group work in a technology-based environment might be more successful when learners are involved in developing the assessment process particularly peer assessment. This study investigated the effectiveness of peer evaluation in technology-based language environment and its effects on English writing ability. To reach this goal, 70 Iranian learners were participated in English language writing context. They were divided into two groups, one group assigned to CMC (Computer-Mediated Communication language learning context and the other assigned to a traditional learning environment. Both groups were encouraged to evaluate their classmates’ writing tasks. In addition, interviews were conducted with two learners. Comparing these two groups provides comprehensive guidelines for teachers as well as curriculum designers to set adjusted writing language environment for more effective and creative language teaching and learning. E-collaboration classroom tasks have high intrinsic motivation as well as significant effects on learners’ outcomes. Cooperative tasks specifically in technology-based environment lead learners to group working and consequently group learning. Computer-Mediated Communication is meaningful, especially in contexts in which teachers stimulate group work activities.

Academic Achievements and Satisfaction of the Clicker-Aided Flipped Business English Writing Class

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Zhonggen, Yu; Guifang, Wang

2016-01-01

The flipped classroom has been achieving a great success in teaching innovation. This study, aiming to determine the effectiveness of the flipped model in business English writing course, combined the quantitative with the qualitative research methods. Participants were randomly selected from undergraduate students majoring in business English.…

El Aprendizaje de la Lectura y la Escritura: Practicas Apropiadas para el Desarrollo Infantil (Learning To Read and Write: Developmentally Appropriate Practices for Young Children).

Science.gov (United States)

Neuman, Susan B.; Copple, Carol; Bredekamp, Sue

This Spanish language edition of "Learning To Read and Write: Developmentally Appropriate Practices for Young Children," presents effective research-based strategies for promoting children's literacy learning in preschool, kindergarten, and elementary classrooms and infant/toddler settings. Including classroom photos and children's work,…

The Book Trailer Project: Media Production within an Integrated Classroom

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Festa, Karen

2017-01-01

A special education co-teacher in an integrated elementary classroom describes key aspects of media literacy pedagogy for all students, including opportunities for critical analysis and creative media production. After elementary school students learned about author's craft, purpose, theme/message, three types of writing, and target audience, they…

A Psychoanalyst in the Classroom: On the Human Condition in Education. Transforming Subjects: Psychoanalysis, Culture, and Studies in Education

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Britzman, Deborah P.

2015-01-01

"A Psychoanalyst in the Classroom" provides rich descriptions of the surprising ways individuals handle matters of love and hate when dealing with reading and writing in the classroom. With wit and sharp observations, Deborah P. Britzman advocates for a generous recognition of the vulnerabilities, creativity, and responsibilities of…

First-Year Writing Teachers, Perceptions of Students’ Information Literacy Competencies, and a Call for a Collaborative Approach

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Elizabeth Joy Birmingham

2008-10-01

Full Text Available Despite the shared work of teaching research and writing, research librarians and compositionists (writing teachers have not engaged regularly in dialogue about how they might collaborate in this endeavor. This project surveyed English teachers at three institutions, a private liberal arts college, a public liberal arts college, and a land grant university, concerning their perceptions of their students’ information literacy skills, as well as about the variety of strategies they used to introduce and reinforce information literacy competency in their classrooms. These strategies ranged from assigning a research project with little classroom or library support, to using up to ten different research-related activities to build the research competencies to complete a project. The authors found that teachers who employed a variety of strategies for teaching information literacy competency were significantly more satisfied with their students’ abilities to successfully complete researched projects. This paper reports on the results of this study begins a conversation about how these results might shape collaborations between librarians and first-year writing programs.

Practices of reading and writing in five diferent programs of the Sergio Arboleda university

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Blanca González

2010-06-01

Full Text Available This paper presents the results of an investigation into the practices of reading and writing present in five courses of different programs assigned at the Sergio Arboleda University (Bogotá. The research derives from the following questions: What is the role of reading and writing process in the course of some programs at the University? How is assign, directed and accompanied the task of reading and writing? and how are assessed the progress and results in the process of reading and writing? The information was obtained from written tests, surveys, classroom observations and interviews with teachers of these programs. After the analysis process, were set up five units of information, which in the case of reading were reading assignment, intervention guidance, intervention to clarify, evaluation and assessments of teachers, and for the case of writing: defining text types, intervention process, intervention in the correction process, evaluation and assessments of teachers.

Classroom Assessment in Web-Based Instructional Environment: Instructors' Experience

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Xin Liang

2004-03-01

Full Text Available While a great deal has been written on the advantage and benefits of online teaching, little is known on how..assessment is implemented in online classrooms to monitor and inform performance and progress. The..purpose of this study is to investigate the dynamics of WebCT classroom assessment by analyzing the..perceptions and experience of the instructors. Grounded theory method was employed to generate a - process..theory- . The study included 10 faculties who taught WebCT classes, and 216 students in the College of..Education in an urban university in the Mid west. Interviews and classroom observations were undertaken..on line. The findings indicated that, performance-based assessment, writing skills, interactive assessment..and learner autonomy were major assessment aspects to inform teaching and enhance learning. If one of..the major roles of online instruction is to increase self-directed learning, as part of the pedagogical..mechanism, web-based classroom assessment should be designed and practiced to impact learner autonomy.

Films with Few Words; A Multi-Sensory Approach to Writing, Reading, and Discussion.

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Sohn, David A.

1969-01-01

Concerned with the need to offer high school students organized practice in observing visual stimuli and writing about what they see, the author offers an annotated list of short films with little dialogue and narration that can conveniently be used in the classroom for teaching observation through the moving image. (LS)

Pages from Life: Families Write Together = Paginas de la Vida: Familias Escriben Juntas.

Science.gov (United States)

Lukes, Marguerite, Ed.; Rawson, Katherine, Ed.

On Saturdays, neighbors in the Mount Pleasant area of the District of Columbia come together to participate in the family involvement component of The Books Project, a teacher education program that trains teachers to implement writing workshops in language diverse classrooms. The Family Involvement Project expands The Books Project to include…

IMPROVING STUDENTS’ WRITING ABILITY THROUGH CUE CARDS TECHNIQUE

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Fenny Thresia

2017-05-01

Full Text Available This research is a qualitative research with two variables. The classroom action research is conducted at phisics study program of Muhammadiyah University of Metro. The subject of this research is first semester students of physics study program. The number of the students is 22. The objective of this research was to know how cue cards technique improve the students’ writing ability in descriptive text. The researcher choose one class because they have problem in writing ability. This research was conducted in two cycles. Each cycle consisted of planning, acting, observing and reflecting. The data were collected from test (pre test and post test, observation. The result of this research can be seen from the average score of pre test (before treatment was 61,86, in cycle 1 was 70,90 and in post test cycle 2 was 78. That was involved in upgrading maximally. It implied that cue cards technique can improve the students writing ability in descriptive text. In other words, the class had fulfilled criteria success of standard students competency from the school.It was supported by the observation of the students. From the result of the discussion, the researcher concludes that in this research there is an improvement student writing ability in descriptive text using cue cards technique at the students of physics academic year 2015/2016. Key Words : Descriptive Text, Writing Ability, Cue Cards Technique

Rhetorical Numbers: A Case for Quantitative Writing in the Composition Classroom

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Wolfe, Joanna

2010-01-01

Contemporary argument increasingly relies on quantitative information and reasoning, yet our profession neglects to view these means of persuasion as central to rhetorical arts. Such omission ironically serves to privilege quantitative arguments as above "mere rhetoric." Changes are needed to our textbooks, writing assignments, and instructor…

Negotiating Ideologies about Teaching Writing in a High School English Classroom

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Vetter, Amy; Myers, Joy; Hester, Madison

2014-01-01

More research needs to examine how novice teachers successfully negotiate multiple ideologies with others in ways that allow them to construct preferred teaching identities. This qualitative study addressed that need by investigating how one high school English teacher negotiated contradictory ideologies related to writing instruction at her…

Students' Regulation of Their Emotions in a Science Classroom

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Tomas, Louisa; Rigano, Donna; Ritchie, Stephen M.

2016-01-01

Research aimed at understanding the role of the affective domain in student learning in classrooms has undergone a recent resurgence due to the need to understand students' affective response to science instruction. In a case study of a year 8 science class in North Queensland, students worked in small groups to write, film, edit, and produce…

Teaching Narrative Writing Using Comics: Delainey and Rasmussen, the Creators of "Betty," Share Their Composing Strategies as Rich Literacy Resources for Elementary Teachers

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Nixon, Rhonda

2012-01-01

The author explores how comics texts and writing practices are rich literacy resources for educators. Few studies report on how teachers explore such texts and practices in their classrooms. The author examines how drawing improves students' narrative writing and presents findings from a 7-month case study of Delainey and Rasmussen's collaborative…

Literature and Language Teaching: Exploring Literary Texts with the Language Learner and Re-Creating Literature in the ESL Classroom.

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Lazar, Gillian; Heath, Shirley Brice

1996-01-01

Two educators discuss the role literature plays in the English as a Second Language (ESL) classroom. One emphasizes that literary texts are a source for classroom activities that can motivate learners. The other points out that the English writings of ESL students about their travels and friends published in newsletters and journals generate…

Integrating Writing Skills and Ethics Training in Business Communication Pedagogy: A Resume Case Study Exemplar

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Conn, Cynthia E.

2008-01-01

An integrated approach to teaching resume construction in the business communication classroom focuses on simultaneously (a) emphasizing writing-related proficiencies and (b) encouraging ethical and moral orientations to this task. This article provides a resume construction exemplar that operationalizes these two pedagogical goals. The techniques…

Task-Based EFL Language Teaching with Procedural Information Design in a Technical Writing Context

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Roy, Debopriyo

2017-01-01

Task-based language learning (TBLL) has heavily influenced syllabus design, classroom teaching, and learner assessment in a foreign or second language teaching context. In this English as foreign language (EFL) learning environment, the paper discussed an innovative language learning pedagogy based on design education and technical writing. In…

Subjectivity Matters: Using Gerda Lerner's Writing and Rhetoric to Claim an Alternative Epistemology for the Feminist Writing Classroom

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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…

Flipping the Online Classroom with Web 2.0: The Asynchronous Workshop

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Cummings, Lance

2016-01-01

This article examines how Web 2.0 technologies can be used to "flip" the online classroom by creating asynchronous workshops in social environments where immediacy and social presence can be maximized. Using experience teaching several communication and writing classes in Google Apps (Google+, Google Hangouts, Google Drive, etc.), I…

The Markings of a New Pencil: Introducing Programming-as-Writing in the Middle School Classroom

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Burke, Quinn

2012-01-01

Using the setting of a writing-workshop to facilitate a deliberate process to learn computer programming, this exploratory study investigates (a) where there is a natural overlap between programming and writing through the storytelling motif, and (b) to what extent existing language arts coursework and pedagogy can be leveraged to introduce this…

The Effect of Summary Writing on Reading Comprehension: The Role of Mediation in EFL Classroom

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Gao, Yang

2013-01-01

Reading teachers focus more on the instruction of reading content or strategies, but pay relatively less attention to the impact of writing on reading comprehension. Based on mediation theory, the author examined the effect of summary writing about reading texts on readers' comprehension. By reviewing relevant literatures on the topic of…

Teaching and Learning Research Literacies in Graduate Adult Education: Appreciative Inquiry into Practitioners' Ways of Writing.

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Lander, Dorothy A.

2002-01-01

Presents a theoretical framework for teaching and learning research literacies. Describes a classroom demonstration involving graduate student cohorts in appreciative inquiry into practitioners' ways of writing. Addresses the issues of human subjects, informed consent, and the ethics of representation. (Contains 49 references.) (SK)

Individual Self-monitoring &Peer-monitoring In One Classroom in Writing Activities: Who Is at Disadvantage?

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Zohreh Zare Toofan

2014-02-01

Full Text Available Writing is an important experience through which we are able to share ideas, arouse feelings, persuade and convince other people (white & Arndt, 1991. It is important to view writing not solely as the product of an individual, but as a cognitive, social and cultural act. Writing is an act that takes place within a context, that accomplishes a particular purpose and that is appropriately shaped for its intended audience (Hamplyones & Condon, 1989. Here, the present research considers the significance effects of two important independent variables self-monitoring and peer-monitoring in writing activities on Iranian EFL learners. In this research it was supposed to study new effects of two Meta cognitive strategies self-monitoring and peer-monitoring on 173 male and female learners' writing activities whose age ranged between the age 16-27, and they had a composing description writing paragraph as pre & post test in the same conditions. Although many studies have been conducted on the effects of self-monitoring with a variety of students across a variety of settings (Amato-Zech, Hoff, & Doepke, 2006 Cooper et al., 2007, Dunlap, Dunlap, Koegel, & Koegel 1991. But goal of this study was to increase the participant’s on-task behavior in self & peer-monitoring (E. Johnson, 2007, Self &Peer-monitoring added. Although both of them were useful for providing challengeable students, and became useful for prosocial life, but self-monitoring helped them to become awareness of their weaknesses and strengths to increase positive way of the quality and quantity of their learning in written task, and peer-monitoring occurred when the students achieved recognition level to evaluate the other peers' behavior, and it was obviously understood that it needed more training time to arrive at the level of recognition of each others' behavior.

Merging a Metalinguistic Grammar Approach with L2 Academic Process Writing: ELLs in Community College

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Camhi, Paul J.; Ebsworth, Miriam Eisenstein

2008-01-01

This action research study evaluates a classroom approach incorporating a reflective, metacognitive component within a second language process-oriented writing environment. Inspired by the literature and developed by the first author, this approach seeks to provide English language learners (ELLs) with a command of metalinguistic principles…

Researching into a MOOC Embedded Flipped Classroom Model for College English Reading and Writing Course

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Xinying, Zhang

2017-01-01

There is obvious pressure for higher education institutions to undergo transformation now in China. Reflecting this, the computer and information technology give rise to the development of a Massive Open Online Course (MOOC) embedded flipped classroom. Flipped classroom approaches replace the traditional transmissive teaching with engaging…

Scaffolding Singaporean Students to Write Vividly in the Chinese ‘Mother Tongue’, Mandarin

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Tzemin Chung

2014-02-01

Full Text Available This paper details results from a three-year study investigating how to help students in Singapore write vivid compositions in Mandarin, the Chinese ‘mother tongue’. Mastery of the mother tongue by Singaporean students has become an important government priority in recent years. The strategies employed by this study included the use of information and communications technology (ICT mediated scaffolds such as collaborative mind maps and online peer editing to help students learn micro-writing strategies. This paper outlines the process of using various scaffolds to support students to learn and apply the action chain micro-writing strategy. A class of 31 Primary 4 from a neighbourhood school participated in this study. Findings indicated that students were very enthusiastic about writing in the ICT-mediated environment. Contrary to the teacher’s initial belief, students could be scaffolded to write action chains quickly. Findings highlighted the potential of scaffolding students in learning small chunks of writing strategy in an ICT-mediated environment that enabled them to practice these strategies in their composition writing until they could master and apply them. These micro-writing strategies gradually built up to a complex set of skills, including expressive writing. Moreover, students enjoyed working in groups and editing their peers’ work online. This showed that peers could be engaged as scaffolders in the classroom to free up the teacher’ time, allowing the teacher more time to spend with students who were not performing well.

The Use of an Educational Social Networking Site for English Language Learning beyond the Classroom in a Japanese University Setting

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Okumura, Shinji

2016-01-01

This study describes an attempt of using an educational social networking platform, which is called Edmodo, for English language learning outside classrooms at tertiary level. Considering the notion of communicative competence, the instructor incorporated Edmodo into his English classes as a project which is a formal assignment. In the project,…

Writing and Dialogue in, and around, a Senior Secondary Literature Classroom

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Bellis, Natalie; Garcia, Jessica

2018-01-01

The tradition of teachers engaging in narrative-based inquiry is now well established, as is its value for creating situated knowledge about teaching. This reflexive autobiographical article weaves together narrative accounts around a senior literature classroom environment. The article features two voices: a teacher (Natalie Bellis) and a Year 12…

Electromyography (EMG) analysis on impact of classroom chair and table usage among primary school students in Perlis

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Jing, Ewe Hui; Shan, Lim Shaiu; Effendi, M. S. M.; Rosli, Muhamad Farizuan

2017-09-01

The existing design of primary school classroom chair and table had brought low back pain, neck pain and shoulder pain problems respectively among students in primary school. The purpose of this study is to relate the electromyography (EMG) analysis with the most critical area of the body during sitting and writing. Six male and six female primary school students from SK Seri Perlis with no back pain, neck pain and shoulder pain problems involved were invited as respondents in this study. EMG experiment was carried out by first determined the critical point at T9 and L3 from thoracic and lumbar segment respectively for ECG electrode placement and performed with a series of sitting trials for analysis. The sitting trials performed were slouch to lumbopelvic sitting and slouch to thoracic sitting follow by instruction. Next, the electrode placement was identified at C2-C3 on cervical spine for neck and at midpoint between C7 to the lateral edge of acromion spanning for shoulder respectively. These points were identified for a series of writing task performing for the EMG analysis. There were two type of writing task which included writing by looking at the whiteboard and paper placed on the table. The subjects were instructed to rest during the experiment when necessary. During lumbopelvic sitting posture, the average muscle activation on lumbar area was at the highest peak. The peak indicated that there was critical effect from the experimental finding. The performance of writing task from whiteboard gave rise a higher impact on neck muscle while writing task from paper had a greater impact on shoulder muscle. The critical affected muscle on these areas was proven on these written tasks. The EMG experiment showed that the existing design of primary school classroom chair and table had brought impact on lumbar, neck and shoulder towards the students who were using. A future recommendation suggests that to redesign primary school classroom chair and table which

The Use of Information and Communication Technology (ICT) in Teaching ESL Writing Skills

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Yunus, Melor Md; Nordin, Norazah; Salehi, Hadi; Embi, Mohamed Amin; Salehi, Zeinab

2013-01-01

Despite the existence of many studies showing positive effects of using Information and Communication Technology (ICT) in the teaching and learning process in general, the use of ICT in teaching writing skills in English as a Second Language (ESL) classrooms is still not very encouraging. This study attempts to seek findings on the use of ICT in…

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.

A Flipped Writing Classroom: Effects on EFL Learners' Argumentative Essays

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Soltanpour, Fatemeh; Valizadeh, Mohammadreza

2018-01-01

According to the literature, flipped teaching is a relatively new pedagogical approach in which the typical activities of classroom lectures followed by homework in common teaching practice are reversed in order, and most often integrated or supplemented with some types of instructional materials, such as instructional videos or PowerPoint files.…

"Culture" as a Skill in Undergraduate EFL Classrooms: The Bangladeshi Realities

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Shahed, Faheem Hasan

2013-01-01

As regards the status of English in today's globalization era, "culture" has turned out to be an essential component in the teaching and learning of English. Some Applied Linguists have even described it as the fifth skill--after listening, speaking, reading and writing--which must be handled adequately in EFL classrooms. By appreciating…

The Effect of Process Oriented Writing Activities on the Achievement and Attitude of the Preservice Primary School Teachers: An Example of Mixed Method Study

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Özenç, Emine Gül

2016-01-01

The purpose of this study is to find out whether process oriented writing exercises/activities have any effect on the achievement and attitude of preservice teachers as well as to set forth the opinions of primary preservice teachers on process oriented writing approach. In the research one classroom was designated as experimental group (N = 35)…

THE USE OF TEACHING MEDIA TO ENHANCE STUDENTS’ SKILL IN WRITING FUNCTIONAL TEXTS

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Yusuf Hidayat

2017-04-01

Full Text Available Teaching writing functional texts usually tends to be conventionally applied. Most teachers tend to emphasize their teaching process traditionally without paying attention to the teaching media which can be used to help students’ success achieving the goal of learning. This paper is aimed at investigating the role of teaching media in enhancing students’ skill in writing functional texts. In this regard, classroom action research (CAR was employed as the method in this study. This study is intended to answer the following research questions: (1 Is teaching media effective for enhancing students’ skill in writing functional texts? (2 To what extent does teaching media enhance students’ skill in writing functional texts? Through the process of teaching and learning activities, in cycle 1, the writers taught writing functional texts through conventional teaching, they then gave a test on functional text to the students. Additionally, to confirm the writers’ belief to the students’ real writing proficiency, they then gave them TOEFL written test model. Next, in cycle 2, the writers taught the students by using teaching media. Finally, the writers gave them a test of writing functional text. After undertaking several tests in cycle 1, students got average score 56.60, and in cycle 2, they got 65.08. Thus, there was an improvement of the average score. In addition, the students’ enthusiasm also improved.

Functional Anatomy of Writing with the Dominant Hand

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Najee-ullah, Muslimah ‘Ali; Hallett, Mark

2013-01-01

While writing performed by any body part is similar in style, indicating a common program, writing with the dominant hand is particularly skilled. We hypothesized that this skill utilizes a special motor network supplementing the motor equivalence areas. Using functional magnetic resonance imaging in 13 normal subjects, we studied nine conditions: writing, zigzagging and tapping, each with the right hand, left hand and right foot. We identified brain regions activated with the right (dominant) hand writing task, exceeding the activation common to right-hand use and the writing program, both identified without right-hand writing itself. Right-hand writing significantly differed from the other tasks. First, we observed stronger activations in the left dorsal prefrontal cortex, left intraparietal sulcus and right cerebellum. Second, the left anterior putamen was required to initiate all the tested tasks, but only showed sustained activation during the right-hand writing condition. Lastly, an exploratory analysis showed clusters in the left ventral premotor cortex and inferior and superior parietal cortices were only significantly active for right-hand writing. The increased activation with right-hand writing cannot be ascribed to increased effort, since this is a well-practiced task much easier to perform than some of the other tasks studied. Because parietal-premotor connections code for particular skills, it would seem that the parietal and premotor regions, together with basal ganglia-sustained activation likely underlie the special skill of handwriting with the dominant hand. PMID:23844132

Functional anatomy of writing with the dominant hand.

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Horovitz, Silvina G; Gallea, Cecile; Najee-Ullah, Muslimah 'ali; Hallett, Mark

2013-01-01

While writing performed by any body part is similar in style, indicating a common program, writing with the dominant hand is particularly skilled. We hypothesized that this skill utilizes a special motor network supplementing the motor equivalence areas. Using functional magnetic resonance imaging in 13 normal subjects, we studied nine conditions: writing, zigzagging and tapping, each with the right hand, left hand and right foot. We identified brain regions activated with the right (dominant) hand writing task, exceeding the activation common to right-hand use and the writing program, both identified without right-hand writing itself. Right-hand writing significantly differed from the other tasks. First, we observed stronger activations in the left dorsal prefrontal cortex, left intraparietal sulcus and right cerebellum. Second, the left anterior putamen was required to initiate all the tested tasks, but only showed sustained activation during the right-hand writing condition. Lastly, an exploratory analysis showed clusters in the left ventral premotor cortex and inferior and superior parietal cortices were only significantly active for right-hand writing. The increased activation with right-hand writing cannot be ascribed to increased effort, since this is a well-practiced task much easier to perform than some of the other tasks studied. Because parietal-premotor connections code for particular skills, it would seem that the parietal and premotor regions, together with basal ganglia-sustained activation likely underlie the special skill of handwriting with the dominant hand.

Optimized pulsed write schemes improve linearity and write speed for low-power organic neuromorphic devices

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Keene, Scott T.; Melianas, Armantas; Fuller, Elliot J.; van de Burgt, Yoeri; Talin, A. Alec; Salleo, Alberto

2018-06-01

Neuromorphic devices are becoming increasingly appealing as efficient emulators of neural networks used to model real world problems. However, no hardware to date has demonstrated the necessary high accuracy and energy efficiency gain over CMOS in both (1) training via backpropagation and (2) in read via vector matrix multiplication. Such shortcomings are due to device non-idealities, particularly asymmetric conductance tuning in response to uniform voltage pulse inputs. Here, by formulating a general circuit model for capacitive ion-exchange neuromorphic devices, we show that asymmetric nonlinearity in organic electrochemical neuromorphic devices (ENODes) can be suppressed by an appropriately chosen write scheme. Simulations based upon our model suggest that a nonlinear write-selector could reduce the switching voltage and energy, enabling analog tuning via a continuous set of resistance states (100 states) with extremely low switching energy (~170 fJ · µm‑2). This work clarifies the pathway to neural algorithm accelerators capable of parallelism during both read and write operations.

Instructional Practices in Teaching Literature: Observations of ESL Classrooms in Malaysia

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Sidhu, Gurnam Kaur; Fook, Chan Yuen; Kaur, Sarjit

2010-01-01

Literature is an expression of life through the medium of language and in the ESL classroom it is often seen as an authentic means of learning the target language. A literature-enriched curriculum not only helps learners improve their reading and writing skills but more importantly helps them internalise grammar and vocabulary. The many benefits…

Teaching Persuasive Writing with a Class Blog: An Exploratory Study in an Urban Sixth Grade Classroom

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Palombo, Marielle S.

2011-01-01

Adolescent writing proficiency is widely considered to be in a state of crisis nationally, and new instructional approaches are needed to raise writing proficiency among all adolescents, with special attention to those students who struggle most (Graham & Perin, 2007). The affordances of digital communication media, such as online discussion…

Sophistic Ethics in the Technical Writing Classroom: Teaching "Nomos," Deliberation, and Action.

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Scott, J. Blake

1995-01-01

Claims that teaching ethics is particularly important to technical writing. Outlines a classical, sophistic approach to ethics based on the theories and pedagogies of Protagoras, Gorgias, and Isocrates, which emphasizes the Greek concept of "nomos," internal and external deliberation, and responsible action. Discusses problems and…

TRAVEL WRITING: AN APPLICATION OF WRITING WORKSHOP TO ENHANCE STUDENTS’S CREATIVE WRITING

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Prayudias Margawati

2014-10-01

Full Text Available Writing is often assumed as uneasy skill to either learn or teach. For students, they find it difficult to develop ideas in writing. On the other hand, teachers, many of them, only ready with the materials but confuse with the appropriate ways to teach. This paper intends to describe and discuss a method of teaching writing namely writing workshop to improve students’ writing skill through travel writing. Writing workshop proposed by Calkins that consists of mini lesson, work time, peer conferring and/or response groups, share sessions, and publication celebration is applied in writing class for methodological purposes. In mini lesson, teacher offers something to the class that is meant to introduce a writing strategy done at the beginning of the workshop. During work time point, students start their new piece of writing. Teacher moves among students conferring with them while checking their works. Peer conferences or response groups provide a forum for students to talk about works in progress. When students work in group, one of them could arrange his/ her group needs during the work time. A share session may be varied, one possible way is each group shares their process of writing to other students. At the end of writing class, student writers come together to publish and/ or celebrate their final work. The publication could be in the form of portfolio, students’ diary, blog, or others. Travel writing genre is chosen as it could develop students’ creativity in describing/ narrating their own stories during, let say holiday or things they used to see on the way home weekly or monthly. Furthermore, travel writing as the product of creative writing teaches the readers of values, characteristics, and way of life. Last but not least, a professional writing teacher should set the writing workshop components in variety ways to achieve effective running-class.

Using Peer Collaboration to Support Online Reading, Writing, and Communication: An Empowerment Model for Struggling Readers

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Henry, Laurie A.; Castek, Jill; O'Byrne, W. Ian; Zawilinski, Lisa

2012-01-01

This comparative case study investigated the implementation of an empowerment model for struggling readers that utilized the Internet as a context for reading, writing, and communicating in 3 different classroom contexts. Through student-centered techniques, such as flexible grouping and peer teaching, we designed Internet Reciprocal Teaching to…

Using National Newspapers in the College Classroom: Resources To Improve Teaching and Learning. The First-Year Experience & Students in Transition. Monograph Series, No. 28.

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Knowlton, Steven R., Ed.; Barefoot, Betsy O., Ed.

Thirty-eight brief articles first make the case for using newspapers in the college classroom and then offer examples of how newspapers should be used in the following subject areas: business (advertising, business writing, management); English (composition, research writing, women's studies); first-year seminar (honors seminar, reading, study…

A Network Primer: Full-Fledged Educational Networks.

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Lehrer, Ariella

1988-01-01

Discusses some of the factors included in choosing appropriate computer networks for the classroom. Describes such networks as those produced by Apple Computer, Corvus Systems, Velan, Berkeley Softworks, Tandy, LAN-TECH, Unisys, and International Business Machines (IBM). (TW)

IMPROVING STUDENTS‟ ABILITY IN WRITING RECOUNT TEXTS BY USING AUTHENTIC TASK

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Ahmad Yusri

2017-04-01

Full Text Available This study uncovers the improvement of the students‘ ability through authentic task in writing recount text. It is used to look for and write down what they have seen in real world. This study is Classroom Action Research. It is planned as well as possible. Moreover, the subject of the study was a class of the tenth grade students of Islamic Boarding High School ―Hikmatusysyarief” MA NW Salut in the School Year 2010/2011. It was conducted in two cycles. Then, the instruments utilized were observation checklist, questionnaire, and students‘ writing product. The result of this study indicates that authentic task as a technique has improved the students‘ ability in writing recount text as well as plan. In the first cycle, there is 57% students‘ who gained score higher than 60% and the students who gained score less than 60 are 52%, meanwhile the students score at the second cycle shown 81% of the students get higher than 60 (17 out of 21 students and 19% of the students gained score less than 60 (4 out of 21 students. It is also to indicate that the students‘ involvement in teaching and learning process was surely active, particularly when they worked in group. In short, this technique is believed to improve the students‘ ability in writing recount text and their involvement in teaching and learning processes.

An Evaluation of the Difficulties Classroom Teachers Experience While Giving Primary Reading and Writing Education Within the 4+4+4 Education System

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Okay Demir

2016-01-01

Full Text Available The aim of this study is to ascertain the problems classroom teachers face while teaching the first reading and writing classes to first-grade pupils following the changes made in the current educational act towards 4+4+4 education system and to put forward the views of teachers concerning these problems. This research makes use of the "phenomenological" approach, one of the qualitative research methods. Determined by "criterion sampling," which is one of the purposive sampling methods, 29 classroom teachers constitute the study group of the research. The research data were collected by semi-structured interviews approach in 2013-2014 academic years, the semester of 2015-2016 academic year unstructured observations and students for reading and writing documents while the analysis of the data was made with descriptive analysis and content analysis. In accordance with the regulations in the curriculum, each question was designed to determine the problems class teachers experience while teaching first reading and writing primers and the results were evaluated and interpreted under separate categories such as drawbacks rooted in students, families/parents, teachers, school and the curriculum. According to the survey, some of the problems experienced by first-grade teachers while teaching reading and writing within the 4 + 4 + 4 Education System can be listed as follows: Student-oriented problems such as perception and compliance issues, inadequate physical development, getting bored quickly, discipline issues, low reading speed, lack of self-care skills, and the presence of different age groups in the same classroom; Curriculum-oriented problems such as the long adaptation durations, inappropriate nature of the curriculum for the development of students between 5 and 5,5 years of age, inapt textbooks, the underprepared teachers who were informed about the system at short notice, the fact that the system was imposed without taking expert opinions

International classroom teachers in need of professional development

DEFF Research Database (Denmark)

Lauridsen, Karen M.

International classroom teachers in need of professional development: Outcomes of the IntlUni Erasmus Academic Network project 2012-15 The IntlUni Erasmus Academic Network (2012-15) has addressed the opportunities and the challenges of the multicultural (international) classroom where higher educ...... and challenges in the multilingual and multicultural learning space. Final document of the IntlUni Erasmus Academic Network project 2012-15. Aarhus: IntlUni. http://intluni.eu/uploads/media/The_opportunities_and_challenges_of_the_MMLS_Final_report_sept_2015.pdf...... and reflect on their teaching processes and negotiate the learning processes with their students as well as manage and leverage diversity in the classroom. Therefore, one of the IntlUni Recommendations is for the higher education institutions to provide the necessary professional development and teacher...... sources (e.g. Gregersen-Hermans, 2016), all pointing towards the need for more professional development and training of higher education teachers teaching multicultural student cohorts. Based on these very recent sources, the paper will discuss and offer examples of how such activities may be organized...

Social Networks and Students' Orthography

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E. Azizovic

2017-12-01

Full Text Available The paper studied spelling and technical errors of students on social networks (facebook, twitter, e-mail. Social networks have over the last decade become the primary means of communication, which have more than ever made real the idea of "one world - one village". Their usage is in the most part based on language, i.e. on the writing itself and reading of the same as its most complex parts. New aspects of the use of writing, which exclude handwriting, are already using some new writing platform, such as keyboards, smart - touch surfaces, etc., provide new opportunities for redefining, as well as challenges for the writings. This paper aims to give a modest contribution in this direction.

Literacy learning in secondary school science classrooms: A cross-case analysis of three qualitative studies

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Dillon, Deborah R.; O'Brien, David G.; Moje, Elizabeth B.; Stewart, Roger A.

The purpose of this cross-case analysis is to illustrate how and why literacy was incorporated into science teaching and learning in three secondary classrooms. Research questions guiding the analysis include: (a) How were literacy events shaped by the teachers' philosophies about teaching science content and teaching students? and (b) How was literacy (reading, writing, and oral language) structured by the teachers and manifested in science lessons? The methodology of ethnography and the theoretical framework of symbolic interactionism were employed in the three studies on which the cross-case analysis was based. The researchers assumed the role of participant observers, collecting data over the period of 1 year in each of the three classrooms. Data, in the form of fieldnotes, interviews, and artifacts, were collected. In each study, data were analyzed using the constant comparative method (Glaser & Strauss, 1967) to determine patterns in the teachers' beliefs about learning and how these influenced their choice of literacy activities. The cross-case analysis was conducted to determine patterns across the three teachers and their classrooms. The findings from this analysis are used to compare how the teachers' philosophies of teaching science and their beliefs about how students learn influenced their use of literacy practices during lessons. Specifically, each teacher's use of literacy activities varied based on his or her beliefs about teaching science concepts. Furthermore, reading, writing, and oral language were important vehicles to learning science concepts within daily classroom activities in the three classrooms.Received: 1 April 1993; Revised: 30 August 1993;

Metrics for evaluation of the author's writing styles: who is the best?

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Darooneh, Amir H; Shariati, Ashrafosadat

2014-09-01

Studying the complexity of language has attracted the physicist's attention recently. The methods borrowed from the statistical mechanics; namely, the complex network theory, can be used for exploring the regularities as a characteristic of complexity of language. In this paper, we focus on the authorship identification by using the complex network approach. We introduce three metrics which enable us for comparison the author's writing styles. This approach was previously used by us for finding the author of unknown book among collection of thirty six books written by five Persian poets. Here, we select a collection of one hundred and one books of nine English writers and quantify their writing styles according to our metrics. In our experiment, Shakespeare appears as the best author who follows a unique writing style in all of his works.

Metrics for evaluation of the author's writing styles: Who is the best?

Science.gov (United States)

Darooneh, Amir H.; Shariati, Ashrafosadat

2014-09-01

Studying the complexity of language has attracted the physicist's attention recently. The methods borrowed from the statistical mechanics; namely, the complex network theory, can be used for exploring the regularities as a characteristic of complexity of language. In this paper, we focus on the authorship identification by using the complex network approach. We introduce three metrics which enable us for comparison the author's writing styles. This approach was previously used by us for finding the author of unknown book among collection of thirty six books written by five Persian poets. Here, we select a collection of one hundred and one books of nine English writers and quantify their writing styles according to our metrics. In our experiment, Shakespeare appears as the best author who follows a unique writing style in all of his works.

The story of a narrative: Teaching and assessing English writing in a township school

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Caroline Akinyeye

2016-05-01

Full Text Available The new language curriculum in South Africa recommends that extended writing be taught through a combination of text-based (or genre and process approaches. This article reports on a study of the teaching and assessment of narrative writing in English as a first additional language (FAL at a time of curriculum change. The setting is a Cape Flats township school. In focusing on a story written by a Grade 9 learner and assessed by her teacher, the study sought evidence of the use of text-based and process approaches. The theoretical frame is informed by genre theory, which draws on Systemic Functional Linguistics and social constructivist approaches to language learning. A qualitative research paradigm was used. Data obtained for this case study included the learner’s writing, interviews with the teacher, and classroom observation. The study finds very little evidence of a scaffolded approach to the teaching and assessment of writing, and explores the constraints on the realisation of the curriculum cycle in English FAL. These relate to the teacher’s understanding of writing as well as to material conditions in township schools.

EFFECT OF GROUPING ON CLASSROOM COMMUNITIES

OpenAIRE

Toriumi, Fujio; Ishii, Kenichiro

2006-01-01

In the education field, the management of student relation-ships is one of the most important duties of teachers. Such management usually reflects the teacher's abilities and experiences. The purpose of this study is to clarify management methods to realize appropriate classroom community structures. In this study, we simulated a community-forming mechanism to clarify the influence of grouping on classroom community formation. We presented a community through a communication network using Hei...

Collaboration systems for classroom instruction

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Chen, C. Y. Roger; Meliksetian, Dikran S.; Chang, Martin C.

1996-01-01

In this paper we discuss how classroom instruction can benefit from state-of-the-art technologies in networks, worldwide web access through Internet, multimedia, databases, and computing. Functional requirements for establishing such a high-tech classroom are identified, followed by descriptions of our current experimental implementations. The focus of the paper is on the capabilities of distributed collaboration, which supports both synchronous multimedia information sharing as well as a shared work environment for distributed teamwork and group decision making. Our ultimate goal is to achieve the concept of 'living world in a classroom' such that live and dynamic up-to-date information and material from all over the world can be integrated into classroom instruction on a real-time basis. We describe how we incorporate application developments in a geography study tool, worldwide web information retrievals, databases, and programming environments into the collaborative system.

Using Rubrics as a Scientific Writing Instructional Method in Early Stage Undergraduate Neuroscience Study.

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Clabough, Erin B D; Clabough, Seth W

2016-01-01

Scientific writing is an important communication and learning tool in neuroscience, yet it is a skill not adequately cultivated in introductory undergraduate science courses. Proficient, confident scientific writers are produced by providing specific knowledge about the writing process, combined with a clear student understanding about how to think about writing (also known as metacognition). We developed a rubric for evaluating scientific papers and assessed different methods of using the rubric in inquiry-based introductory biology classrooms. Students were either 1) given the rubric alone, 2) given the rubric, but also required to visit a biology subject tutor for paper assistance, or 3) asked to self-grade paper components using the rubric. Students who were required to use a peer tutor had more negative attitudes towards scientific writing, while students who used the rubric alone reported more confidence in their science writing skills by the conclusion of the semester. Overall, students rated the use of an example paper or grading rubric as the most effective ways of teaching scientific writing, while rating peer review as ineffective. Our paper describes a concrete, simple method of infusing scientific writing into inquiry-based science classes, and provides clear avenues to enhance communication and scientific writing skills in entry-level classes through the use of a rubric or example paper, with the goal of producing students capable of performing at a higher level in upper level neuroscience classes and independent research.

Evaluation of Twitter Users Writings about Teachers in Turkey

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Yavuz, Mustafa

2014-01-01

As a social sharing network whose number of users worldwide continues to rapidly increase, Twitter has become an active network for individuals to share their thoughts and feelings at any given time. The purpose of this work, then, is to evaluate Twitter users of Turkey in terms of how they write about their teachers on Twitter. In order to…

Literacy through Photography: Multimodal and Visual Literacy in a Third Grade Classroom

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Wiseman, Angela M.; Mäkinen, Marita; Kupiainen, Reijo

2016-01-01

This article reports findings from a diverse third grade classroom that integrates a literacy through photography (LTP) curriculum as a central component of writing instruction in an urban public school. A case study approach was used in order to provide an in-depth, multi-dimensional consideration of phenomena by drawing on multiple data sources…

"Please Stop Whipping Me": Writing about Race and Racism in an Early Childhood Social Studies Classroom

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Husband, Terry

2015-01-01

The purpose of this critical action research study is to examine how critical literacy, when used in the social studies classroom, can open up spaces where children construct, deconstruct, and reconstruct superficial notions of race and racism in an early childhood classroom. A nine lesson unit on African American history was developed and…

The effects of blogs versus dialogue journals on open-response writing scores and attitudes of grade eight science students

Science.gov (United States)

Erickson, Diane K.

Today's students have grown up surrounded by technology. They use cell phones, word processors, and the Internet with ease, talking with peers in their community and around the world through e-mails, chatrooms, instant messaging, online discussions, and weblogs ("blogs"). In the midst of this technological explosion, adolescents face a growing need for strong literacy skills in all subject areas for achievement in school and on mandated state and national high stakes tests. The purpose of this study was to examine the use of blogs as a tool for improving open-response writing in the secondary science classroom in comparison to the use of handwritten dialogue journals. The study used a mixed-method approach, gathering both quantitative and qualitative data from 94 students in four eighth-grade science classes. Two classes participated in online class blogs where they posted ideas about science and responded to the ideas of other classmates. Two classes participated in handwritten dialogue journals, writing ideas about science and exchanging journals to respond to the ideas of classmates. The study explored these research questions: Does the use of blogs, as compared to the use of handwritten dialogue journals, improve the open-response writing scores of eighth grade science students? How do students describe their experience using blogs to study science as compared to students using handwritten dialogue journals? and How do motivation, self-efficacy, and community manifest themselves in students who use blogs as compared to students who use handwritten dialogue journals? The quantitative aspect of the study used data from pre- and post-tests and from a Likert-scale post-survey. The pre- and post-writing on open-response science questions were scored using the Massachusetts Comprehensive Assessment System (MCAS) open-response scoring rubric. The study found no statistically significant difference in the writing scores between the blog group and the dialogue journal

Integration of sources in academic writing: A corpus-based study of citation practices in essay writing in two departments at the University of Botswana

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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.

An Instructional Model for Teaching Proof Writing in the Number Theory Classroom

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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…

Writing through Two Languages: First Language Expertise in a Language Minority Classroom

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Kibler, Amanda

2010-01-01

Language minority students' writing is often measured solely in terms of its distance from native speaker norms, yet doing so may ignore the process through which these texts are realized and the role that the first language plays in their creation. This study analyzes oral interactions among adolescent second language writers during an extended…

Does Listening to Slow Tempo Classical Music During Independent Writing Affect Children's On-Task Performance?

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McKnight, Rosemary

This project explored the effects of slow tempo classical music on children's on-task performance during independent writing. The project sample consisted of 24 students from a first grade classroom in the New York City Public School System. The students' on-task behavior was observed with and without use of slow tempo classical music playing, and…

Definition of a focus of reading and writing teaching in the process from preparatory to primary level at school

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Rudy Doria Correa

2014-08-01

Full Text Available This paper shows the results of a research exercise in order to define an approach of reading and writing’s teaching and learning in the process from preparatory to primary education in Asodesi’s school in the city of Monteria - Córdoba. This experience is a part of the investigation “classroom projects: an experience of action research in language teaching at school”, theoretically oriented from the study of various approaches about teaching reading and writing early, with a qualitative methodology (IA, by forming a study group work (SGW, within which teachers reflect on their teaching practices, in order to improve and transform them. The main results are: the definition of a comprehensive approach of teaching reading and writing, linked to the goals of training offered in classroom projects in primary and secondary levels and the development of skills incomprehension and textual production. 

Large Data at Small Universities: Astronomical processing using a computer classroom

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Fuller, Nathaniel James; Clarkson, William I.; Fluharty, Bill; Belanger, Zach; Dage, Kristen

2016-06-01

The use of large computing clusters for astronomy research is becoming more commonplace as datasets expand, but access to these required resources is sometimes difficult for research groups working at smaller Universities. As an alternative to purchasing processing time on an off-site computing cluster, or purchasing dedicated hardware, we show how one can easily build a crude on-site cluster by utilizing idle cycles on instructional computers in computer-lab classrooms. Since these computers are maintained as part of the educational mission of the University, the resource impact on the investigator is generally low.By using open source Python routines, it is possible to have a large number of desktop computers working together via a local network to sort through large data sets. By running traditional analysis routines in an “embarrassingly parallel” manner, gains in speed are accomplished without requiring the investigator to learn how to write routines using highly specialized methodology. We demonstrate this concept here applied to 1. photometry of large-format images and 2. Statistical significance-tests for X-ray lightcurve analysis. In these scenarios, we see a speed-up factor which scales almost linearly with the number of cores in the cluster. Additionally, we show that the usage of the cluster does not severely limit performance for a local user, and indeed the processing can be performed while the computers are in use for classroom purposes.

Georneys joins AGU's blog network

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Viñas, Maria-José

2011-07-01

A blog on geological musings, wanderings, and adventures, called Georneys, has joined AGU's network of Earth and space science blogs. With the addition of Georneys, on 11 July, the AGU Blogosphere (http://blogs.agu.org), as the network is known, has grown to showcase eight independent blogs since its launch last fall. “One reason I write this blog is to maintain my sanity as I finish up my Ph.D. In the midst of much stress, long days in lab, and long nights writing thesis chapters, I write to remind myself of why I love geology,” says Georneys blogger Evelyn Mervine. “I also write to document some of my geological adventures and to share my love of geology with others.”

Improving Students' Achievement in Writing Descriptive Text by Using Movie Posters

OpenAIRE

Saleha, Ayu -; -, Sumarsih -

2014-01-01

This study concerns on Improving Students' Achievement in Writing Descriptive Text by Using Movie Posters. The underlying objective of this study is to investigate whether teaching descriptive by using movie posters potentially improves students' skill. The research was conducted by using Classroom Action Research (CAR). The subject of the research was class X of SMA SWASTA UTAMA MEDAN. The number of the students was 28. The procedure of the research was administrated into two cycles which ea...

Torey Hayden's Teacher Lore: Classroom Behavior Management of Children with Emotional and Behavioral Disorders

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Marlowe, Mike; Disney, Gayle

2006-01-01

Torey Hayden's portrayal of classroom behavior management in her teacher lore, autobiographical writings about teaching children with emotional and behavioral disorders, is examined. Five of her books were sampled: "One child", "Somebody else's kids", "Just another kid", "Ghost girl" and "Beautiful child". Each of these books unfolds within the…

Investigation of Writing Strategies, Writing Apprehension, and Writing Achievement among Saudi EFL-Major Students

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Al Asmari, AbdulRahman

2013-01-01

The tenet of this study is to investigate the use of writing strategies in reducing writing apprehension and uncovering its effect on EFL students' writing achievement. It also attempts to explore associations between foreign language apprehension, writing achievement and writing strategies. The primary aims of the study were to explore the…

Writing Assignments that Promote Active Learning

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Narayanan, M.

2014-12-01

Encourage students to write a detailed, analytical report correlating classroom discussions to an important historical event or a current event. Motivate students interview an expert from industry on a topic that was discussed in class. Ask the students to submit a report with supporting sketches, drawings, circuit diagrams and graphs. Propose that the students generate a complete a set of reading responses pertaining to an assigned topic. Require each student to bring in one comment or one question about an assigned reading. The assignment should be a recent publication in an appropriate journal. Have the students conduct a web search on an assigned topic. Ask them to generate a set of ideas that can relate to classroom discussions. Provide the students with a study guide. The study guide should provide about 10 or 15 short topics. Quiz the students on one or two of the topics. Encourage the students to design or develop some creative real-world examples based on a chapter discussed or a topic of interest. Require that students originate, develop, support and defend a viewpoint using a specifically assigned material. Make the students practice using or utilizing a set of new technical terms they have encountered in an assigned chapter. Have students develop original examples explaining the different terms. Ask the students to select one important terminology from the previous classroom discussions. Encourage the students to explain why they selected that particular word. Ask them to talk about the importance of the terminology from the point of view of their educational objectives and future career. Angelo, T. A. (1991). Ten easy pieces: Assessing higher learning in four dimensions. In T. A. Angelo (Ed.), Classroom research: Early lessons from success (pp. 17-31). New Directions for Teaching and Learning, No. 46. San Francisco: Jossey-Bass.

Writing in elementary school science: Factors that influence teacher beliefs and practices

Science.gov (United States)

Glen, Nicole J.

requirements, science and writing content knowledge, and classroom management. The findings indicated that the teachers were using writing in some of the ways supported by science and literacy education, but there were many areas of writing in science in which teachers could use support and education. This included more knowledge of authentic uses of writing in the science discipline, general writing-to-learn strategies, and assessment of student ideas and information in writing and not only writing skills. The teachers also needed support in better understanding the nature of science and scientific inquiry, and in how to negotiate the social and cultural factors that influence their pedagogical decisions in order to use writing in more authentic ways. This study suggests that teacher educators and administrators must learn more about how teachers understand their role as elementary teachers, as teachers of writing and science, and the environments within which they work in order to help them move toward authentic literacy and science writing practices.

University writing

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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.

Echo, Not Quotation: What Conversation Analysis Reveals about Classroom Responses to Heard Poetry

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Gordon, John

2012-01-01

This article applies conversation analysis to classroom talk-in-interaction where pupils respond to poetry they have heard. The phenomenon of repeating in discussion details from the poem, including patterns of delivery, is considered and named echo to distinguish it from quotation in writing. The phenomenon is significant to the pedagogy of…

Tweeting in the Classroom: Instant feedback and assessment using a mobile web app

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Saravanan, R.

2011-12-01

Cell phones with texting capabilities are ubiquitous in the college classroom, and smart phones are becoming increasingly common. These phones are used primarily for personal activities, including social networking, and are expected to remain switched off during instruction. The powerful communication capability of these devices, which could potentially facilitate novel forms of "instructional networking", remains untapped. Instead, special-purpose devices ("clickers") are used when instant feedback is desired in the classroom. A number of technical and behavioral challenges need to be overcome before mobile phones can be used routinely to assist in classroom instruction. This presentation will describe the experience of developing and deploying a mobile web app that enables students to provide instant feedback in the classroom using their mobile phones. The web app leverages existing social networking infrastructure, e.g., using the Twitter microblogging service to aggregate text messages sent by students, to promote classroom interaction. The web app was deployed both in a regular lecture hall and in a computer lab. Topics to be discussed include the technical challenges of deploying a mobile web app in a classroom setting, such as internet accessibility and latency, as well as non-technical issues relating to privacy, student reactions, etc.

Using Authentic Picture Books and Illustrated Books to Improve L2 Writing among 11-Year-Olds

Science.gov (United States)

Birketveit, Anna; Rimmereide, Hege Emma

2017-01-01

The case study investigates what impact extensive reading of authentic picture books/illustrated books had on the learners' writing skills in a Norwegian EFL (English as a foreign language) classroom of 11-year-olds. Furthermore, the study also looks into the importance the pictures/illustrations had for the learners and what type of picture-text…

Exploration of optical classroom teaching by network platform

Science.gov (United States)

Jiao, Zheng; Ma, Kun

2017-08-01

The investigation shows that the difficulties students encounter in the course of optics are mainly due to the abstraction of the content of the optical course, and the problem that the description of the physical phenomenon and process is difficult to show in the classroom teaching. We consider to integrate information technology with classroom teaching. Teachers can set up course websites and create more teaching resources, such as videos of experimental processes, design of simulated optical paths, mock demonstration of optical phenomena, and so on. Teachers can use the courseware to link the resources of the website platform, and display the related resources to the students. After class, students are also able to learn through the website, which is helpful to their study.

Peer editing: a strategic source in EFL students’ writing process

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Nubia Mercedes Díaz Galvis

2011-06-01

Full Text Available This article reports on a research project focused on peer editing as a pedagogical tool to promote collaborative assessment in the EFL writing process. With teachers overstretched in the Bogotá public school system, a method needed to be found that would allow students to receive much needed feedback without overtaxing the teachers` resources. Peer editing, a phenomenon that often occurs naturally within the classroom, was therefore systematically implemented as a solution to the stated problem. The main aims of this study, conducted with a group of ninth grade student at a public school in Bogotá, were to determine the role of peer editing in the writing process and to characterize the relationships built when students corrected each others writings. The instruments used for collecting data were field notes, video recordings and students’ artifacts. The results showed that when students were engaged in peer editing sessions they created zones of proximal development in which high achiever students provided linguistic scaffolding and empowered low achievers. It was also found that students used thinking strategies such as noticing and explaining when they identified errors related to the formal aspects of the language.

Implementing the Flipped Classroom Model in the Teaching of History

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Siti Waznah Abdul Latif

2017-11-01

Full Text Available This study investigated the effectiveness in implementing the Flipped Classroom model in teaching History and to identify the students’ perceptions using this approach towards their learning. The chosen History topic was on ‘James Brooke’s activities in Sarawak in the 1840s’. The sample consisted of twelve students from two Year 9 classes in one of the secondary schools in Brunei Darussalam. In adopting the Flipped Classroom approach, the students were required to watch a video lesson outside the classroom setting. To measure its effectiveness, a test instrument was used, and five students were interviewed. The findings revealed that the utilisation of this instructional method was effective in teaching History, as there were improvements in the students’ test results. The analyses of the students’ perceptions using this approach revealed that while some students believed that it helped them improve in their communication and writing skills, others did not perceive it effective for their learning.

Network Ecology and Adolescent Social Structure.

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McFarland, Daniel A; Moody, James; Diehl, David; Smith, Jeffrey A; Thomas, Reuben J

2014-12-01

Adolescent societies-whether arising from weak, short-term classroom friendships or from close, long-term friendships-exhibit various levels of network clustering, segregation, and hierarchy. Some are rank-ordered caste systems and others are flat, cliquish worlds. Explaining the source of such structural variation remains a challenge, however, because global network features are generally treated as the agglomeration of micro-level tie-formation mechanisms, namely balance, homophily, and dominance. How do the same micro-mechanisms generate significant variation in global network structures? To answer this question we propose and test a network ecological theory that specifies the ways features of organizational environments moderate the expression of tie-formation processes, thereby generating variability in global network structures across settings. We develop this argument using longitudinal friendship data on schools (Add Health study) and classrooms (Classroom Engagement study), and by extending exponential random graph models to the study of multiple societies over time.

Reading and Writing as Scientists? Text Genres and Literacy Practices in Girls' Middle-Grade Science

Science.gov (United States)

Faller, S. Elisabeth

2018-01-01

Science teachers are often charged with providing discipline-specific literacy instruction. However, little is known about the reading and writing genres, or text types, typically found in these classrooms. In particular, there is a lack of knowledge about what opportunities adolescents have to engage with the genres privileged in science to learn…

A Study on the Impact of Collective Feedback in the Online Technical and Professional Communication Classroom

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Singleton, Meredith

2016-01-01

This dissertation study seeks to determine whether feedback in the online Technical and Professional Communication classroom impacts student performance. This dissertation proposes that online Technical and Professional Communication instructors consider adopt such a feedback methodology in order to engage students with writing practices that…

The effect of topic selection on writing fluency among Japanese high school students

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Sarah Lin Lubold

2016-01-01

Full Text Available Written fluency and fluency building activities have been shown to promote linguistic choice and student voice development, increased ability to express ideas using complex grammatical structures and greater intrinsic motivation in English language learners. Since the 1970’s, process-oriented writing has been emphasized, yielding an amplified focus on meaning of student content over linguistic form precision. Current research of writing fluency must delve deeper into questions of student ownership of topic and the outcomes for low-risk activities that support fluency practice and encourage confidence building in students. The purpose of this replication study is to further explore previous findings on the effects of topic selection on writing fluency for high school English as foreign language learners. Building off of the work of Bonzo (2008, this study focused on a timed, non-graded writing activity administered to groups of Japanese engineering students in three departments: mechanical, electrical, and global engineering. The six subsequent samples for each participating student were analyzed using online text-analysis for total and unique word counts, providing data used to perform a t-test. Responses to bi-lingual student questionnaires, with prompts on self-perceived written English ability, self-efficacy and strategies for success while writing, provided additional insight into the facets of fluency. The results of these writing sessions offer both confirmation of and contrast to Bonzo’s original work, demonstrate increased student meaning making, and support the use of free writing activities in English language classrooms as a means by which student written fluency may be improved.

Scaffolding in the Indonesian classroom from theory and practise

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Foley J. A.

2018-01-01

Full Text Available Too often descriptions of language learning have focused primarily on the language components or the structural features. However, there is an increasing recognition that patterns of discourse realised through text rather than a sentence based approach to language description is turning away from discrete form-based aspects of language learning to focus on the effectiveness of how learners get their messages and ideas across to others. This paper will take as an example the process of writing as it is probably the most difficult of the language skills required of our learners. The cultural context is that of the ASEAN classroom in general and how we can go about scaffolding the writing process to help prepare Indonesian students for their potential role in the ASEAN of the future.

The Generational Impact of Technology on Formal Writing of Rural Middle School Students

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Land, Martha Ann

2012-01-01

The purpose of this study was to determine the impact text messages, social networks, Instant Messaging, email, and blogging had on rural middle school students' ability to decipher between formal and informal writing. Students completed self-evaluation logs, completed Formal and Informal Writing Assessments, and were scored on their use of…

We learn to write by reading, but writing can make you smarter We learn to write by reading, but writing can make you smarter

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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.

Take your seats: Leftward asymmetry in classroom seating choice

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Victoria Lynn Harms

2015-08-01

Full Text Available Despite an overall body symmetry, human behaviour is full of examples of asymmetry, from writing or gesturing to kissing and cradling. Prior research has revealed that theatre patrons show a bias towards sitting on the right side of a movie theatre. Two competing theories have attempted to explain this seating asymmetry: one posits that expectation of processing demand drives the bias; the other posits that basic motor asymmetries drive the bias. To test these theories we assessed the real-world classroom seating choices of university students using photographs. A bias for students to choose seats on the left side of the classroom was observed, in contrast to the right side bias observed in theatre seating studies. These results provide evidence in support of a processing-expectation bias.

Beyond student ratings: peer observation of classroom and clinical teaching.

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Berk, Ronald A; Naumann, Phyllis L; Appling, Susan E

2004-01-01

Peer observation of classroom and clinical teaching has received increased attention over the past decade in schools of nursing to augment student ratings of teaching effectiveness. One essential ingredient is the scale used to evaluate performance. A five-step systematic procedure for adapting, writing, and building any peer observation scale is described. The differences between the development of a classroom observation scale and an appraisal scale to observe clinical instructors are examined. Psychometric issues peculiar to observation scales are discussed in terms of content validity, eight types of response bias, and interobserver reliability. The applications of the scales in one school of nursing as part of the triangulation of methods with student ratings and the teaching portfolio are illustrated. Copies of the scales are also provided.

Professional training in creative writing is associated with enhanced fronto-striatal activity in a literary text continuation task.

Science.gov (United States)

Erhard, K; Kessler, F; Neumann, N; Ortheil, H-J; Lotze, M

2014-10-15

The aim of the present study was to explore brain activities associated with creativity and expertise in literary writing. Using functional magnetic resonance imaging (fMRI), we applied a real-life neuroscientific setting that consisted of different writing phases (brainstorming and creative writing; reading and copying as control conditions) to well-selected expert writers and to an inexperienced control group. During creative writing, experts showed cerebral activation in a predominantly left-hemispheric fronto-parieto-temporal network. When compared to inexperienced writers, experts showed increased left caudate nucleus and left dorsolateral and superior medial prefrontal cortex activation. In contrast, less experienced participants recruited increasingly bilateral visual areas. During creative writing activation in the right cuneus showed positive association with the creativity index in expert writers. High experience in creative writing seems to be associated with a network of prefrontal (mPFC and DLPFC) and basal ganglia (caudate) activation. In addition, our findings suggest that high verbal creativity specific to literary writing increases activation in the right cuneus associated with increased resources obtained for reading processes. Copyright © 2014 Elsevier Inc. All rights reserved.

Contexts for Writing on the Border: The Community and the Constraints of Hispanic Freshman Writers. Presentation Draft Copy.

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Smith, Maggy

Cultural interference in writing classrooms includes linguistic and social differences that lead to mixed signals both for students and teachers and unshared expectations among this community of learners. This can be seen particularly at a place like the University of Texas at El Paso, where the Hispanic community of students comprises…

"It's a Lot of Hectic in Middle School": Student-Teaching in an Urban Classroom.

Science.gov (United States)

Meyer, Jim

1999-01-01

Relates the experience of a college professor who spent two months as a student teacher in an eighth-grade language arts classroom in an urban public school. Discusses middle school teaching verses college teaching, coming to know the students, discipline, student testing, accountability, teaching writing, the failure of teacher-training programs,…

We learn to write by reading, but writing can make you smarter We learn to write by reading, but writing can make you smarter

Directory of Open Access Journals (Sweden)

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.

Composing Networks: Writing Practices on Mobile Devices

Science.gov (United States)

Swarts, Jason

2016-01-01

This article is an investigation of composing practices through which people create networks with mobile phones. By looking through the lens of actor-network theory, the author portrays the networking activity of mobile phone users as translation, what Latour describes as an infralanguage to which different disciplinary perspectives can be…

Genre based Approach to Teach Writing Descriptive Text

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Putu Ngurah Rusmawan

2017-10-01

Full Text Available This study aims to discuss how teaching and learning activities were carried out by using Genre based Approach in teaching writing descriptive text at junior high school. This study was conducted in the classroom of VII-1. Therefore, the appropriate design was qualitative research design. The subject of the study was the English teacher. To collect data, the researcher used observation and interview. The finding of the study described that the teaching and learning activities that were carried out by the teacher fulfilled the basic competencies. The teacher carried out the opening teaching activities by greeting, asking the students’ preparation during the lesson, checking the student’s attendance list, and informing the learning objective. The teacher carried out the main teaching activities by informing about how to write a descriptive text, giving, and asking opinions, eliciting the students’ understanding, prompting and directing to do exercises. The teacher carried out the closing teaching activities by directing the student to continue at home and eliciting the students’ reflection of what they could learn at that time.

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.

The use of Edmodo in teaching writing in a blended learning setting

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Pupung Purnawarman

2016-01-01

Full Text Available The advancement of technology provides education with varioussolutions to create new learning environments. Edmodo as a learning platform is believed to offera solution in the teaching of English, particularly for teaching writing. This research was aimed to investigate how Edmodo as a learning platform,in a blended learning setting, was implemented in teaching writing in its combination with Genre-based Approach, how Edmodo facilitated students’ engagement, and how students perceived the use of Edmodo in teaching and learning activities. This research employed a qualitative approach with case study design. The research involved 17 participants from the eleventh grade of a senior high school in Bandung, Indonesia. The data were collected through observations, document analysis, interviews, and questionnaires. The results showed that in teaching writing,it was possible to integrate Edmodo into GBA writing cycles. Edmodo also facilitated students’ engagement cognitively during classroom sessions. The students showed various responses towards the use of Edmodo based on the Uses and Gratification Theory (UGT framework. Some issues on the use of Edmodo identified in this research were bandwidth, confusion in using Edmodo, incompatibility of smartphone applications, and students’ lack responsibilities for learning. The suggestions for the authority and areas of further research are presented.

Passionate Writing

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....

An Internet of Things Example: Classrooms Access Control over Near Field Communication

Science.gov (United States)

Palma, Daniel; Agudo, Juan Enrique; Sánchez, Héctor; Macías, Miguel Macías

2014-01-01

The Internet of Things is one of the ideas that has become increasingly relevant in recent years. It involves connecting things to the Internet in order to retrieve information from them at any time and from anywhere. In the Internet of Things, sensor networks that exchange information wirelessly via Wi-Fi, Bluetooth, Zigbee or RF are common. In this sense, our paper presents a way in which each classroom control is accessed through Near Field Communication (NFC) and the information is shared via radio frequency. These data are published on the Web and could easily be used for building applications from the data collected. As a result, our application collects information from the classroom to create a control classroom tool that displays access to and the status of all the classrooms graphically and also connects this data with social networks. PMID:24755520

An internet of things example: classrooms access control over near field communication.

Science.gov (United States)

Palma, Daniel; Agudo, Juan Enrique; Sánchez, Héctor; Macías, Miguel Macías

2014-04-21

The Internet of Things is one of the ideas that has become increasingly relevant in recent years. It involves connecting things to the Internet in order to retrieve information from them at any time and from anywhere. In the Internet of Things, sensor networks that exchange information wirelessly via Wi-Fi, Bluetooth, Zigbee or RF are common. In this sense, our paper presents a way in which each classroom control is accessed through Near Field Communication (NFC) and the information is shared via radio frequency. These data are published on the Web and could easily be used for building applications from the data collected. As a result, our application collects information from the classroom to create a control classroom tool that displays access to and the status of all the classrooms graphically and also connects this data with social networks.

An Internet of Things Example: Classrooms Access Control over Near Field Communication

Directory of Open Access Journals (Sweden)

Daniel Palma

2014-04-01

Full Text Available The Internet of Things is one of the ideas that has become increasingly relevant in recent years. It involves connecting things to the Internet in order to retrieve information from them at any time and from anywhere. In the Internet of Things, sensor networks that exchange information wirelessly via Wi-Fi, Bluetooth, Zigbee or RF are common. In this sense, our paper presents a way in which each classroom control is accessed through Near Field Communication (NFC and the information is shared via radio frequency. These data are published on the Web and could easily be used for building applications from the data collected. As a result, our application collects information from the classroom to create a control classroom tool that displays access to and the status of all the classrooms graphically and also connects this data with social networks.

Parents and Communities as Partners in Teaching Writing in Canadian Middle Grades Classrooms

Science.gov (United States)

McClay, Jill Kedersha; Peterson, Shelley Stagg; Nixon, Rhonda

2012-01-01

Educators have long recognized that parental and community supports are important underpinnings for children's success in school. With respect to the teaching of writing, however, little research has been conducted to provide evidence of effective practices teachers use to involve parents and communities. As part of a national Canadian study of…

When Commas Meet Kryptonite: Classroom Lessons from the Comic Book Project. Language and Literacy Series

Science.gov (United States)

Bitz, Michael

2010-01-01

This definitive book presents the newest research linking graphic narratives and literacy learning, as well as the tools teachers will need to make comic book projects a success in their classrooms. The Comic Book Project (www.comicbookproject.org) is an internationally celebrated initiative where children plan, write, design, and publish original…

Using storytelling with adult EFL learners: an enriching classroom experience

OpenAIRE

Adriana Vecino

2016-01-01

Storytelling has obvious benefits in the development of speaking and listening skills, vocabulary and memory abilities. It also nurtures reading and writing skills and offers learners opportunities to increase their confidence. Given the great value in employing storytelling as a support when learning a foreign language, I decided to use this technique with one of my adult EFL classrooms and observe the benefits and possible constraints. This paper presents the theoretical foundat...

Toward the virtual classroom

Energy Technology Data Exchange (ETDEWEB)

Pihlman, M.; Dirks, D.H.

1990-01-03

The Lawrence Livermore National Laboratory (LLNL) encourages its employees to remotely attend classes given by Stanford University, University of California at Davis, and the National Technological University (NTU). To improve the quality of education for LLNL employees, we are cooperating with Stanford University in upgrading the Stanford Instructional Television Network (SITN). A dedicated high-speed communication link (Tl) between Stanford and LLNL will be used for enhanced services such as videoconferencing, real time classnotes distribution, and electronic distribution of homework assignments. The new network will also allow students to take classes from their offices with the ability to ask the professor questions via an automatically dialed telephone call. As part of this upgrade, we have also proposed a new videoconferencing based classroom environment where students taking remote classes would feel as though they are attending the live class. All paperwork would be available in near real time and students may converse normally with, and see, other remote students as though they were all in the same physical location. We call this the Virtual Classroom.'' 1 ref., 6 figs.

A Friend in Your Neighborhood: Local Risk Communication in a Technical Writing Classroom

Science.gov (United States)

Rhodes, Lynne

2009-01-01

When examined rhetorically, Savannah River Site Community Preparedness Information calendars from 1994, 2004, and 2008 represent living rhetorical practices aimed at changing the public mind. My technical communication classroom at USC Aiken is uniquely situated for us to examine documents constantly generated by the site's Public Affairs…

Knowledge Diffusion in a Grade 4-5 Classroom during a Unit on Civil Engineering: An Analysis of a Classroom Community in Terms of Its Changing Resources and Practices.

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Roth, Wolff-Michael

1996-01-01

Employed the actor network theory to examine the transformation of a grade-four classroom community as new resources and practices became available. Found that the diffusion and enculturation metaphors are insufficient to model important aspects of learning in a student-centered classroom. (MOK)

Writing by the Book, Writing beyond the Book

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Johnson, Kristine

2017-01-01

Writing has become more visible in academia through writing advice manuals and the faculty development activities they inspire. In this article, I examine writing advice manuals and argue they are epistemologically current traditional, which limits how well and how far they can support scholarly writers. Writing advice manuals and composition…

Comparison of the neural basis for imagined writing and drawing.

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Harrington, Greg S; Farias, Dana; Davis, Christine H; Buonocore, Michael H

2007-05-01

Drawing and writing are complex processes that require the synchronization of cognition, language, and perceptual-motor skills. Drawing and writing have both been utilized in the treatment of aphasia to improve communication. Recent research suggests that the act of drawing an object facilitated naming, whereas writing the word diminished accurate naming in individuals with aphasia. However, the relationship between object drawing and subsequent phonological output is unclear. Although the right hemisphere is characteristically mute, there is evidence from split-brain research that the right hemisphere can integrate pictures and words, likely via a semantic network. We hypothesized that drawing activates right hemispheric and left perilesional regions that are spared in aphasic individuals and may contribute to semantic activation that supports naming. Eleven right-handed subjects participated in a functional MRI (fMRI) experiment involving imagined drawing and writing and 6 of the 11 subjects participated in a second fMRI experiment involving actual writing and drawing. Drawing and writing produced very similar group activation maps including activation bilaterally in the premotor, inferior frontal, posterior inferior temporal, and parietal areas. The comparison of drawing vs. writing revealed significant differences between the conditions in areas of the brain known for language processing. The direct comparison between drawing and writing revealed greater right hemisphere activation for drawing in language areas such as Brodmann area (BA) 46 and BA 37.

The Impact of Writing Assignments in Business Education: Toward a Competitive Advantage in the Workplace

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Washington, Melvin C.

2014-01-01

Twenty-first century organizations are increasingly becoming global information networks where the emphasis on written communication is growing exponentially. Effective writing skills are becoming more essential to workplace success and thus a central focus in business programs across the country. This article addresses writing issues in business…

Literacy Tools in the Classroom: Teaching through Critical Inquiry, Grades 5-12. Language and Literacy Series

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Beach, Richard; Campano, Gerald; Edmiston, Brian; Borgmann, Melissa

2010-01-01

This innovative resource describes how teachers can help students employ "literacy tools" across the curriculum to foster learning. The authors demonstrate how literacy tools such as narratives, question-asking, spoken-word poetry, drama, writing, digital communication, images, and video encourage critical inquiry in the 5-12 classroom. The book…

English reading and writing performance of Xitsonga-speaking Grade 7 learners in township schools: A case study

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Manyike, Tintswalo V.

2010-12-01

Full Text Available A clear preference for English as language of teaching and learning (LoLT is evident in most South African schools. However, discrepancies exist between language policy aims and educational outcomes with regard to the successful acquisition of English among English second language (ESL learners. Effective participation in all learning activities is closely linked to learners’ proficiency in the LoLT; poor English proficiency leads to underachievement across the curriculum. In the light of this, a case study as conducted to investigate the English reading and writing performance of Grade 7 Xitsonga-speaking learners in three selected township schools in the Tshwane metropolitan area, Gauteng Province. Firstly, a literature review was undertaken to explore the importance of reading and writing skills in the classroom with particular reference to the demands made on ESL learners. Following this, standardised tests were used to assess the learners’ English reading and writing performance. Findings indicated that learners performed poorly in both reading and writing; however, no significant relationship could be demonstrated between reading and writing, possibly due to the nature of the components of the test. The overall lack of reading and writing competence in English holds implications for learners’ academic achievement in all learning areas in situations in which English is used as the LoLT.

Technical writing versus technical writing

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Dillingham, J. W.

1981-01-01

Two terms, two job categories, 'technical writer' and 'technical author' are discussed in terms of industrial and business requirements and standards. A distinction between 'technical writing' and technical 'writing' is made. The term 'technical editor' is also considered. Problems inherent in the design of programs to prepare and train students for these jobs are discussed. A closer alliance between industry and academia is suggested as a means of preparing students with competent technical communication skills (especially writing and editing skills) and good technical skills.

Reflective Blogfolios in the Language Classroom: Impact on EFL Tertiary Students' Argumentative Writing Skills and Ways of Knowing

Science.gov (United States)

Ammar, Abdullah Mahmoud Ismial

2016-01-01

The emerging paradigm shift in educational contexts from walled classroom environments to virtual, hybrid, blended, and lately personal learning environments has brought about vast changes in the foreign language classroom practices. Numerous calls for experimenting with new instructional treatments to enhance students' language performance in…

Altered brain network measures in patients with primary writing tremor

Energy Technology Data Exchange (ETDEWEB)

Lenka, Abhishek; Jhunjhunwala, Ketan Ramakant [National Institute of Mental Health and Neurosciences, Department of Clinical Neurosciences, Bangalore, Karnataka (India); National Institute of Mental Health and Neurosciences (NIMHANS), Department of Neurology, Bangalore, Karnataka (India); Panda, Rajanikant; Saini, Jitender; Bharath, Rose Dawn [National Institute of Mental Health and Neurosciences, Department of Neuroimaging and Interventional Radiology, Bangalore, Karnataka (India); Yadav, Ravi; Pal, Pramod Kumar [National Institute of Mental Health and Neurosciences (NIMHANS), Department of Neurology, Bangalore, Karnataka (India)

2017-10-15

Primary writing tremor (PWT) is a rare task-specific tremor, which occurs only while writing or while adopting the hand in the writing position. The basic pathophysiology of PWT has not been fully understood. The objective of this study is to explore the alterations in the resting state functional brain connectivity, if any, in patients with PWT using graph theory-based analysis. This prospective case-control study included 10 patients with PWT and 10 age and gender matched healthy controls. All subjects underwent MRI in a 3-Tesla scanner. Several parameters of small-world functional connectivity were compared between patients and healthy controls by using graph theory-based analysis. There were no significant differences in age, handedness (all right handed), gender distribution (all were males), and MMSE scores between the patients and controls. The mean age at presentation of tremor in the patient group was 51.7 ± 8.6 years, and the mean duration of tremor was 3.5 ± 1.9 years. Graph theory-based analysis revealed that patients with PWT had significantly lower clustering coefficient and higher path length compared to healthy controls suggesting alterations in small-world architecture of the brain. The clustering coefficients were lower in PWT patients in left and right medial cerebellum, right dorsolateral prefrontal cortex (DLPFC), and left posterior parietal cortex (PPC). Patients with PWT have significantly altered small-world brain connectivity in bilateral medial cerebellum, right DLPFC, and left PPC. Further studies with larger sample size are required to confirm our results. (orig.)

Altered brain network measures in patients with primary writing tremor.

Science.gov (United States)

Lenka, Abhishek; Jhunjhunwala, Ketan Ramakant; Panda, Rajanikant; Saini, Jitender; Bharath, Rose Dawn; Yadav, Ravi; Pal, Pramod Kumar

2017-10-01

Primary writing tremor (PWT) is a rare task-specific tremor, which occurs only while writing or while adopting the hand in the writing position. The basic pathophysiology of PWT has not been fully understood. The objective of this study is to explore the alterations in the resting state functional brain connectivity, if any, in patients with PWT using graph theory-based analysis. This prospective case-control study included 10 patients with PWT and 10 age and gender matched healthy controls. All subjects underwent MRI in a 3-Tesla scanner. Several parameters of small-world functional connectivity were compared between patients and healthy controls by using graph theory-based analysis. There were no significant differences in age, handedness (all right handed), gender distribution (all were males), and MMSE scores between the patients and controls. The mean age at presentation of tremor in the patient group was 51.7 ± 8.6 years, and the mean duration of tremor was 3.5 ± 1.9 years. Graph theory-based analysis revealed that patients with PWT had significantly lower clustering coefficient and higher path length compared to healthy controls suggesting alterations in small-world architecture of the brain. The clustering coefficients were lower in PWT patients in left and right medial cerebellum, right dorsolateral prefrontal cortex (DLPFC), and left posterior parietal cortex (PPC). Patients with PWT have significantly altered small-world brain connectivity in bilateral medial cerebellum, right DLPFC, and left PPC. Further studies with larger sample size are required to confirm our results.

Altered brain network measures in patients with primary writing tremor

International Nuclear Information System (INIS)

Lenka, Abhishek; Jhunjhunwala, Ketan Ramakant; Panda, Rajanikant; Saini, Jitender; Bharath, Rose Dawn; Yadav, Ravi; Pal, Pramod Kumar

2017-01-01

Primary writing tremor (PWT) is a rare task-specific tremor, which occurs only while writing or while adopting the hand in the writing position. The basic pathophysiology of PWT has not been fully understood. The objective of this study is to explore the alterations in the resting state functional brain connectivity, if any, in patients with PWT using graph theory-based analysis. This prospective case-control study included 10 patients with PWT and 10 age and gender matched healthy controls. All subjects underwent MRI in a 3-Tesla scanner. Several parameters of small-world functional connectivity were compared between patients and healthy controls by using graph theory-based analysis. There were no significant differences in age, handedness (all right handed), gender distribution (all were males), and MMSE scores between the patients and controls. The mean age at presentation of tremor in the patient group was 51.7 ± 8.6 years, and the mean duration of tremor was 3.5 ± 1.9 years. Graph theory-based analysis revealed that patients with PWT had significantly lower clustering coefficient and higher path length compared to healthy controls suggesting alterations in small-world architecture of the brain. The clustering coefficients were lower in PWT patients in left and right medial cerebellum, right dorsolateral prefrontal cortex (DLPFC), and left posterior parietal cortex (PPC). Patients with PWT have significantly altered small-world brain connectivity in bilateral medial cerebellum, right DLPFC, and left PPC. Further studies with larger sample size are required to confirm our results. (orig.)

Stop. Write! Writing Grounded Theory

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Barney G. Glaser, PhD, Hon. PhD

2012-06-01

Full Text Available The message in this book, the dictum in this book, is to stop and write when the Grounded Theory (GT methodology puts you in that ready position. Stop unending conceptualization, unending data coverage, and unending listening to others who would egg you on with additional data, ideas and/or requirements or simply wait too long. I will discuss these ideas in detail. My experience with PhD candidates is that for the few who write when ready, many do not and SHOULD. Simply put, many write-up, but many more should.

Writing Workshop.

Science.gov (United States)

Novelli, Joan

2001-01-01

Six ideas for writing autobiographies with elementary school students include: model the writing process to get students started; read examples of autobiographies; brainstorm writing ideas; free-write the first draft; edit and revise; and publish the stories. Suggestions for mini-lessons are included. A student reproducible offers an editing…

Learning to Write with Interactive Writing Instruction

Science.gov (United States)

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…

Literacy Instruction in Multilingual Classrooms: Engaging English Language Learners in Elementary School. Language & Literacy Series--Practitioners Bookshelf

Science.gov (United States)

Helman, Lori

2012-01-01

This hands-on guide shows elementary school teachers how to create multilingual classroom communities that support every learner's success in reading, writing, and general literacy development. The author provides a practical overview of key ideas and techniques and describes specific literacy activities that lead to vocabulary and oral English…

Girls Doing Science: A Case Study of Science Literacy in All-Female Middle Grade Classrooms

Science.gov (United States)

Faller, Susan Elisabeth

In the face of low adolescent literacy rates (NCES, 2012), concerns about the nation's prospects of remaining competitive in science and technology (Hill, Corbett, & St. Rose, 2010), a persistent gender gap in science (NCES, 2012; Reilly, 2012), and the continued rollout of college- and career-ready standards, there is a need to focus on adolescent girls' science literacy. Such science literacy involves not only general knowledge about science, but also the ability to engage in the advanced reading and writing practices fundamental to doing science (Norris & Phillips, 2003). In this thesis, I present three articles with findings that respond to this need. They are the results of a multiple-case embedded (Yin, 2009) study that I conducted over the course of 7 months in four science classrooms (grades 5 through 8; 50 students) taught by a single teacher in a small all-female middle school. I collected in-depth data focused on science literacy from multiple sources, including (a) fieldnotes (Emerson, Fretz & Shaw, 2011), (b) videorecorded classroom observations (102 classes, 113 hours, recorded on 29 days), (c) a survey of all students, (d) semi-structured interviews with the subsample of 12 focal students (ranging from 18 to 37 minutes) and (e) photographs of classroom artifacts and student work. In the first article, I provide a window into standard literacy practices in science classrooms by examining the reading and writing genres to which students are exposed. In the second article, I examine how a teacher's language and instructional practices within her classrooms, and popular images of science from the world beyond their classrooms might shape adolescent girls' science identities. Finally, in the third article, I explore different aspects of science identity using the words of three case study students. Taken together, these studies fill gaps in the literature by investigating science literacy in an understudied context, all-female classrooms. In addition

On Successful E-Mail Writing

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Vesna Vulić

2009-12-01

Full Text Available This article is intended to be a simplified guide for the efficient use of e-mail in business and private communication in English. E-mailing is frequently used as a substitute for other kinds of communication in today’s working environment, due in particular, to the fact that messages are transmitted instantly, irrespective of the distance of the recipient. Due to the speed and volume of e-mail, mastering the art of effective e-mail writing includes the knowledge of Network Etiquette or ‘Netiquette’ and it is therefore important that whether it be for business or private use, the basics of e-mail etiquette are followed. When writing an e-mail it is important to consider the recipient. Careful consideration will determine the content and style of the e-mail. No less important is knowing the points of detail in writing e-mail. That is, to be clear and concise in the specific information that the e-mail should contain. Furthermore, abbreviations, acronyms and emoticons are frequently found in e-mail and their use should also be considered. An e-mail is a valuable communication tool and it is essential to use it effectively in order to improve both professional and private communication.

The Effect of Two Types of Corrective Feedback on EFL Learners’ Writing Skill

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Sina Soltanabadi Farshi

2015-02-01

Full Text Available The purpose of this study was to compare the effects of two types of corrective feedback on EFL learners’ writing skill. Thirty five advanced learners in three groups participated in this study. Structures of written texts were taught in all three classes during fourteen sessions of treatment; and each session, a related topic was given and the learners were asked to write about it. In class A, the learners had to deliver their assignments to the teacher in classroom; then the teacher wrote the corrective notes on their papers and gave their papers back the next session. In class B, students had to write their assignments on their electronic instruments, and after that send written tasks via email to the teacher, and he also sent the corrective comments on their errors through email. In class C, as control group, no corrective feedback was given to learners’ errors in their written tasks. Moreover, in class C, learners were free to deliver their writings whether in class or by email. The obtained results showed both methods to be effective since the scores of both experimental groups were significantly higher than the scores of control group, but electronic feedback was more effective and profitable than traditional type; because scores of the learners in group B (Electronic feedback were significantly higher than class C (Traditional feedback. Keywords: writing skill, corrective feedback, electronic feedback, traditional feedback

How Role Play Addresses the Difficulties Students Perceive when Writing Reflectively about the Concepts They are Learning in Science

Science.gov (United States)

Millar, Susan

A fundamental problem which confronts Science teachers is the difficulty many students experience in the construction, understanding and remembering of concepts. This is more likely to occur when teachers adhere to a Transmission model of teaching and learning, and fail to provide students with opportunities to construct their own learning. Social construction, followed by individual reflective writing, enables students to construct their own understanding of concepts and effectively promotes deep learning. This method of constructing knowledge in the classroom is often overlooked by teachers as they either have no knowledge of it, or do not know how to appropriate it for successful teaching in Science. This study identifies the difficulties which students often experience when writing reflectively and offers solutions which are likely to reduce these difficulties. These solutions, and the use of reflective writing itself, challenge the ideology of the Sydney Genre School, which forms the basis of the attempt to deal with literacy in the NSW Science Syllabus. The findings of this investigation support the concept of literacy as the ability to use oral and written language, reading and listening to construct meaning. The investigation demonstrates how structured discussion, role play and reflective writing can be used to this end. While the Sydney Genre School methodology focuses on the structure of genre as a prerequisite for understanding concepts in Science, the findings of this study demonstrate that students can use their own words to discuss and write reflectively as they construct scientific concepts for themselves. Social construction and reflective writing can contribute to the construction of concepts and the development of metacognition in Science. However, students often experience difficulties when writing reflectively about scientific concepts they are learning. In this investigation, students identified these difficulties as an inability to understand

Impact of a Brief Ego Depletion Procedure on Creative Behaviour in the Upper Primary Classroom

Science.gov (United States)

Price, Deborah Ann; Yates, Gregory C. R.

2015-01-01

In the course of normal classroom lessons, 103 students (median 11.10 years) were asked to spend 15 min writing "anything you can think of" about the number 50 on a blank page. The products were independently scored by 2 specialist art teachers and 2 specialist mathematics teachers on criteria relevant to their specialisations.…

Writing Inspired

Science.gov (United States)

Tischhauser, Karen

2015-01-01

Students need inspiration to write. Assigning is not teaching. In order to inspire students to write fiction worth reading, teachers must take them through the process of writing. Physical objects inspire good writing with depth. In this article, the reader will be taken through the process of inspiring young writers through the use of boxes.…

Teaching Writing in the English as a Foreign Language Classroom in Canada

OpenAIRE

Koch, Glenn G.

1999-01-01

Much of the EFL teaching of the past in both Canada and the US has been that of adapting everything but the native language to the conventions of the West, without regard for the vast cultural differences either in methods of learning or in idiomatic usage of the language. Students of the past have started at a far greater disadvantage than of just language, but the focus of Canada's EFL studies as they apply to learning English writing give the international student a much greater chance of ...

On Successful E-Mail Writing

OpenAIRE

Vesna Vulić

2009-01-01

This article is intended to be a simplified guide for the efficient use of e-mail in business and private communication in English. E-mailing is frequently used as a substitute for other kinds of communication in today’s working environment, due in particular, to the fact that messages are transmitted instantly, irrespective of the distance of the recipient. Due to the speed and volume of e-mail, mastering the art of effective e-mail writing includes the knowledge of Network Etiquette o...

Laser writing of coherent colour centres in diamond

Science.gov (United States)

Chen, Yu-Chen; Salter, Patrick S.; Knauer, Sebastian; Weng, Laiyi; Frangeskou, Angelo C.; Stephen, Colin J.; Ishmael, Shazeaa N.; Dolan, Philip R.; Johnson, Sam; Green, Ben L.; Morley, Gavin W.; Newton, Mark E.; Rarity, John G.; Booth, Martin J.; Smith, Jason M.

2017-02-01

Optically active point defects in crystals have gained widespread attention as photonic systems that could be applied in quantum information technologies. However, challenges remain in the placing of individual defects at desired locations, an essential element of device fabrication. Here we report the controlled generation of single negatively charged nitrogen-vacancy (NV-) centres in diamond using laser writing. Aberration correction in the writing optics allows precise positioning of the vacancies within the diamond crystal, and subsequent annealing produces single NV- centres with a probability of success of up to 45 ± 15%, located within about 200 nm of the desired position in the transverse plane. Selected NV- centres display stable, coherent optical transitions at cryogenic temperatures, a prerequisite for the creation of distributed quantum networks of solid-state qubits. The results illustrate the potential of laser writing as a new tool for defect engineering in quantum technologies, and extend laser processing to the single-defect domain.

Reflective writing: the student nurse's perspective on reflective writing and poetry writing.

Science.gov (United States)

Coleman, Dawn; Willis, Diane S

2015-07-01

Reflective writing is a mandatory part of nurse education but how students develop their skills and use reflection as part of their experiential learning remains relatively unknown. Understanding reflective writing in all forms from the perspective of a student nurse is therefore important. To explore the use of reflective writing and the use of poetry in pre-registered nursing students. A qualitative design was employed to explore reflective writing in pre-registered nursing students. A small university in Scotland. BSc (Hons) Adult and Mental Health Pre-registration Student Nurses. Two focus groups were conducted with 10 student nurses during March 2012. Data was analysed thematically using the framework of McCarthy (1999). Students found the process of reflective writing daunting but valued it over time. Current educational methods, such as assessing reflective accounts, often lead to the 'narrative' being watered down and the student feeling judged. Despite this, reflection made students feel responsible for their own learning and research on the topic. Some students felt the use of models of reflection constricting, whilst poetry freed up their expression allowing them to demonstrate the compassion for their patient under their care. Poetry writing gives students the opportunity for freedom of expression, personal satisfaction and a closer connection with their patients, which the more formal approach to reflective writing did not offer. There is a need for students to have a safe and supportive forum in which to express and have their experiences acknowledged without the fear of being judged. Crown Copyright © 2015. Published by Elsevier Ltd. All rights reserved.

COOPERATIVE APPROACH AND ICT: AN EXPERIENCE IN THE FL CLASSROOM

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Severina Álvarez González

2012-04-01

Full Text Available Nowadays the  university educational  system  finds  itself  in  a  process  of  changes affecting the pedagogical scope. Bids are on new methodologies whose emphasis is made on open knowledge construction, cooperative learning and new resources and didactic tools: the use of ICT in the classroom. This paper shows the experience of a language classroom when implanting a didactic proposal including the use of ICT to provide cooperative learning among the students at the University of Oviedo. In order to value the results obtained by the experience in the FL teaching process, the students were asked to fill in a survey to express their  experiences  and  teachers  were  asked  to  daily  write  their  class  planning,  issues, motivations etc.

Drawing and writing: An ALE meta-analysis of sensorimotor activations.

Science.gov (United States)

Yuan, Ye; Brown, Steven

2015-08-01

Drawing and writing are the two major means of creating what are referred to as "images", namely visual patterns on flat surfaces. They share many sensorimotor processes related to visual guidance of hand movement, resulting in the formation of visual shapes associated with pictures and words. However, while the human capacity to draw is tens of thousands of years old, the capacity for writing is only a few thousand years old, and widespread literacy is quite recent. In order to compare the neural activations for drawing and writing, we conducted two activation likelihood estimation (ALE) meta-analyses for these two bodies of neuroimaging literature. The results showed strong overlap in the activation profiles, especially in motor areas (motor cortex, frontal eye fields, supplementary motor area, cerebellum, putamen) and several parts of the posterior parietal cortex. A distinction was found in the left posterior parietal cortex, with drawing showing a preference for a ventral region and writing a dorsal region. These results demonstrate that drawing and writing employ the same basic sensorimotor networks but that some differences exist in parietal areas involved in spatial processing. Copyright © 2015 Elsevier Inc. All rights reserved.

Observing writing processes of struggling adult writers with collaborative writing

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Afra Sturm

2016-10-01

Full Text Available This study investigated how struggling adult writers solve a writing task and what they know about writing and themselves as writers. The writing process of the adult writers was examined by combining three elements: the observation of collaborative writing tasks, analyses of their written texts, and structured individual interviews that included both retrospective and prospective parts. This methodical approach provides productive tools to assess writing processes and writing knowledge of struggling adult writers. The triangulation of data from the different sources is visualized in a case study. Findings from the case study suggest both similarities and differences between struggling adult and younger writers. Concerning the writing process of both groups, planning and revision play a limited role. However, alongside these similar limitations in their writing process, struggling adult writers distinguish themselves from their young counterparts through their relatively extensive knowledge about themselves as writers.

Characterizing English Poetic Style Using Complex Networks

Science.gov (United States)

Roxas-Villanueva, Ranzivelle Marianne; Nambatac, Maelori Krista; Tapang, Giovanni

Complex networks have been proven useful in characterizing written texts. Here, we use networks to probe if there exist a similarity within, and difference across, era as reflected within the poem's structure. In literary history, boundary lines are set to distinguish the change in writing styles through time. We obtain the network parameters and motif frequencies of 845 poems published from 1522 to 1931 and relate this to the writing of the Elizabethan, 17th Century, Augustan, Romantic and Victorian eras. Analysis of the different network parameters shows a significant difference of the Augustan era (1667-1780) with the rest. The network parameters and the convex hull and centroids of the motif frequencies reflect the adjectival sequence pattern of the poems of the Augustan era.

Local Area Networks (The Printout).

Science.gov (United States)

Aron, Helen; Balajthy, Ernest

1989-01-01

Describes the Local Area Network (LAN), a project in which students used LAN-based word processing and electronic mail software as the center of a writing process approach. Discusses the advantages and disadvantages of networking. (MM)

Influence of Writing Ability and Computation Skill on Mathematics Writing

Science.gov (United States)

Powell, Sarah R.; Hebert, Michael A.

2016-01-01

Mathematics standards expect students to communicate about mathematics using oral and written methods, and some high-stakes assessments ask students to answer mathematics questions by writing. Assumptions about mathematics communication via writing include (a) students possess writing skill, (b) students can transfer this writing skill to…

What is the Place of English Literature in ELT Classrooms? A Review of Related Studies

Directory of Open Access Journals (Sweden)

Tarek A. Alkhaleefah

2017-10-01

Full Text Available The debate over the place and role of literature in language classrooms has long intrigued researchers and teachers’ interests over the years. Although there is an overall consensus that the teaching of literature in English language teaching (ELT classrooms can help foster L2 learners’ language skills and cognitive abilities, some researchers have suggested that integrating literature in ELT classrooms should be approached with caution due to EFL learners’ limited language proficiency. In this paper, the researcher reviews previous related studies on the place of literature in the English language teaching (ELT contexts. The aim of this review is to shed light on this researchers/teachers’ ongoing debate over the place of teaching English literature in ELT. In particular, the review examines how researchers perceive the role of literature and its authenticity in ELT classrooms as stimulating learners’ interests and personal engagement with literary texts, fostering L2 learners’ language skills (particularly their reading and creative writing skills, and enhancing their critical thinking skills and strategic processing of texts. Furthermore, the review covers issues related to how the integration of literature in language classrooms should be carefully task-designed and assessed.

Science + Writing = Super Learning. Writing Workshop.

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Bower, Paula Rogovin

1993-01-01

Article presents suggestions for motivating elementary students to learn by combining science and writing. The strategies include planning the right environment; teaching the scientific method; establishing a link to literature; and making time for students to observe, experiment, and write. (SM)

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 ...

High school boys' and girls' writing conceptions and writing self-efficacy beliefs : what is their role in writing performance?

OpenAIRE

Villalón Molina, Ruth; Mateos, Mar; Cuevas, Isabel

2015-01-01

ABSTRACT: This study investigated the conceptions about writing and writing self-efficacy beliefs held by high school students in relation to the students’ gender as well as their associations with writing achievement. The results show that female students have more sophisticated writing conceptions than their male counterparts but no gender differences were found in writing self-efficacy beliefs. In addition, results reveal that writing self-efficacy beliefs and gender play an important role...

CNN Newsroom Classroom Guides, October 2000.

Science.gov (United States)

Turner Educational Services, Inc., Newtown, PA.

These classroom guides, designed to accompany the daily CNN (Cable News Network) Newsroom broadcasts for the month of October 2000, provide program rundowns, suggestions for class activities and discussion, student handouts, and a list of related news terms. Top stories include: Chinese authorities detain Falun Gong protesters on Tiananmen Square…

Tech Writing, Meet "Tomb Raider": Video and Computer Games in the Technical Communication Classroom

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Vie, Stephanie

2008-01-01

This article examines the common genre of the usability study in technical communication courses and proposes the incorporation of computer and video games to ensure a rhetorical focus to this genre. As games are both entertaining and educational, their use in the technical communication classroom provides a new perspective on multimodal…

Writing for publication Part II--The writing process.

Science.gov (United States)

Clarke, L K

1999-01-01

You have selected a topic, gathered resources, and identified your target audience. The next step is to begin to write and organize your ideas. Initiating the actual writing process can be intimidating, especially for a novice author. This portion of the writing for publication series focuses on helping the writer to organize ideas and get started.

Design of literacy activities to promote writing with children: An experience with second graders

Directory of Open Access Journals (Sweden)

Nubia Cecilia Ruíz C.

2011-04-01

Full Text Available In this paper, I would like to share my experience as a kidwatcher in a private school in Bogotá, Colombia while designing and implementing a variety of literacy activities to promote writing in English in an EFL context for second grade students. It highlights the importance of understanding writing as a dynamic process as well as the role kidwatching had in helping me become a teacher who understood, respected, supported, learnt, enjoyed and loved the active manner in which children construct knowledge of the written language. At the same time, I gained insights about childrenʼs thoughts, feelings, and concerns about the world they live in. I hope, from this experience teachers are encouraged to explore their classroom contexts and make the best decisions that contribute to the development of their students as writers.

Academic writing

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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.

Network operating system

Science.gov (United States)

1985-01-01

Long-term and short-term objectives for the development of a network operating system for the Space Station are stated. The short-term objective is to develop a prototype network operating system for a 100 megabit/second fiber optic data bus. The long-term objective is to establish guidelines for writing a detailed specification for a Space Station network operating system. Major milestones are noted. Information is given in outline form.

Teachers’ Poor Professionalism Of Writing A Scientific Paper at Muhammadiyah Senior High School In Central Java

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Bambang Sumardjoko

2018-05-01

Full Text Available The paper aims at analyzing teachers’ poor professionalism of writing a scientific paper at Muhammadiyah Senior High School in Central Java. It studies on the phenomena of teachers’ weaknesses, comprehension, efforts and constraints on writing a scientific paper. The study belongs to qualitative research by applying a descriptive approach in examining the problem. The data are got with an in-depth interview, observation, and document analysis. The data sources are teachers, headmaster, a chief of High and Preliminary Education Assembly, and educational experts. Data validation is conducted by methods and sources triangulation. The data analysis applies the interactive model.The research result shows that most teachers have a limited comprehension of scientific paper concepts, skill on conducting classroom action research and writing a scientific paper. Also, they also have some constraints such as lack of writing motivation, school infrastructure, and internet connection access. In eliminating those problems, firstly Muhammadiyah senior high school (SMA/MA/SMK teachers of Sukoharjo district have done some activities to develop their professional competence especially in the field of writing a scientific paper. In supporting their efforts, it needs a concrete step of stakeholder to simplify of all regarding with learning administrative activities, facilities adequacy motivation, the initiative of Assembly of Elementary and Middle Education, and others sponsorship, as well as the guidance of university.

English distance learning: possibilities and limitations of MEO for the Flipped Classroom

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Kyria Rebeca Finardi

2016-06-01

Full Text Available Abstract: The study investigates possibilities and limitations of the course My English Online (MEO for the inverted classroom format. Two hundred and eighty-nine Brazilian federal university students evaluated MEO software in terms of usability features. Three participants were interviewed for data triangulation. Results of the study suggest that users with more experience are more sensitive to aspects of human-computer interaction than less experienced ones, particularly when the criteria of Flexibility, User Experience, Informational Density and Feedback are considered. In addition, findings also show that the speaking and writing skills are the most difficult to develop in MEO course. The study concludes that, in order to overcome limitations in MEO, especially in terms of the Feedback criterion, the software can and should be used in the flipped classroom format.

Bush telegraph readings in writing

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Strongman, Luke

2015-01-01

A ""bush telegraph"" is an antipodean slang noun phrase for a ""grapevine"" or an informal network of communication. The title of this book on English language use comes from the fact that the book is written from the southern hemisphere (where the idea of a ""bush telegraph"" is more widely-known) and because the concept of a ""bush telegraph"" describes what the book provides - a discussion of salient points in English language use and tertiary teaching across branches of interrelated interests. Each chapter of Bush Telegraph describes aspects of English writing culture. Separately and toget

On gender and writing On gender and writing

Directory of Open Access Journals (Sweden)

Arnold Gordenstein

2008-04-01

Full Text Available In the introduction to this collection of 22 essays on gender and writing the editor confesses: I was never interested in including articles which would attack the idea of whether gender and the writing process had anything in common. I wasn't interested in anyone who held an 'androgyny' view of the writing process or in anyone who had anti-feminist views. The people I asked were all people who had something positive to say about how they saw gender and the writing process coming together in their work. (p.9 Consequently one finishes this book with the impression that almost all these writers know one another and share views on politics, literature and sex. The largest group of essays is from single mothers or gay women who write fiction, theater or poetry. Of the 22 writers almost all are British, all but 3 1/2 are female (the half because he "shares" a doubled personality with his wife, all but a few speak of being formed by the turbulent 1960's. In the introduction to this collection of 22 essays on gender and writing the editor confesses: I was never interested in including articles which would attack the idea of whether gender and the writing process had anything in common. I wasn't interested in anyone who held an 'androgyny' view of the writing process or in anyone who had anti-feminist views. The people I asked were all people who had something positive to say about how they saw gender and the writing process coming together in their work. (p.9 Consequently one finishes this book with the impression that almost all these writers know one another and share views on politics, literature and sex. The largest group of essays is from single mothers or gay women who write fiction, theater or poetry. Of the 22 writers almost all are British, all but 3 1/2 are female (the half because he "shares" a doubled personality with his wife, all but a few speak of being formed by the turbulent 1960's.

Scientific writing: a randomized controlled trial comparing standard and on-line instruction

Directory of Open Access Journals (Sweden)

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

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

Effects of Writing Instruction on Kindergarten Students' Writing Achievement: An Experimental Study

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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…

Techniques for motivating students to write, for teaching writing and for systematizing writing assessment

OpenAIRE

Küçükal, Şerife

1990-01-01

Ankara : Faculty of Letters and the Institute of Economics and Social Science of Bilkent Univ., 1990. Thesis (Master's) -- Bilkent University, 1990. Includes bibliographical references. The purpose of this study is to investigate the suggestions that experts in the field of teaching composition have for motivating students to write, teaching writing and assessing writing and the ways that these suggestions could be used in Turkish EFL Hazirlik classes for elementary level students. ...

The Relationship between Gender and Iranian EFL Learners’ Foreign Language Classroom Anxiety (FLCA)

OpenAIRE

Fakhri Mesri

2012-01-01

Foreign language anxiety is widely used to describe the feeling of tension and apprehension, which is specifically associated with foreign language learning contexts, including listening, speaking, reading, and writing. Foreign language classroom anxiety (FLCA) is related to foreign language anxiety and language-skill-specific anxiety, and fairly recently identified as distinguished from other forms of anxiety. FLCA is a more general type of anxiety in learning a foreign language with a stron...

Electronic outlining as a writing strategy: Effects on students' writing products, mental effort and writing process

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De Smet, Milou; Brand-Gruwel, Saskia; Leijten, Mariëlle; Kirschner, Paul A.

2018-01-01

This study addresses to what extent and how electronic outlining enhances students' writing performance. To this end, the focus of this study is not only on students' final writing products but also on the organisation of the writing process (i.e., planning, translating, and reviewing) and perceived

Conversational Networking: Why the Teacher Gets Most of the Lines.

Science.gov (United States)

Thompson, Diane P.

1988-01-01

Describes the use of the English Natural Form Instruction (ENFI) computer conferencing system to teach language skills in college writing classes at Northern Virginia Community College. Highlights include local area networks; discourse processing; interactive writing; the teacher's role; textual analysis of writing by two classes; and other…

Expressive/Exploratory Technical Writing (XTW) in Engineering: Shifting the Technical Writing Curriculum

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Warnock, Scott; Kahn, Michael

2007-01-01

While the importance of "expressive writing," or informal, self-directed writing, has been well established, teachers underutilize it, particularly in technical writing courses. We introduce the term expressive/exploratory technical writing (XTW), which is the use of informal, self-directed writing to problem-solve in technical fields. We describe…

Math in plain english literacy strategies for the mathematics classroom

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Benjamin, Amy

2013-01-01

Do word problems and math vocabulary confuse students in your mathematics classes? Do simple keywords like ""value"" and ""portion"" seem to mislead them? Many words that students already know can have a different meaning in mathematics. To grasp that difference, students need to connect English literacy skills to math. Successful students speak, read, write, and listen to each other so they can understand, retain, and apply mathematics concepts. This book explains how to use 10 classroom-ready literacy strategies in concert with your mathematics instruction. You'll learn how to develop stude

Educational Game as Supplemental Learning Tool: Benefits, Challenges, and Tensions Arising from Use in an Elementary School Classroom

Science.gov (United States)

Warren, Scott; Dondlinger, Mary Jo; Stein, Richard; Barab, Sasha

2009-01-01

This article examines the qualitative findings from a mixed-methods comparison study of the use of an online multi-user virtual environment called Anytown which supplemented face-to-face writing instruction in a fourth grade classroom to determine implications for the design of such environments and the reported impact of this design on students…

INCREASING STUDENTS’ WRITING SKILL TO DEVELOP IDEAS IN DESCRIPTIVE TEXT THROUGH THE USE OF INTERNET-BASED MATERIALS

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Aulia Hanifah Qomar

2017-02-01

Full Text Available The objective of the research are: (1 to identify weather and to what extend the use of internet-based materials increase students’ skill in developing ideas to write descriptive text; and (2 to describe the strengths and the weaknesses of internet-based materials in this research. The Classroom Action Research which was carried out at Muhammadiyah University of Metro for the third semester in the academic year of 2012/2013. In collecting the data, she used interviews, observations, questionnaires, diaries, documents, and tests. The data were analyzed through Constant Comparative Method and descriptive statistics. The research findings showed that internet-based materials can increase students’ writing skill in developing ideas to write descriptive text. The increase in students’ writing skill includes: 1 The number of appropriate paragraphs in describing something is all describing the topic. 2 The number of appropriate sentences in describing something was all representing main idea in the paragraphs. 3 Students had knowledge able substantive, development of thesis topic relevant to assign topic. 4 Students were fluent expression, ideas clearly stated / support, well organized, logical sequencing, cohesive and correct the generic structure of descriptive text such as identification and description. 5 Students were sophisticated range, effective word or diction choice and usage word from mastery, appropriate register. 6 Students have effective complex construction, few errors of agreement, tense number, word order/function, articles, pronoun, and preposition. 7 Students were demonstrated mastery of conventions, few errors spelling, punctuation, capitalization, paragraphing. The final result of the tests showed that their score were increasing in the mean score; from 69 (pre test to 73 (test in cycle 1, 79 (test in cycle 2, and 81 (in cycle 3. It was above the minimum standard of the school (72. Related to the strengths of internet

Slooh Takes Observing into the Classroom

Science.gov (United States)

Godfrey, Paige

2018-01-01

For many students, studying space is limited to simulations and a vivid imagination. Slooh is providing a new education tool that gives students an authentic experience, mimicking the practices of professional astronomers by bringing real-time astronomical observing to the classroom. Teachers and students have robotic control of Slooh’s global network of ground-based telescopes located at the Institute of Astrophysics in the Canary Islands and at the Catholic University based in Santiago, Chile. Slooh Classroom and Slooh Astrolab are products designed to offer K-12 and higher education an accessible, affordable way to interact with space. The lab manuals provide fully-designed classroom activities that explore celestial objects representing a robust sample of star clusters, nebulae, galaxies, stars, planets, comets and asteroids. Slooh’s education tools provide a unique online platform for the sharing of space content and access to live-hosted shows that discuss current astronomy events, creating a full STEAM experience.

INTERACTIONS MEDIATED BY TECHNOLOGY IN THE CLASSROOM: THE USE OF SOCIAL NETWORKS AND THE DIGITAL DIVIDE

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Ranice Hoehr Pedrazzi Pozzer

2017-10-01

Full Text Available The National Program for Access to Secondary Education and Employment (Pronatec, created by the federal government has offered, in recent years, training in technical courses at post-secondary level for young people and adults inserted in the educational system and who were attending or finishing high school, including the Youth and Adult Education system (EJA. Thus, some classes of technical courses presented a varied profile of students from teenagers who attend public schools and even older adults who are returning to school after years of absence from the education system. The present study analyzed four groups of students aged between 15 and 63 years. This age difference, how the oldest students use or not technology and the kind of relationship between the students in the classroom raised questions about their relationship on social networks. This network usage by the students significantly influenced the pedagogical practice during the course, considering that the students asked the teacher to use it as a teaching and learning resource. The students transit from reality to virtual world with the naturalness of people who were born inserted in this context of interactions mediated by technology.

Unpacking the Value of Writing: Exploring College Students' Perceptions of Writing

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Zumbrunn, Sharon; Carter, Yvette M.; Conklin, Sarah

2014-01-01

This study explored college students' beliefs about the value of writing, their past experiences with writing, and the relationship between students' prior experiences with writing and writing value beliefs. One hundred fourteen undergraduates from a public Southeastern university participated in the study. Using expectancy-value theory as a…

Using technology to promote mobile learning: engaging students with cell phones in the classroom.

Science.gov (United States)

Robb, Meigan; Shellenbarger, Teresa

2012-01-01

Advancements in cell phone technology have impacted every aspect of society. Individuals have instant access to social networks, Web sites, and applications. Faculty need to consider using these mobile devices to enrich the classroom. The authors discuss how they successfully designed and incorporated cell phone learning activities into their classrooms. Teaching-learning strategies using cell phone technology and recommendations for overcoming challenges associated with cell phone use in the classroom are discussed.

Autobiographical Writing in the Technical Writing Course

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Gellis, Mark

2011-01-01

Professionals in the workplace are rarely asked to write autobiographical essays. Such essays, however, are an excellent tool for helping students explore their growth as professionals. This article explores the use of such essays in a technical writing class.

Cisco Networking Essentials

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McMillan, Troy

2011-01-01

An engaging approach for anyone beginning a career in networking As the world leader of networking products and services, Cisco products are constantly growing in demand. Yet, few books are aimed at those who are beginning a career in IT--until now. Cisco Networking Essentials provides a solid foundation on the Cisco networking products and services with thorough coverage of fundamental networking concepts. Author Troy McMillan applies his years of classroom instruction to effectively present high-level topics in easy-to-understand terms for beginners. With this indispensable full-color resour

Use of social media in the classroom

OpenAIRE

Kobal, Maruša

2012-01-01

In the thesis I examined the use of social media in the classroom at school. In the first part I presented the use of social networks in the European Union and information literacy in Slovenia. I presented, more specifically, social software and selected currently the most popular social networks and the one, used for educational purposes. I also presented good and bad sites of social media, according to teachers who already use social media in the learning process. I also collected examples ...

Writing to Read: A Meta-Analysis of the Impact of Writing and Writing Instruction on Reading

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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…

Writing a Movie.

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Hoffner, Helen

2003-01-01

Explains a reading and writing assignment called "Writing a Movie" in which students view a short film segment and write a script in which they describe the scene. Notes that this assignment uses films to develop fluency and helps students understand the reading and writing connections. Concludes that students learn to summarize a scene from film,…

Science writing heurisitc: A writing-to-learn strategy and its effect on student's science achievement, science self-efficacy, and scientific epistemological view

Science.gov (United States)

Caukin, Nancy S.

The purpose of this mixed-methods study was to determine if employing the writing-to-learn strategy known as a "Science Writing Heuristic" would positively effect students' science achievement, science self-efficacy, and scientific epistemological view. The publications Science for All American, Blueprints for Reform: Project 2061 (AAAS, 1990; 1998) and National Science Education Standards (NRC 1996) strongly encourage science education that is student-centered, inquiry-based, active rather than passive, increases students' science literacy, and moves students towards a constructivist view of science. The capacity to learn, reason, problem solve, think critically and construct new knowledge can potentially be experienced through writing (Irmscher, 1979; Klein, 1999; Applebee, 1984). Science Writing Heuristic (SWH) is a tool for designing science experiences that move away from "cookbook" experiences and allows students to design experiences based on their own ideas and questions. This non-traditional classroom strategy focuses on claims that students make based on evidence, compares those claims with their peers and compares those claims with the established science community. Students engage in reflection, meaning making based on their experiences, and demonstrate those understandings in multiple ways (Hand, 2004; Keys et al, 1999, Poock, nd.). This study involved secondary honors chemistry students in a rural prek-12 school in Middle Tennessee. There were n = 23 students in the group and n = 8 in the control group. Both groups participated in a five-week study of gases. The treatment group received the instructional strategy known as Science Writing Heuristic and the control group received traditional teacher-centered science instruction. The quantitative results showed that females in the treatment group outscored their male counterparts by 11% on the science achievement portion of the study and the males in the control group had a more constructivist scientific

High School Boys' and Girls' Writing Conceptions and Writing Self-Efficacy Beliefs: What Is Their Role in Writing Performance?

Science.gov (United States)

Villalón, Ruth; Mateos, Mar; Cuevas, Isabel

2015-01-01

This study investigated the conceptions about writing and writing self-efficacy beliefs held by high school students in relation to the students' gender as well as their associations with writing achievement. The results show that female students have more sophisticated writing conceptions than their male counterparts but no gender differences…

Writing for Change — An Interactive Guide to Effective Writing ...

International Development Research Centre (IDRC) Digital Library (Canada)

In Writing for Change, you will learn the core skills of effective writing, how to write ... It is full of practical exercises and examples from the field of international development. ... Climate Change, Vulnerability, and Health in Colombia and Bolivia.

Learning Science through Writing: Associations with Prior Conceptions of Writing and Perceptions of a Writing Program

Science.gov (United States)

Ellis, Robert A.; Taylor, Charlotte E.; Drury, Helen

2007-01-01

Students in a large undergraduate biology course were expected to write a scientific report as a key part of their course design. This study investigates the quality of learning arising from the writing experience and how it relates to the quality of students' preconceptions of learning through writing and their perceptions of their writing…

Scaffolding EFL Students' Writing through the Writing Process Approach

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Faraj, Avan Kamal Aziz

2015-01-01

This research reports a study conducted at Koya University/English Language Department, and it aims at presenting the effect of scaffolding on EFL students' writing ability through the writing process. In this study, the students have taken the role of writers, so they need to follow the same steps that writers apply during their writing process.…

The Effect of Dialogue Journal Writing on EFL Students' Writing Skill

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Ali Gholami Mehrdad

2008-02-01

Full Text Available Despite the role writing plays in learning a foreign language, many students do not show much interest in taking an active part in writing classes (Myint, 1997. Thus different activities have been proposed to motivate students to write one of which is dialogue journal writing, and the present work tries to investigate the possible effect(s of such activity on writing ability of a group of English students at Islamic Azad University- Hamedan branch. To do this, 50 students obtaining 1 and 2 on the TWE scale on the structure section of a TOEFL test were selected and randomly assigned to experimental and control groups. After some introductory sessions, the students were asked to write paragraphs on a weekly schedule and hand them in to be corrected. In the experimental group the students were, furthermore, asked to keep journals and hand them in. After 4 months, the students in both groups took part in a writing exam in which they had to write two paragraphs on the topics given. The comparison of the means at p

On-chip network interfaces supporting automatic burst write creation, posted writes and read prefetch

NARCIS (Netherlands)

Stefan, R.; Windt, de J.; Goossens, K.G.W.

2010-01-01

Networks-on-Chip are seen as a scalable solution for facilitating the development of Systems-on-Chip with an increasing number of IP cores. Many studies already address the implementation details of such networks and a large effort has been invested in optimizing the routing strategy and the

"Your Writing, Not My Writing": Discourse Analysis of Student Talk about Writing

Science.gov (United States)

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…

Integrating Facebook in the Classroom: Pedagogical Dilemmas

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Mendez, Jesse Perez; Le, Ky; De La Cruz, Jose

2014-01-01

Social networking sites (SNS) such as Facebook remain prolific on college campuses across the country and touches on various aspects of collegiate life, including the classroom. This case study examines student usage of Facebook, its potential impact on faculty interaction, and institutional policy. After providing a literature review and context…

Classroom Research and Professional Development

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Omaira Vergara Luján

2009-04-01

Full Text Available This article intends to share the experience of a group of teachers in the Classroom Research Seminar of the Teacher Development Program in English carried out at Universidad del Valle, Cali, from January to June, 2007. The seminar was part of a high-level in-service program for teachers of English of a network of private educational institutions. We would like to share the highlights and difficulties of the experience. We will start with the general framework of the program and the concept of professional development that underlies it. Next we will focus on the classroom research seminar, its objectives, methodology and results. Finally we share the voices of some of the participants, who talk about the influence this seminar had on their professional development and daily work.

Exploring Researchers in Dialogue: Linguistic and Educational Perspectives on Observational Data from a Sixth Grade Classroom

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Helg Fottland

2004-09-01

Full Text Available This article reflects on a collaborative process between two researchers from different backgrounds conducting a joint-venture classroom observation project focusing on language, communication and special education. Focusing on the connection between explorative learning situations and dialogue in relation to children's learning and identity development, the researchers cooperate on all levels in the research process. The article compares findings when approaching data from two different professional traditions, linguistics and education. The main focus is how each of the researchers approaches the data analysis. The combining of approaches in interpreting and writing is also discussed. Narratives and spoken dialogues are vital in this work; transcripts of video material from a primary school classroom are used as illustrations.

The Next Generation of Lab and Classroom Computing - The Silver Lining

Science.gov (United States)

2016-12-01

Figure 2.  Basic Client Server Network. Source: Dean (2012, p. 6). .........................14  Figure 3.  The OSI Model . Source: Rivero (2015...connection is ended. Communications among multiple computers on a network was accomplished through the open systems interconnection ( OSI ) model (see Figure...architecture, which is currently in use in most networks including the labs and classrooms at NPS. Figure 3. The OSI Model . Source: Rivero (2015

Sınıf Öğretmeni Adaylarının İlkokuma ve Yazma Öğretimi Dersine İlişkin Tutumlarının Değerlendirilmesi An Assessment Of Prospective Classroom Teachers’ Attitudes Toward Teaching Primary Reading And Writing Course

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Mehmet Nuri GÖMLEKSİZ

2013-03-01

Full Text Available The aim of teaching primary reading and writing is to help studentsgain basic skills of reading. These are the cognitive skills such asunderstanding, thinking and decision making. Classroom teachers havegreat responsibility to help the students gain these skills effectively.Training competent prospective classroom teachers, who will teachprimary reading and writing in the future, will play important role torealize effective teaching of primary reading and writing. In this context,positive attitudes of prospective classroom teachers toward teachingprimary reading and writing will make them more successful in theprocess of teaching primary reading and writing in the future. The aimof this study is to determine prospective classroom teachers’ attitudestoward Teaching Primary Reading and Writing course. We aimed to seeif students’’ attitudes toward Teaching Primary Reading and Writingcourse differed in terms of gender and university variables. Theresearch group consisted of third grade students enrolled at ClassroomTeaching Program of seven different universities. Data were collectedthrough Teaching Primary Reading and Writing Course Scale developedby Arslan ve Aytaç (2010. The five-point Likert-style scale included 19items. Mean score, standard deviation, independent samples t test,variance analysis, Kruskal-Wallis H, Scheffe and Mann Whitney U testswere utilized to analyze the data. With the study, it was determined thatstudents’ attitudes differed in willingness and necessity subscales infavor of females but no statistically significant difference was found interms of interest subscale between male and female students.Statistically significant differences were observed among the attitudescores of the students toward Teaching Primary Reading and Writingcourse in terms of willingness, interest and necessity subscales relatedto university variable. Based on the research results, somerecommendations are offered for the students to develop

Writing Retreat Increases Productivity And Community For Women Geoscientists

Science.gov (United States)

O'Connell, S.; Holmes, M.

2011-12-01

Five, weeklong geoscientist writing retreats have been completed with an NSF ADANCE PAID grant. During the five nights and four and a half days, eight to twenty-four academics have gathered in a rural setting outside of Boston to get to focus on writing papers and proposals while getting to know each other. Participants range in age and experience from graduate students to emeritus professors. Over twenty papers and proposals acknowledge their production, in part to this writing retreat. Impact extends beyond papers as informal mentoring and discussions at meals and in the evenings centers on succeeding in academia. Research and teaching are foremost in the conversation. Post-docs learn strategies for applying for jobs and grants, and senior professors discuss strategies for working with academic administrations, running departments and mentoring students. They also learn new technologies and perspectives from younger participants. Particularly helpful are discussions on work-life balance. Networking opportunities extend beyond the retreat as participants join each other at their home institutions to give seminars, develop research projects and mentor each other's students. All weeks follow the same format. Participants arrive Sunday and meet during an evening welcome reception. Monday is devoted to writing. Tuesday a writing coach is available. In the morning, using examples from the scientific literature, she discusses strategies and techniques for writing clearly at a group session. During the afternoon, participants work with the coach individually or in small groups to improve their own writing projects. Wednesday evening a skill session is offered on a topic of interest. These have included undergraduate research, NSF funding, productive techniques for dealing with conflict, and generational characteristics and attitudes, which can hamper communication. A Thursday evening wrap-up session prepares participants for Friday's departure. We believe that this model

Challenging the Tyranny of the Five-paragraph Essay: Teachers and Students as Semiotic Boundary Workers in Classroom and Digital Space

Science.gov (United States)

Schwartz, Lisa H.

2014-01-01

This article addresses several challenges faced by educators and students in English classrooms in the US-Mexico borderlands region that will resonate with educators more broadly. I present how Ms Smith, the predominately Latino students in her high school writing class and I moved beyond what Ms Smith called the "tyranny of the…

Let Peter Rabbit Play in the Garden: Using Beatrix Potter's Work to Integrate Ecological Literacy into Montessori Classrooms