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Sample records for academic writing class

  1. Writing as Envision: Autobiographical and Academic Writing in the Composition Class.

    ERIC Educational Resources Information Center

    Tokarczyk, Michelle M.

    Three students in an autobiography class--an African-American, a woman, and a gay man struggling to come out--used their writing to both affirm their places in the world and envision another place. Having reviewed her early educational experiences as an African-American, Holly focused her essay back to her present college days and her attempts to…

  2. Deconstructing Attitudes towards Plagiarism of Japanese Undergraduates in EFL Academic Writing Classes

    ERIC Educational Resources Information Center

    Teeter, Jennifer

    2015-01-01

    In this study, a qualitative analysis of 276 first-year Japanese university science major responses to plagiarism to deconstruct prevailing generalizations regarding the incidence of plagiarism by Japanese university students. These students were enrolled in a compulsory yearlong English academic writing course. While utilizing a contextualized…

  3. Workshops for Adding Creative Writing to Class.

    ERIC Educational Resources Information Center

    Retherford, Robert

    Use of the writing workshop format to introduce creative writing in English-as-a-Second-Language (ESL) classes is discussed. The reasons for including creative writing and using the writing workshop format are outlined, and the author's experience using this format in three very different teaching situations (basic ESL writing, academic ESL, and…

  4. Academic Writing and Tacit Knowledge

    ERIC Educational Resources Information Center

    Elton, Lewis

    2010-01-01

    The genre of academic writing is discipline dependent, so that neither specialists in academic writing nor practising academics in a discipline can, independently of each other, provide students with the necessary help to develop the ability to write in their academic disciplines. Furthermore, the rules are largely tacit, i.e. they are not…

  5. The Writing Consultation: Developing Academic Writing Practices

    ERIC Educational Resources Information Center

    Murray, Rowena; Thow, Morag; Moore, Sarah; Murphy, Maura

    2008-01-01

    This article describes and analyses a specific mechanism, the writing consultation, designed to help academics to prioritise, reconceptualise and improve their writing practices. It makes the case for its potential to stimulate consideration of writing practices and motivations, a possible precondition for creating time for writing in academic…

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

    ERIC Educational Resources Information Center

    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.…

  7. Strengthening Academic Writing

    ERIC Educational Resources Information Center

    Bodnar, Julie R.; Petrucelli, Susan L.

    2016-01-01

    Underprepared students often need assistance building writing skills and maintaining confidence in their abilities and potential. The authors share the philosophy, pedagogy, and experience of freshman developmental education and the writing center at a four-year, private, not-for-profit urban college. They describe high-impact educational…

  8. Writing and Publishing for Academic Authors.

    ERIC Educational Resources Information Center

    Moxley, Joseph M., Ed.

    This book of author-contributed chapters on academic writing grew out of workshops on scholarly writing taught at the University of South Florida. The chapters in part I review the working habits of successful academic authors. The chapters in part II analyze the genres of academic writing. Part III focuses on revision and editing of manuscripts.…

  9. Reconciling Writing in Academic and Workplace Settings.

    ERIC Educational Resources Information Center

    Kryder, LeeAnne

    1995-01-01

    Investigates some of the disjunctions between writing as it is taught in academic institutions and writing as it is employed in professional workplaces, especially in the areas of writing context, time pressure, collaboration, and consequences of writing. Considers how these disjunctions might be addressed in the writing classroom. (TB)

  10. Academic Writing Practices in Spanish Universities

    ERIC Educational Resources Information Center

    Castello, Montserrat; Mateos, Mar; Castells, Nuria; Inesta, Anna; Cuevas, Isabel; Sole, Isabel

    2012-01-01

    Introduction: This article aims at describing the use of written genres at university and how they are used to teach and learn. Method: We carried out a descriptive study focusing on teachers' perceptions regarding the importance of academic writing in promoting learning, the degree of competence they attribute to academic writing in comparison…

  11. Fostering Topic Knowledge: Essential for Academic Writing

    ERIC Educational Resources Information Center

    Proske, Antje; Kapp, Felix

    2013-01-01

    Several researchers emphasize the role of the writer's topic knowledge for writing. In academic writing topic knowledge is often constructed by studying source texts. One possibility to support that essential phase of the writing process is to provide interactive learning questions which facilitate the construction of an adequate situation…

  12. Exploring Writing with Non-Academics.

    ERIC Educational Resources Information Center

    Phillips, Jerry

    Three adult males met 2 hours a week for 26 weeks in a non-academic setting to explore writing. Adult One (A-1) and Adult Two (A-2) were limestone miners and close friends. Adult Three (A-3) had some limited academic writing experience, so A-1 and A-2 thought that he knew more about what made writing effective. A-3 observed the others' writing…

  13. Advertisements in the Basic Skills Writing Class.

    ERIC Educational Resources Information Center

    Brickman, Bette

    Advertising in the mass media contains a wide variety of psychological, emotional, and cultural messages. In basic skills and English-as-a-Second-Language writing instruction, ads can be used to exemplify writing models presented in class. Basic skills students often come to writing classes discouraged or prepared for failure, and the structure of…

  14. Encouraging Student Voice in Academic Writing

    ERIC Educational Resources Information Center

    Gemmell, Rebecca

    2008-01-01

    Prior to her joining the California Writing Project's (WP) Improving Students' Academic Writing (ISA) program, the author relates how she used to get frustrated when she read her students' essays. As a result of her new understanding gained from her participation at ISA, the author boldly banished traditional literary analysis papers that asked…

  15. Personal and Academic Writing: Revisiting the Debate

    ERIC Educational Resources Information Center

    Mlynarczyk, Rebecca Williams

    2006-01-01

    More than ten years have passed since the widely publicized debate about personal and academic writing that played out in the 1990s between Peter Elbow and David Bartholomae. But the question of the relative merits of these two different types of writing for student writers continues to be an issue of concern for teachers of composition,…

  16. Special Concluding Essay: Writing for Academic Journals

    ERIC Educational Resources Information Center

    Saraswathi, V.

    2008-01-01

    Writing for academic publishing is a unique professional challenge. It is enriching and fulfilling; at the same humbling as well as frustrating. In this article I propose to examine the challenge and offer guidelines necessary in the Indian context, where the "publish or perish" syndrome has just arrived. Academics like to publish, but often lack…

  17. Academic Writing, Genres and Philosophy

    ERIC Educational Resources Information Center

    Peters, Michael A.

    2008-01-01

    This paper examines the underlying genres of philosophy focusing especially on their pedagogical forms to emphasize the materiality and historicity of genres, texts and writing. It focuses briefly on the history of the essay and its relation to the journal within the wider history of scientific communication, and comments on the standardized forms…

  18. Creative Writing Class as Crucible

    ERIC Educational Resources Information Center

    Barron, Monica

    2007-01-01

    In this article, the author relates her experiences as creative writing teacher and her views as a teacher in the aftermath of Virginia Tech shooting. As a teacher who had taught writing and literature for twenty years, the author had received a great deal of submissions from her students about serial killers, rapists, slashers, and murderers and…

  19. Assessing Second Language Writing in Academic Contexts.

    ERIC Educational Resources Information Center

    Hamp-Lyons, Liz, Ed.

    The articles contained in this volume on second language writing evaluation focus on the evaluation of academic English learned as a second language (ESL). Essays include: "Assessment by Misconception: Cultural Influences and Intellectual Traditions" (Brigid Ballard, John Clanchy); "Reading the World Differently: A Cross-Cultural Approach to…

  20. Plagiarism and Academic Writing of NNS Learners.

    ERIC Educational Resources Information Center

    LoCastro, Virginia; Masuko, Mayumi

    A study investigated attitudes toward and practices of plagiarism of Japanese college students writing in English. Data were drawn from two senior theses written in English and two in Japanese, 30 other student academic papers, interviews with students, and a questionnaire administered to 46 undergraduate and graduate students. In both…

  1. Action Research and Academic Writing: A Conversation

    ERIC Educational Resources Information Center

    Winter, Richard; Badley, Graham

    2007-01-01

    Here is a conversation between two former colleagues about action research and academic writing. Richard Winter opens the discussion with a series of reflections on his work as an action researcher. These reflections include the key argument that action research is a noble cause because it is relevant to working life, has a practical impact and…

  2. Interrogating the Boundaries of Discourse in a Creative Writing Class: Politicizing the Parameters of the Permissible.

    ERIC Educational Resources Information Center

    Kalamaras, George

    1999-01-01

    Argues that functionalism is not limited to a functional rhetorical position. Discusses two misrepresentations of creative writing: the casting of composition in functional terms, and "creative" writing as a special process distinct from serious academic work. Argues for a cultural critique that opens the creative writing class to greater…

  3. Potential of Mobile Learning in Teaching of ESL Academic Writing

    ERIC Educational Resources Information Center

    Zaki, Arlina Ahmad; Yunus, Melor Md

    2015-01-01

    The potentials of mobile learning in teaching academic writing skills for ESL students are explored in this paper. Although there have been studies on MALL to improve writing skills, academic writing was never really touched. Few aspects are covered like the changes in educational technology, defining MALL, identifying issues in academic writing…

  4. The Relationship Between Academic Writing Experience and Academic Publishing for Graduate Physics Students

    NASA Astrophysics Data System (ADS)

    Hess, Steven Timothy Michael

    Writing for scientific publication represents an opportunity to interact with colleagues and make a positive contribution to the academic community. However, there is a growing concern regarding the ability of graduate students' to transfer writing skill sets learned at the graduate and undergraduate levels into professional settings. The main research question in this quantitative correlational study explored potential relationships between the publication rates and the number and types of English and composition classes taken by survey participants. Fischerian development, life course theory, and phenomenological sociology framed this study. Participants from private, public, and commercial institutions of higher learning in the United States participated. Data were analyzed using correlational, chi-square, ANOVA, and multiple regression techniques to reveal relationships between the number and types of English and composition classes taken and publication rates. Open-ended questions gathered opinions about scientific writing and writing class experiences and helped triangulate the findings. The results suggested a relationship between publication rates and number of English and composition classes among certain physics specializations and a need for physics institutions to create specialized publishing courses. The results may lead to positive social change by facilitating the examination of writing within particular physics specializations and motivating the creation of departmental constructed writing courses targeting the scientific community responsible for producing technically skilled literate workers. This could enable increased sharing of scientific findings with professional societies.

  5. Designing a Website to Support Students' Academic Writing Process

    ERIC Educational Resources Information Center

    Åberg, Eva Svärdemo; Ståhle, Ylva; Engdahl, Ingrid; Knutes-Nyqvist, Helen

    2016-01-01

    Academic writing skills are crucial when students, e.g., in teacher education programs, write their undergraduate theses. A multi-modal web-based and self-regulated learning resource on academic writing was developed, using texts, hypertext, moving images, podcasts and templates. A study, using surveys and a focus group, showed that students used…

  6. Writing that Excites and Educates: A Class Novel

    ERIC Educational Resources Information Center

    Nobles, Susanne

    2009-01-01

    In this article, the author shares how she envisioned and created a writing assignment for a ninth-grade English course. The writing project is a class novel comprised of short stories, one written by each student. In the writing assignment, seniors compile their favorite writings from any class in any year of high school and write reflections…

  7. Talking about Writing: Culturally and Linguistically Diverse Adolescents' Socialization into Academic Literacy

    ERIC Educational Resources Information Center

    Gilliland, Elizabeth A.

    2012-01-01

    This dissertation describes and analyzes the academic language socialization of culturally and linguistically diverse adolescents through a multi-case ethnographic study of high school writing instruction in California. I argue that there is a significant gap between the norms for writing in English language development classes and those in the…

  8. Corpus-Supported Academic Writing: How Can Technology Help?

    ERIC Educational Resources Information Center

    Chitez, Madalina; Rapp, Christian; Kruse, Otto

    2015-01-01

    Phraseology has long been used in L2 teaching of academic writing, and corpus linguistics has played a major role in the compilation and assessment of academic phrases. However, there are only a few interactive academic writing tools in which corpus methodology is implemented in a real-time design to support formulation processes. In this paper,…

  9. Why Academics Have a Hard Time Writing Good Grant Proposals

    ERIC Educational Resources Information Center

    Porter, Robert

    2007-01-01

    When they are new to the grant game, even scholars with fine publishing records can struggle with proposal writing. Many are surprised to find that the writing style that made them successful as academics is not well suited to crafting a winning proposal. To succeed at grant writing, most researchers need to learn a new set of writing skills. This…

  10. Writing for the World: Wikipedia as an Introduction to Academic Writing

    ERIC Educational Resources Information Center

    Tardy, Christine M.

    2010-01-01

    As students move from writing personal essays to writing formal academic texts in English, they face several new challenges. Writing tasks in higher education often require students to draw upon outside sources and to adopt the styles and genres of academic discourse. They must conduct research, summarize and paraphrase, cite sources, adopt genre…

  11. Effective Ways of Teaching Writing in EFL Classes.

    ERIC Educational Resources Information Center

    Im, Byung-Bin; Chang, Kyung-Suk

    1999-01-01

    Analyzes conventional ways of teaching writing in English-as-a-Foreign-Language (EFL) classes. Current theories on teaching writing are reviewed and practical writing activities and tasks applicable to the EFL classroom are presented. (Author/VWL)

  12. Effects of Blackboard on EFL Academic Writing and Attitudes

    ERIC Educational Resources Information Center

    Fageeh, Abdulaziz; Mekheimer, Mohamed Amin A.

    2013-01-01

    This study aimed to recognize the pedagogical effects of Blackboard as a computer-mediated communication (CMC) environment for teaching academic writing and improving students' attitudes toward academic writing. Learners' interactions in the CMC environment of Blackboard were analyzed via a controlled descriptive design to examine how students…

  13. Academic Writing Programs. Case Studies in TESOL Practice Series.

    ERIC Educational Resources Information Center

    Leki, Ilona, Ed.

    This edited volume explores the international role of written English in the academic context and clearly demonstrates how writing is integrated in all aspects of academic communication in English. The 12 programs described in this book differ in context but share basic assumptions about how best to teach second language (L2) writing. In addition…

  14. Students' and Teachers' Perceptions: An Inquiry into Academic Writing

    ERIC Educational Resources Information Center

    Wolsey, Thomas DeVere; Lapp, Diane; Fisher, Douglas

    2012-01-01

    Academic writing is a mainstay of expression in secondary schools. However, many students think of academic writing in terms of local operations that include spelling, punctuation, use of third person, and so on. Teachers may expect mastery of local operations, but often they want students to navigate the terrain of the content area or discipline…

  15. Academic Writing: Supporting Faculty in a Critical Competency for Success

    ERIC Educational Resources Information Center

    Dankoski, Mary E.; Palmer, Megan M.; Banks, Julianna; Brutkiewicz, Randy R.; Walvoord, Emily; Hoffmann-Longtin, Krista; Bogdewic, Stephen P.; Gopen, George D.

    2012-01-01

    All faculty regardless of discipline or school need to be highly competent at writing for an academic audience. The "publish or perish" pressure is alive and well for academic advancement, publications, and external grant funding. Yet few faculty, particularly in the health professions and sciences, receive formal training on the craft of writing.…

  16. Peer-Formativity: A Framework for Academic Writing

    ERIC Educational Resources Information Center

    Murray, Rowena; Thow, Morag

    2014-01-01

    The system currently deployed to assess research outputs in higher education can influence what, how and for whom academics write; for some it may determine whether or not they write at all. This article offers a framework for negotiating this performative context--the writing meeting. This framework uses the established theoretical underpinning…

  17. Causal Discourse Analyzer: Improving Automated Feedback on Academic ESL Writing

    ERIC Educational Resources Information Center

    Chukharev-Hudilainen, Evgeny; Saricaoglu, Aysel

    2016-01-01

    Expressing causal relations plays a central role in academic writing. While it is important that writing instructors assess and provide feedback on learners' causal discourse, it could be a very time-consuming task. In this respect, automated writing evaluation (AWE) tools may be helpful. However, to date, there have been no AWE tools capable of…

  18. Identifying Gaps in Academic Writing of ESL Students

    ERIC Educational Resources Information Center

    Giridharan, Beena

    2012-01-01

    There is growing evidence that the lack of competence of university ESL (English as a second language) students in academic writing affects their overall academic performance. Olivas and Li (2006) connected low second-language proficiency levels in English to poor academic performance of international students studying at both university and…

  19. A Kind Word for Bullshit: The Problem of Academic Writing

    ERIC Educational Resources Information Center

    Eubanks, Philip; Schaeffer, John D.

    2008-01-01

    The phrase "academic bullshit" presents compositionists with a special dilemma. Because compositionists study, teach, and produce academic writing, they are open to the accusation that they both tolerate and perpetuate academic bullshit. We argue that confronting this problem must begin with a careful definition of "bullshit" and "academic…

  20. Contract Learning in the Traditional Technical Writing Class.

    ERIC Educational Resources Information Center

    Matulich, Loretta

    At Clackamas Community College, a system of contract learning has been adapted for use in a technical writing class. The course focuses on teaching the essentials of technical writing (i.e., clarity and organization in report writing); the basic employment attitudes that local businesses and industries expect; and the form of writing that the…

  1. Undergraduate ESL Students' Engagement in Academic Reading and Writing in Learning to Write a Synthesis Paper

    ERIC Educational Resources Information Center

    Zhao, Ruilan; Hirvela, Alan

    2015-01-01

    As an important and a challenging source-based writing task, synthesizing offers rich opportunities to explore the connections between reading and writing. In this article, we report findings from a qualitative study of two Chinese students' learning experiences with academic synthesis writing in a university ESL composition course. Specifically,…

  2. Requiring First-Year Writing Classes to Visit the Writing Center: Bad Attitudes or Positive Results?

    ERIC Educational Resources Information Center

    Gordon, Barbara Lynn

    2008-01-01

    The attempt of writing center consultants to discourage faculty from requiring classes to visit the writing center led to research that calls this longstanding practice into question. In the early days of the proliferation of writing centers, faculty were advised not to require either individual students or entire classes to go to the writing…

  3. Online Class Size, Note Reading, Note Writing and Collaborative Discourse

    ERIC Educational Resources Information Center

    Qiu, Mingzhu; Hewitt, Jim; Brett, Clare

    2012-01-01

    Researchers have long recognized class size as affecting students' performance in face-to-face contexts. However, few studies have examined the effects of class size on exact reading and writing loads in online graduate-level courses. This mixed-methods study examined relationships among class size, note reading, note writing, and collaborative…

  4. Critical Pedagogy in Undergraduate English Writing Classes in Taiwan

    ERIC Educational Resources Information Center

    Chi, Gen-Hua

    2011-01-01

    This one-year study explores the possibility of integrating critical pedagogy into undergraduate English writing classes in Taiwan. The participants were the students in 2 first-year writing classes taught by the researcher. For these classes, I reinvented Freire's (2000) pedagogy of the oppressed, which emphasizes problem-posing, dialogue, and…

  5. Developing Academic Identities: Persuasive Writing as a Tool to Strengthen Emergent Academic Identities

    ERIC Educational Resources Information Center

    Carbone, Paula M.; Orellana, Marjorie Faulstich

    2010-01-01

    This paper examines how writing samples produced by middle school students reveal their emerging academic identities through their rhetorical choices in writing. Analyses of two texts produced by each student revealed students' implicit understandings of the requirements of academic voice. Through comparisons of each student's texts, strategies…

  6. Write to the Top! How to Become a Prolific Academic

    ERIC Educational Resources Information Center

    Johnson, W. Brad; Mullen, Carol A.

    2007-01-01

    This concise guide to writing is designed to help any academic become not only productive but truly prolific. It is a pithy, no-nonsense, no-excuses guide to maximizing the quality and quantity of scholarly output. The authors offer an accessible overview of the art of writing efficiently and effectively, provide a one-stop source for the nuts and…

  7. Goal Orientations in an EFL Advanced Academic Writing Context

    ERIC Educational Resources Information Center

    Dehghan, Farzaneh; Razmjoo, Seyyed Ayatollah

    2015-01-01

    Academic writing at advanced levels is the most important way of demonstrating one's expertise in a discipline. Developing this kind of competence is especially a challenging effort for students in foreign language contexts. Many factors may be involved in determining why some students are more and some are less motivated in writing successful,…

  8. Students' Perceptions of Academic Writing as a Mode of Communication

    ERIC Educational Resources Information Center

    Majidi, Mojdeh

    2005-01-01

    Adopting the social theory of writing and new rhetorical genre studies (Bakhtin, 1986; Dias, Freedman, Medway, & Pare, 1999; Freedman & Medway, 1994; Miller, 1984/1994) as the theoretical framework in this study I made an attempt to explore graduate students' perceptions of academic writing as a mode of communication in academia. I interviewed…

  9. Assessing Academic Writing in Foreign and Second Languages

    ERIC Educational Resources Information Center

    Cumming, Alister

    2009-01-01

    Academic writing and education in foreign and second languages both have lengthy histories. Their histories have diverged but also intersected. Matsuda (2005), for example, described the convergence in policies that led to a distinctive discipline of "L2 writing" in higher education in the U.S.A. during the latter part of the 20th century.…

  10. The Research Paper: From Personal to Academic Writing (Instructional Note).

    ERIC Educational Resources Information Center

    Malinowski, Patricia A.

    1990-01-01

    Describes a research project designed to take students from personal writing to academic writing requiring research and application of documentation skills. Explains that the project involves choosing a career, is divided into four parts, and is completed over a four- to five-week period. (MG)

  11. The Impact of Blended e-Learning on Undergraduate Academic Essay Writing in English (L2)

    ERIC Educational Resources Information Center

    Ferriman, Nicholas

    2013-01-01

    This paper describes a quasi-experimental study into the impact of a blended e-learning environment on academic writing assignments in English (L2) at a Thai international college. An experimental group of 15 students used an on-line bulletin board, as well as face-to-face (F2F) communication in class, to share information for essay topics they…

  12. Young Economists and Lawyers Learn How To Write an Academic Text.

    ERIC Educational Resources Information Center

    Gruber, Helmut

    A compulsory trainee program for new staff members at the Vienna Business University was established in the academic year 1998/99. In the course of this program new staff members are prepared in the following three areas of their work: research work in their department, especially dissertation writing; teaching classes; and administrative skills.…

  13. Writing in the Physical Education Class

    ERIC Educational Resources Information Center

    Behrman, Edward H.

    2004-01-01

    Writing in physical education can enhance student performance in at least four ways: (1) writing to learn, which stimulates the gathering and organizing of ideas; (2) writing to motivate, which stimulates a sense of adventure, curiosity, and creativity; (3) writing to assess, which allows both teacher and student to evaluate progress; and (4)…

  14. Teaching Adolescent ELs to Write Academic-Style Persuasive Essays

    ERIC Educational Resources Information Center

    Ramos, Kathleen

    2014-01-01

    The wide adoption of the new Common Core State Standards (CCSS) in the U.S. has increased expectations for all teachers to prepare all learners to read and write in academic ways. More knowledge is needed about instructional approaches that may lead adolescent English learners (ELs) to meet this goal. Developing academic literacy practices…

  15. Dynamic Assessment, Tutor Mediation and Academic Writing Development

    ERIC Educational Resources Information Center

    Shrestha, Prithvi; Coffin, Caroline

    2012-01-01

    Supporting undergraduate students with their academic literacies has recently been a major focus in higher education in the UK. This paper explores the value of tutor mediation in the context of academic writing development among undergraduate business studies students in open and distance learning, following the dynamic assessment (DA) approach…

  16. Masters Level Graduate Student Writing Groups: Exploring Academic Identity

    ERIC Educational Resources Information Center

    Ruggles, Tosha M.

    2012-01-01

    This action research project explores masters level graduate student writing and academic identity during one semester in an interdisciplinary masters program. Informing this study is a two part theoretical framework including the Academic Literacy Model (Lea and Street) and Wenger's concept of identity. The purpose of this exploration was to…

  17. Writing apprehension and academic procrastination among graduate students.

    PubMed

    Onwuegbuzie, A J; Collins, K M

    2001-04-01

    Academic procrastination has been associated with both fear of failure and task aversiveness. Researchers have reported that most undergraduate and graduate students delay academic tasks. Among the latter, a large proportion report procrastination in writing term papers. Such procrastination may originate from and lead to anxiety about writing so the present purpose was to investigate the relationship between scores on Daly and Miller's 1975 Writing Apprehension Test and on the two dimensions, i.e., fear of failure and task aversiveness, of Solomon and Rothblum's 1984 Procrastination Assessment Scale-Students. Participants were 135 graduate students of varied disciplinary backgrounds. Correlations between writing apprehension and academic procrastination stemmed from fear of failure (29) and task aversiveness (.41). Implications are discussed. PMID:11361321

  18. Reflections on the GUN CONTROL Simulation: Pedagogical Implications for EAP Writing Classes

    ERIC Educational Resources Information Center

    Salies, Tania Gastao

    2007-01-01

    This article critically reflects on the GUN CONTROL simulation (Salies, 1994a) by retaking ideas advanced by Salies (2002) and applying them to the context of English for Academic Purposes (EAP) writing classes in Brazil. It examines how controlled practice relates to learners' performance on the first draft in a simulation-based content unit…

  19. Facilitating Metacognitive Processes of Academic Genre-Based Writing Using an Online Writing System

    ERIC Educational Resources Information Center

    Yeh, Hui-Chin

    2015-01-01

    Few studies have investigated how metacognitive processes foster the application of genre knowledge to students' academic writing. This is largely due to its internal and unobservable characteristics. To bridge this gap, an online writing system based on metacognition, involving the stages of planning, monitoring, evaluating, and revising, was…

  20. Supporting the Development of Students' Academic Writing through Collaborative Process Writing

    ERIC Educational Resources Information Center

    Mutwarasibo, Faustin

    2013-01-01

    The study examines how undergraduate university students in Rwanda experience collaborative process writing as an instruction method capable of helping them improve their academic writing abilities in English. It involved 34 second-year students, divided into 12 small working groups. The data were collected by means of group interviews carried out…

  1. Democratizing Academic Writing: A Revision of an Experience of Writing an Autoethnographic Dissertation in Color

    ERIC Educational Resources Information Center

    Polanco, Marcela

    2013-01-01

    In this paper, I revise my experience of writing an autoethnographic (Ellis, 2004) dissertation in the field of family therapy as a Colombian mestiza. I discuss how I grappled with my writing, and, in the process, stumbled into matters of democratizing texts. I problematize male-dominant academic standards, telling of the tensions when maneuvering…

  2. Missing: Electronic Feedback in Egyptian EFL Essay Writing Classes

    ERIC Educational Resources Information Center

    Seliem, Soheir; Ahmed, Abdelhamid

    2009-01-01

    EFL essay writing is considered one of the most important academic courses in the teacher education programmes that should help develop students' skills to write cohesively and coherently. Teachers' feedback plays a crucial role in improving and enhancing the quality of students' written essays. The aim of the current study was to shed light on…

  3. Word Processing as an Assistive Technology Tool for Enhancing Academic Outcomes of Students with Writing Disabilities in the General Classroom

    ERIC Educational Resources Information Center

    Hetzroni, O. E.; Shrieber, B.

    2004-01-01

    This study investigated the use of a word processor for enhancing the academic outcomes of three students with writing disabilities in a junior high school. A single-subject ABAB design was used to compare academic output produced during class time with and without a computer equipped with a word processor. The number of spelling errors, the…

  4. Dialects, Gender, and the Writing Class

    ERIC Educational Resources Information Center

    Shafer, Greg

    2007-01-01

    On the first day of English composition, students unleash a torrent of reasons why writing scared them as they write their opening day personal autobiographies. Most comments focus on reasons that have little to do with the craft or complexities of great writing. Numerous students bemoan their use of "substandard" English, thinking that their ways…

  5. Using Computer-Based Writing Software to Facilitate Writing Assignments in Large Political Science Classes

    ERIC Educational Resources Information Center

    Ishiyama, John; Watson, Wendy L.

    2014-01-01

    It is generally accepted in the literature that writing assignments, even short ones, increase both student writing ability and comprehension of the material covered in the assignments. As class enrollments increase, particularly at the introductory level, however, instructors often sacrifice writing assignments because of the difficulty in…

  6. Can We Prepare Effective Writing Teachers for Academically Diverse Classrooms?

    ERIC Educational Resources Information Center

    Uyar, Yusuf

    2016-01-01

    This study examines whether preservice teachers, who provide writing instruction in native language education, are ready to teach students with different learning needs effectively. This study used a survey research design and qualitative data collection tools. An interview form and writing samples from students in the same class with different…

  7. Doing Academic Writing Differently: A Feminist Bricolage

    ERIC Educational Resources Information Center

    Handforth, Rachel; Taylor, Carol A.

    2016-01-01

    This article emerged as the product of a collaboration between two individuals at different stages of our academic careers, one a beginning researcher and the other a senior academic. Written as an experimental "bricolage", the article weaves together two main threads to chart our engagements with feminist research and with writing…

  8. Integrating Academic Information into Developmental Writing Courses.

    ERIC Educational Resources Information Center

    Troiano, Edna M.; Draus, Julia

    In 1983, Charles County Community College (CCCC) initiated a project to infuse academic information from the sciences, humanities, and social sciences into developmental courses. The reorganization assignments related to 27 topics that promoted academic examination and cultural literacy while at the same time drawing from students' own…

  9. Writing in Disguise: Academic Life in Subordination.

    ERIC Educational Resources Information Center

    Caesar, Terry

    This book presents a series of personal essays in which the author analyzes and dramatizes the significance of subordination in academic life. Academic life is examined in terms of issues (such as sexual harassment) and structures (such as the figure of the dissertation director) but especially in terms of texts. The book looks at the stream of…

  10. Debating Values: Race, Class and Academic Achievement

    ERIC Educational Resources Information Center

    Milton, Penny

    2008-01-01

    The relationships among race, class and academic achievement are complex, yet have been well documented in Canada for the last thirty years. Generations of students have experienced them--lowered expectations for achievement, gross generalizations about parents' backgrounds and aspirations, negative stereotypes of communities, and curricula that…

  11. The Relationship between Academic Writing Experience and Academic Publishing for Graduate Physics Students

    ERIC Educational Resources Information Center

    Hess, Steven Timothy Michael

    2012-01-01

    Writing for scientific publication represents an opportunity to interact with colleagues and make a positive contribution to the academic community. However, there is a growing concern regarding the ability of graduate students' to transfer writing skill sets learned at the graduate and undergraduate levels into professional settings. The main…

  12. Writing in a Reformed Differential Equations Class.

    ERIC Educational Resources Information Center

    Habre, Samer

    In an attempt to promote the development of understanding over rote memorization, writing in mathematics has received increased attention in recent years. In Calculus, the Rule of Three (based on communicating ideas thorough algebraic, graphical and numerical means) has been replaced by the Rule of Four in which writing plays a central role.…

  13. The Use of Basic Writing Materials in ESL Writing Classes.

    ERIC Educational Resources Information Center

    England, Lizabeth

    Similarities between the weaknesses found among English as a first language students and English as a second language (ESL) students suggest the need to use basic writing materials with English as a second language students. Prewriting materials should be chosen in an effort to teach students some criteria for analyzing, evaluating, and…

  14. Academic Writing Partnerships: The DIY Version

    ERIC Educational Resources Information Center

    Stivers, Jan; Cramer, Sharon F.

    2013-01-01

    Despite the challenges of heavy workloads, family responsibilities, and differences in work styles, two senior faculty members used collaboration to reenergize their scholarly efforts; the results include increased research and publication (three joint articles and a book) as well as a new enjoyment of the research and writing process. This…

  15. Genre and Second-Language Academic Writing

    ERIC Educational Resources Information Center

    Paltridge, Brian

    2014-01-01

    The term "genre" first came into the field of second-language (L2) writing and, in turn, the field of English for specific purposes (ESP) in the 1980s, with the research of John Swales, first carried out in the UK, into the introduction section of research articles. Other important figures in this area are Tony Dudley-Evans, Ann Johns…

  16. Contrapuntal Writing: Student Discourse in an Online Literature Class

    ERIC Educational Resources Information Center

    Nahachewsky, James; Ward, Angela

    2007-01-01

    There is a continuing need to investigate how contemporary students in schools are writing the word, and their world, beyond modernist parameters of the page. This article explores the online writing of a senior English world literature class, located in a Western Canadian city, as examined through a recent qualitative case study. Borrowing a 17th…

  17. Challenging Stereotypes about Academic Writing: Complexity, Elaboration, Explicitness

    ERIC Educational Resources Information Center

    Biber, Douglas; Gray, Bethany

    2010-01-01

    The stereotypical view of professional academic writing is that it is grammatically complex, with elaborated structures, and with meaning relations expressed explicitly. In contrast, spoken registers, especially conversation, are believed to have the opposite characteristics. Our goal in the present paper is to challenge these stereotypes, based…

  18. Using Students' Cultural Heritage to Improve Academic Achievement in Writing

    ERIC Educational Resources Information Center

    Mendez, Gilbert

    2006-01-01

    This article discusses an approach to teaching used at Calexico Unified School District, a California-Mexican border high school, by a group of teachers working to make teaching and learning more relevant to Chicano and Mexican students' lives and to improve their academic achievement in writing. An off-shoot of a training program for English…

  19. ESL Learners, Writing and the Acquisition of Academic Language.

    ERIC Educational Resources Information Center

    Moore, Rashid A.; Zainuddin, Hanizah

    Most research conducted on the amount of time English language learners (ELLs) require for the acquisition of academic English suggests that 4-10 years are required to be near or on par with fully proficient English (FEP) peers. In this study, data from three administrations (1999, 2000, and 2001) of the FCAT writing test of the Florida Writing…

  20. Academic Boot Camp for the Writing of Psychology Research Reports

    ERIC Educational Resources Information Center

    Skues, Jason L.; Wise, Lisa

    2014-01-01

    Herein, we describe the implementation of, and responses to, a structured writing workshop in the form of an academic boot camp. Participants were 42 undergraduate psychology students from a medium-sized Australian university who were completing their major assignment for the semester. A majority of the students expressed satisfaction with the…

  1. Ethical and Unethical Methods of Plagiarism Prevention in Academic Writing

    ERIC Educational Resources Information Center

    Bakhtiyari, Kaveh; Salehi, Hadi; Embi, Mohamed Amin; Shakiba, Masoud; Zavvari, Azam; Shahbazi-Moghadam, Masoomeh; Ebrahim, Nader Ale; Mohammadjafari, Marjan

    2014-01-01

    This paper discusses plagiarism origins, and the ethical solutions to prevent it. It also reviews some unethical approaches, which may be used to decrease the plagiarism rate in academic writings. We propose eight ethical techniques to avoid unconscious and accidental plagiarism in manuscripts without using online systems such as Turnitin and/or…

  2. Applying SF-Based Genre Approaches to English Writing Class

    ERIC Educational Resources Information Center

    Wu, Yan; Dong, Hailin

    2009-01-01

    By exploring genre approaches in systemic functional linguistics and examining the analytic tools that can be applied to the process of English learning and teaching, this paper seeks to find a way of applying genre approaches to English writing class.

  3. Articulate--Academic Writing, Refereeing Editing and Publishing Our Work in Learning, Teaching and Educational Development

    ERIC Educational Resources Information Center

    Wisker, Gina

    2013-01-01

    Most work on writing and publication processes focuses on writing support for undergraduates or postgraduates writing in the disciplines, while work on academic identities frequently considers development as a university teacher. This essay consider the reviewing process for academics who write, whether doctoral students, researchers, teachers or…

  4. The Academic Writing Challenges of Undergraduate Students: A South African Case Study

    ERIC Educational Resources Information Center

    Pineteh, Ernest A.

    2014-01-01

    This article discusses the academic writing challenges of undergraduate students at Cape Peninsula University of Technology (CPUT), South Africa. It examines challenges such as lack of a mastery of academic writing conventions, analysis of writing topics, using writing to construct social identities; ability to research and apply knowledge across…

  5. An Investigation of Learning Transfer in English-for-General-Academic-Purposes Writing Instruction

    ERIC Educational Resources Information Center

    James, Mark Andrew

    2010-01-01

    This case study involved a detailed examination of learning transfer from an English-for-general-academic-purposes writing course to tasks that involve writing in other academic courses. Data were gathered over one academic year from 11 students enrolled in the writing course. These students participated in a series of interviews and provided…

  6. Using Non-Finites in English Academic Writing by Chinese EFL Students

    ERIC Educational Resources Information Center

    Yang, Bingjun

    2014-01-01

    Frequent use of non-finites is an important feature of English academic writing (Chafe & Danielewicz, 1987), but teachers and students in the Chinese environment are not aware of it. To investigate the problems that can be found in academic writings by Chinese students is significant in two aspects: academic writing by Chinese EFL students…

  7. "It's Not a Hobby": Reconceptualizing the Place of Writing in Academic Work

    ERIC Educational Resources Information Center

    Murray, Rowena

    2013-01-01

    The writing activities involved in research are not fully articulated in discussions of academic work. In this context, academics say they have to disengage from other tasks in order to write, which raises fundamental questions about the place of writing in academic work. A study designed to find out more about this disengagement showed that it…

  8. The Impact of Training Students How to Write Introductions for Academic Essays: An Exploratory, Longitudinal Study

    ERIC Educational Resources Information Center

    Brown, Gavin T. L.; Marshall, Jennifer C.

    2012-01-01

    Successful academic writing requires strong command of the rhetorical moves that orient the reader to the theme and substantive material of an academic essay. Effective control of the introduction leads to better overall writing. The goal of this study was to devise and evaluate a pedagogy for teaching the writing of academic essay introductions.…

  9. Survey of Academic Writing Tasks Required of Graduate and Undergraduate Foreign Students.

    ERIC Educational Resources Information Center

    Bridgeman, Brent; Carlson, Sybil

    Designed to define the academic writing skills required of beginning undergraduate and graduate students, a survey of needed academic writing skills was completed by faculty in 190 academic departments at 34 American and Canadian universities with high foreign student enrollments. At the graduate level, six academic disciplines with relatively…

  10. Reading-Writing Relationships in First and Second Language Academic Literacy Development

    ERIC Educational Resources Information Center

    Grabe, William; Zhang, Cui

    2016-01-01

    Reading and writing relations, as this concept applies to academic learning contexts, whether as a major way to learn language or academic content, is a pervasive issue in English for academic purposes (EAP) contexts. In many cases, this major link between reading/writing and academic learning is true even though explicit discussions of this…

  11. Writing Strategy Instruction: Its Impact on Writing in a Second Language for Academic Purposes

    ERIC Educational Resources Information Center

    De Silva, Radhika

    2015-01-01

    Writing for academic purposes in a second/foreign language is a major challenge faced by many students at both secondary and tertiary levels. This suggests that displaying content knowledge and understanding of a subject through a second language is a very complex process. This article discusses the findings of a longitudinal intervention study…

  12. Writing between the Lines: Aaliyah's Dialogic Strategies for Overcoming Academic Writing Disengagement

    ERIC Educational Resources Information Center

    Peel, Anne

    2014-01-01

    This case study report uses the conceptual framework of Bakhtinian notions of dialogism to explore how a highly motivated 10th grade English student, Aaliyah, developed strategies for combating her disengagement in academic writing. Aaliyah?s anxiety and boredom stemmed from multiple factors relating to the distance between her home and school…

  13. The write stuff: A proactive approach to increasing academics' writing skills and outcomes.

    PubMed

    Dwyer, Trudy; Friel, Deborah; McAllister, Margaret; Searl, Kerry Reid; Rossi, Dolene

    2015-07-01

    An important way to advance the profession of nursing, to promote best practice and to improve the quality of nursing care, is for nurses to publish. A publication track record is necessary to gain competitive research funding, build knowledge, disseminate new insights and advance the profession. However, academics often experience obstacles in publishing ranging from a pervasive teaching culture, lack of confidence in writing, and lack of strategies to write more strategically. The benefits of writing retreats have been discussed within the nursing and other academic literature but the specifics about the method as well as the unplanned benefits have not been explored. More exploration and discussion is needed about factors assisting writers to complete papers and successfully publish. This paper discusses a novel intervention which aimed to seed the beginnings of a flourishing scholarly community at a regional Queensland University. The paper also presents qualitative and quantitative evaluation data. PMID:25773450

  14. Anomie, the Urban Student, and the Writing Class.

    ERIC Educational Resources Information Center

    Stallard, Charles K.

    New approaches to teaching writing and language development may be the answer to the anomie that is behind so many school problems. For example, the uses of language that are necessary for academic success are also those that help individuals deal with the environment and relate to it. Therefore, the personal use of language is critical for all…

  15. Improve Your Students' Writing with a Class Magazine.

    ERIC Educational Resources Information Center

    Stuart, Moira K.

    This paper describes two different English programs for international students at the American Language Institute in San Diego, California. One is English for Academic Purposes (EAP), and the other is Intensive English for Communication (IEC). The paper focuses on one teacher's experiences teaching IEC writing after 2 years of teaching EAP…

  16. Ideabook: Writing Assignments for the Foreign Language Class.

    ERIC Educational Resources Information Center

    Burtnett, Olga J.

    A guide to personal letter writing for foreign language classes provides ideas, formats, and useful information for an instructional unit and student projects. The first section outlines unit goals and offers ideas for activities and assignments. These include class pen pals, teacher and parent letters, holiday letters, follow-ups for telegrams,…

  17. Natives and Academics: Researching and Writing about American Indians.

    ERIC Educational Resources Information Center

    Mihesuah, Devon A., Ed.

    This anthology provides Native perspectives on the ethics of researching, writing about, and teaching about American Indians, and may be used as a text for discussion in American Indian Studies classes. Leading Native scholars discuss the representativeness of Native informants, the merits of various data collection methods, the role and veracity…

  18. Academic Language Socialization in High School Writing Conferences

    ERIC Educational Resources Information Center

    Gilliland, Betsy

    2014-01-01

    This study examines multilingual high school writers' individual talk with their teachers in two advanced English language development classes to observe how such talk shapes linguistically diverse adolescents' writing. Addressing adolescent writers' language socialization through microethnographic discourse analysis, the author…

  19. The Effectiveness of Adopting E-Readers to Facilitate EFL Students' Process-Based Academic Writing

    ERIC Educational Resources Information Center

    Hung, Hui-Chun; Young, Shelley Shwu-Ching

    2015-01-01

    English as Foreign Language (EFL) students face additional difficulties for academic writing largely due to their level of language competency. An appropriate structural process of writing can help students develop their academic writing skills. This study explored the use of the e-readers to facilitate EFL students' process-based academic…

  20. Writing Purposefully in Art and Design: Responding to Converging and Diverging New Academic Literacies

    ERIC Educational Resources Information Center

    Melles, Gavin; Lockheart, Julia

    2012-01-01

    In disciplines with long histories in higher education, academic literacies, including writing practices, are less contested than in newer academic fields such as art and design. The relatively recent incorporation of such fields and schools into the university sector has required these fields to create academic writing practices consistent with…

  1. An Investigation of Academic Writing in Secondary Schools to Inform the Development of Diagnostic Classroom Assessments

    ERIC Educational Resources Information Center

    Llosa, Lorena; Beck, Sarah W.; Zhao, Cecilia Guanfang

    2011-01-01

    Despite the high stakes attached to students' performance on assessments of academic writing, we still know little about the challenges students face when composing in academic contexts. To begin to address this problem, two studies were designed with the following aims: to identify and describe the most prevalent types of academic writing at the…

  2. A Paragraph-First Approach to the Teaching of Academic Writing

    ERIC Educational Resources Information Center

    Gugin, David

    2014-01-01

    The teaching of writing, and the teaching of developmental and ESL/EFL writing in particular, has historically given priority to the sentence, often in theory and almost always in practice. The writing approach modeled here simply argues that the paragraph should be given primacy of place in ESL/EFL academic writing instruction. The…

  3. Doing Academic Writing in Education: Connecting the Personal and the Professional

    ERIC Educational Resources Information Center

    Richards, Janet C.; Miller, Sharon K.

    2005-01-01

    This clear, reader-friendly book is carefully designed to help readers gain confidence and acquire competence in their academic writing abilities. It focuses on real people as they write and actively involves readers in the writing process. The authors' innovative approach encourages reflection on how professional writing initiatives connect to…

  4. The Writing Retreat: A High-Yield Clinical Faculty Development Opportunity in Academic Writing

    PubMed Central

    Cable, Christian T.; Boyer, Debra; Colbert, Colleen Y.; Boyer, Edward W.

    2013-01-01

    Background The need for consistent academic productivity challenges junior clinician-scholars, who often lack the aptitude to ensure efficient production of manuscripts. Intervention To solve this problem, an academic division of a major medical center developed an off-site writing retreat. The purpose of the retreat was not to teach writing skills, but to offer senior mentor assistance with a focus on the elements of manuscript writing. Methods The retreat paired senior faculty members with junior staff. Senior faculty identified manuscript topics and provided real-time writing and editing supervision. Team-building exercises, midcourse corrections, and debriefing interviews were built into the retreat. The number of manuscripts and grant proposals generated during the 2008–2011 retreats was recorded, and the program was evaluated by using unstructured debriefing interviews. Results An average of 6 to 7 faculty members and fellows participated in each retreat. During the past 4 years, participants produced an average of 3 grant proposals and 7 manuscripts per retreat. After the writing retreat, each fellow and junior faculty member produced an average of 4 scholarly products per year, compared to fewer than 2 for prior years' retreats. Participant feedback indicated the success of the retreat resulted from protected time, direct mentorship by the scholars involved, and pairing of authors, which allows for rapid production of manuscripts and accelerated the editing process. More than 80% of mentors returned each year to participate. Conclusions The writing retreat is a feasible, effective strategy to increase scholarship among faculty, acceptable to mentees and mentors, and sustainable over time. PMID:24404277

  5. Extending the Principles of Intensive Writing to Large Macroeconomics Classes

    ERIC Educational Resources Information Center

    Docherty, Peter; Tse, Harry; Forman, Ross; McKenzie, Jo

    2010-01-01

    The authors report on the design and implementation of a pilot program to extend the principles of intensive writing outlined by W. Lee Hansen (1998), Murray S. Simpson and Shireen E. Carroll (1999) and David Carless (2006) to large macroeconomics classes. The key aspect of this program was its collaborative nature, with staff from two specialist…

  6. Writing in the Ether: A Collaborative Approach to Academic Research.

    ERIC Educational Resources Information Center

    Winograd, David; Milton, Katherine

    The purpose of this paper is to shed light on the developmental stages of academic publication collaborations through both research on the collaborative process itself, as well as through analysis of the discovery process. Using the qualitative software package, NUD*IST, the teleconferencing system, FirstClass, and standard e-mail, the study…

  7. Efficiency in Report Writing: A Pre-Academic Progress Report

    ERIC Educational Resources Information Center

    Bangs, Tina E.; Rister, Anne

    1969-01-01

    Presents check-off forms used in reporting the progress of children in pre-academic classes designed for students with language or learning disabilities. Such forms provide information similar to that found in a narrative description, but are less time-consuming and expensive to produce. (RW)

  8. The Rocky Terrain between Delocalized and Localized, Duplication and Originality: Learning to Write and Learning to Teach Academic English

    ERIC Educational Resources Information Center

    Tessema, Kedir Assefa

    2012-01-01

    In this paper I report the action research I carried out on improving the teaching and learning of academic writing at a university. The action research sprang out of my experiences of learning and teaching academic writing. It sought locality and originality in what students read and write during academic writing courses. The macro and micro…

  9. Writing Our Way into Shared Understanding: Collaborative Autobiographical Writing in the Qualitative Methods Class

    ERIC Educational Resources Information Center

    Lapadat, Judith C.

    2009-01-01

    From her experience as an instructor, the author finds that it is valuable to engage graduate students in conducting a study within their qualitative methods course. In this article, the author discusses how she used a collaborative autobiographical research approach. Class members generate autobiographical writing to be shared with the group, and…

  10. A Model of Research Paper Writing Instructional Materials for Academic Writing Course: "Needs & Documents Analysis and Model Design"

    ERIC Educational Resources Information Center

    Ghufron, M. Ali; Saleh, Mursid; Warsono; Sofwan, Ahmad

    2016-01-01

    This study aimed at designing a model of instructional materials for Academic Writing Course focusing on research paper writing. The model was designed based on the Curriculum at the English Education Study Program, Faculty of Language and Art Education of IKIP PGRI Bojonegoro, East Java, Indonesia. This model was developed in order to improve…

  11. Braiding and Rhetorical Power Players: Transforming Academic Writing through Rhetorical Dialectic

    ERIC Educational Resources Information Center

    Gunter, Kimberly K.

    2011-01-01

    In this article, I revisit the Elbow/Bartholomae debate, review recent scholarship on academic writing, and discuss the ways that the mandates of traditional academic writing can further disenfranchise already marginalized students. I suggest that, due to the double consciousness with which these students often live, they come into classrooms…

  12. Creating an Oasis: Some Insights into the Practice and Theory of a Successful Academic Writing Group

    ERIC Educational Resources Information Center

    Wardale, D.; Hendrickson, T.; Jefferson, T.; Klass, D.; Lord, L.; Marinelli, M.

    2015-01-01

    Academic writing groups are acknowledged as a successful approach to increasing research publication output and quality. However, the possible links between the formation and ongoing utilisation of writing groups and improvements in scholarly written research outputs remain relatively undertheorised. In this article, we draw on academic writing…

  13. Reference, Coherence and Complexity in Students' Academic Writing: Examples from Cameroon and East-Africa Corpus

    ERIC Educational Resources Information Center

    Schmied, Josef; Nkemleke, Daniel

    2011-01-01

    This contribution discusses problems of students' academic writing in Africa. It sketches the wide field of English for Academic Purposes (EAP) and argues that reference, coherence and complexity are key concepts for evaluating student writing at university level. It uses material from African corpora to substantiate this claim and to illustrate…

  14. Write on the Edge: Using a Chemistry Corpus to Develop Academic Writing Skills Resources for Undergraduate Chemists

    ERIC Educational Resources Information Center

    Bruce, M. L.; Coffer, P. K.; Rees, S.; Robson, J. M.

    2016-01-01

    Many undergraduate students find the production of an extended piece of academic writing challenging. This challenge is more acute in the sciences where production of extended texts is infrequent throughout undergraduate studies. This paper reports the development of a new English for Academic Purposes (EAP) workshop and associated resources for…

  15. The Use and Misuse of Academic Words in Writing: Analyzing the Writing of Secondary English Learners and Redesignated Learners

    ERIC Educational Resources Information Center

    Cons, Andrea Marie

    2012-01-01

    This study investigated the specific ways secondary English learners (ELs) and redesignated fluent English-proficient learners (RFEPs) use academic vocabulary that assesses interpretive reading and analytical writing ability. The research examines how ELs and RFEPs, formerly ELs, differ in use and misuse of academic words. The study extends…

  16. Writing and Critical Reading for Learning across the Disciplines: Academic Challenges.

    ERIC Educational Resources Information Center

    Daigle, Stephen L.

    Grant projects sponsored by the California State University during 1980-1982 to improve writing and critical reading across the disciplines are discussed. Seven campus writing projects and two critical reading projects were supported by the Academic Program Improvement Fund. Four of the writing projects used faculty workshops and training…

  17. Saudi English-Major Undergraduates' Academic Writing Problems: A Taif University Perspective

    ERIC Educational Resources Information Center

    Al-Khairy, Mohamed Ali

    2013-01-01

    This study attempted to investigate Saudi English-major undergraduates studying at Taif University to identify a) the types of academic writing Saudi English-major undergraduates carry out at English departments, b) Saudi English-major undergraduates' writing problems, c) the reasons behind Saudi English-major undergraduates' writing problems and…

  18. Academic Writing in a Second Language: Essays on Research and Pedagogy.

    ERIC Educational Resources Information Center

    Belcher, Diane, Ed.; Braine, George, Ed.

    Essays on research and teaching of academic writing in English as a second language include:"When Practice Doesn't Make Perfect: The Case of a Graduate ESL Student" (Melanie Schneider, Naomi K. Fujishima); "Good Writing: I Know It When I See It" (Ilona Leki); "Redefining the Task: An Ethnographic Examination of Writing and Response in Graduate…

  19. Critical Argument and Writer Identity: Social Constructivism as a Theoretical Framework for EFL Academic Writing

    ERIC Educational Resources Information Center

    McKinley, Jim

    2015-01-01

    This article makes the argument that we need to situate student's academic writing as socially constructed pieces of writing that embody a writer's cultural identity and critical argument. In support, I present and describe a comprehensive model of an original English as a Foreign Language (EFL) writing analytical framework. This article explains…

  20. The Consequences of Integrating Faith into Academic Writing: Casuistic Stretching and Biblical Citation

    ERIC Educational Resources Information Center

    Ringer, Jeffrey M.

    2013-01-01

    This essay considers how a male evangelical Christian in a first-year writing (FYW) course at a state university negotiates his identity in his academic writing for a non-Christian audience. It focuses on how "Austin" casuistically stretches a biblical text to accommodate his audience's pluralistic perspective. Austin's writing thus provides a…

  1. Releasing the Hidden Academic? Learning from Teacher-Educators' Responses to a Writing Support Programme

    ERIC Educational Resources Information Center

    Roberts, Amanda; Weston, Kathryn

    2014-01-01

    The Research Excellence Framework has led to increased scrutiny on the volume/quality of writing produced by academics within higher education institutions. This paper describes the initiation of a writing support programme for teacher educators in a new university and analyses its impact. A key finding has been that supporting staff to write is…

  2. Mastering Academic Language: Organization and Stance in the Persuasive Writing of High School Students

    ERIC Educational Resources Information Center

    Uccelli, Paola; Dobbs, Christina L.; Scott, Jessica

    2013-01-01

    Beyond mechanics and spelling conventions, academic writing requires progressive mastery of advanced language forms and functions. Pedagogically useful tools to assess such language features in adolescents' writing, however, are not yet available. This study examines language predictors of writing quality in 51 persuasive essays produced by high…

  3. Writing-Intensive Astronomy Classes in a Liberal Arts Setting

    NASA Astrophysics Data System (ADS)

    Schmidtke, P. C.

    2013-04-01

    The Integrative Studies Program at Arizona State University is a modern adaptation of a traditional liberal arts degree. An important component of the curriculum is the requirement for a course in the area of “math and science perspectives.” Among the options are two classes on Life in the Universe and Black Holes and Beyond. These classes present contemporary astronomy topics in a format designed for humanities-oriented students. Course material is developed via class discussion of readings, augmented by a wide range of hands-on activities, and organized within the BlackBoard course management system. Almost all assignments are writing intensive: daily journals, formal papers, and an essay-type exam. The design of these courses makes them highly interactive between the instructor and students.

  4. Academic Camps: Why Spend Summer in Class?

    ERIC Educational Resources Information Center

    Rigby, Kristin

    2005-01-01

    Gifted students tend to be drawn to summer gifted programs because of their high level of motivation and their drive to experience an academic challenge (Olszewski-Kubilius & Lee, 2004). Concurrently, academic summer programs yield numerous social-emotional, educational, and family benefits for gifted young people. One of the most beneficial…

  5. Teaching Writing in Elementary and Intermediate Languages Classes: Suggestions and Activities.

    ERIC Educational Resources Information Center

    Nuessel, Frank; Cicogna, Caterina

    1993-01-01

    Discusses the lack of emphasis on writing skills in elementary and intermediate language classes, the purpose and process of writing, and general recommendations for the incorporation of writing into the language curriculum. Contains specific examples of writing tasks, including the composition of telegrams, recipes, postcards, directions, and…

  6. A Creative Approach to the Research Paper: Combining Creative Writing with Academic Research

    ERIC Educational Resources Information Center

    Blue, Tim

    2006-01-01

    This article describes a combination of a research essay and a creative writing assignment that encourages rigorous academic research while allowing students to get "outside the box" of traditional academic research papers. This assignment has five steps. The first two steps offer the chance to introduce academic research along with summary and…

  7. The Reliability and Validity of Peer Review of Writing in High School AP English Classes

    ERIC Educational Resources Information Center

    Schunn, Christian; Godley, Amanda; DeMartino, Sara

    2016-01-01

    One approach to writing instruction that has been shown to improve secondary students' academic writing without increasing demands on teachers' time is peer review. However, many teachers and students worry that students' feedback and assessment of their peers' writing is less accurate than teachers'. This study investigated whether Advanced…

  8. Retelling Basic Writing at a Regional Campus: Iconic Discourse and Selective Function Meet Social Class

    ERIC Educational Resources Information Center

    Tassoni, John Paul

    2005-01-01

    This article relates case histories of basic writing programs at regional campuses in Florida, and the perceived need to incorporate concerns of social class into basic writing curriculum. Attention to class helps scholars identify institutional patterns that distance basic writing from the university's mainstream business. This author describes a…

  9. Class Jumping into Academia: Multiple Identities for Counseling Academics

    ERIC Educational Resources Information Center

    Nelson, Mary Lee; Englar-Carlson, Matt; Tierney, Sandra C.; Hau, Julie M.

    2006-01-01

    Eleven counseling psychology and counselor education academics were interviewed regarding their experiences of progressing from lower-or lower-middle-class backgrounds to college and, further, to academic positions. Grounded theory method was used for data analysis, and consensual qualitative research methods were used for triangulation and data…

  10. Professional and Academic Levels of a Mass Media Writing Course.

    ERIC Educational Resources Information Center

    Smith, Edward J.

    1997-01-01

    Describes a revised media writing course (required of all journalism majors) at Texas A&M University. States that it meets "scholarship" and "centrality" issues in nine ways: communication theory, personal skills, critical thinking, writing about writing, thematic organization, coaching writing, critiques and revisions, freedom and ethics, and…

  11. Writing for Professional Publication. Keys to Academic and Business Success.

    ERIC Educational Resources Information Center

    Henson, Kenneth T.

    This book provides practical help for people writing for publication, especially for those writing for professional journals or university presses. Chapters cover the following topics: (1) reasons for writing; (2) finding topics; (3) getting started; (4) writing style; (5) organizing articles; (6) using journals, libraries, surveys, and action…

  12. The Efficacy of the Internet-Based Blackboard Platform in Developmental Writing Classes

    ERIC Educational Resources Information Center

    Shudooh, Yusuf M.

    2016-01-01

    The application of computer-assisted platforms in writing classes is a relatively new paradigm in education. The adoption of computers-assisted writing classes is gaining ground in many western and non western universities. Numerous issues can be addressed when conducting computer-assisted classes (CAC). However, a few studies conducted to assess…

  13. Using the Science Writing Heuristic in the General Chemistry Laboratory to Improve Students' Academic Performance

    ERIC Educational Resources Information Center

    Poock, Jason R.; Burke, K. A.; Greenbowe, Thomas J.; Hand, Brian M.

    2007-01-01

    The analysis describes the effects of using the science writing heuristic (SWH) in the general chemistry laboratory on the students' academic performance. The technique has found to be extremely important factor in a student's learning process and achievement in science.

  14. Evaluating an academic writing program for nursing students who have English as a second language.

    PubMed

    Weaver, Roslyn; Jackson, Debra

    2011-01-01

    Academic writing skills are essential to the successful completion of preregistration nursing programs, yet the development of such skills is a challenge for many nursing students, particularly those who speak English as a second language (ESL). It is vital to develop and evaluate strategies that can support academic writing skills for ESL nursing students. This qualitative study evaluated a four-day academic writing intervention strategy designed to support ESL first-year nursing students. Data from the program showed two major areas of difficulty for participants relating to academic writing: problems understanding course content in English, and problems expressing their understanding of that content in English. The participants noted a key benefit of this program was the provision of individual feedback. Programs such as this intervention successfully meet the demands of ESL nursing students, although ongoing support is also needed. PMID:21854244

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

    ERIC Educational Resources Information Center

    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…

  16. Academic Writing in the Business School: The Genre of the Business Case Report

    ERIC Educational Resources Information Center

    Nathan, Philip

    2013-01-01

    The writing of business case reports is a common requirement for students on academic business programmes and presents significant challenges for both native and non-native speaker students. In order to support the development of pedagogical practice in the teaching of case report writing, this paper reports a genre-based study of a corpus of 53…

  17. Examining Nontraditional Graduate Students' Academic Writing Experiences in an Accelerated Adult Program

    ERIC Educational Resources Information Center

    Crite, Charles E., Jr.

    2013-01-01

    The academic writing competencies of nontraditional graduate students enrolled in accelerated graduate programs have become a growing concern for many higher learning educators in those programs. The purpose of this nonexperimental quantitative study was to examine the writing experiences that impacted nontraditional graduate students enrolled in…

  18. Deliberate False Provisions: The Use and Usefulness of Models in Learning Academic Writing

    ERIC Educational Resources Information Center

    Macbeth, Karen P.

    2010-01-01

    Although models have been a mainstay of academic writing pedagogy for centuries, a recurrent critique has been that they control or limit student writing and misrepresent the affairs they claim to model. These insufficiencies notwithstanding, models are ubiquitous in the ordinary, practical world, and their usefulness to novices can easily go…

  19. The Space Between: Pedagogic Collaboration between a Writing Centre and an Academic Department

    ERIC Educational Resources Information Center

    Mckay, Tracey Morton; Simpson, Zachary

    2013-01-01

    The expectations placed on students with respect to appropriate academic writing may hinder successful participation in Higher Education. Full participation is further complicated by the fact that each discipline within the University constitutes its own community of practice, with its own set of literacy practices. While Writing Centres aim to…

  20. Open and Anonymous Peer Review in a Digital Online Environment Compared in Academic Writing Context

    ERIC Educational Resources Information Center

    Razi, Salim

    2016-01-01

    This study compares the impact of "open" and "anonymous" peer feedback as an adjunct to teacher-mediated feedback in a digital online environment utilising data gathered on an academic writing course at a Turkish university. Students were divided into two groups with similar writing proficiencies. Students peer reviewed papers…

  1. Dynamic Development of Complexity and Accuracy: A Case Study in Second Language Academic Writing

    ERIC Educational Resources Information Center

    Rosmawati

    2014-01-01

    This paper reports on the development of complexity and accuracy in English as a Second Language (ESL) academic writing. Although research into complexity and accuracy development in second language (L2) writing has been well established, few studies have assumed the multidimensionality of these two constructs (Norris & Ortega, 2009) or…

  2. The Rhetoric of Space in the Design of Academic Writing Locations

    ERIC Educational Resources Information Center

    Bemer, Amanda Nicole Metz

    2010-01-01

    This dissertation explores the rhetoric of space as it relates to academic computer writing locations--specifically, computer labs, computer classrooms, and writing centers. Using observation, surveys, interviews, and textual analysis, the author discusses seven rhetorical principles of design for these spaces, including designing for specific…

  3. Voice in Academic Writing: The Rhetorical Construction of Author Identity in Blind Manuscript Review

    ERIC Educational Resources Information Center

    Matsuda, Paul Kei; Tardy, Christine M.

    2007-01-01

    Some researchers have argued that voice is irrelevant to academic writing and that the importance of voice has been overstated in the professional literature [Helms-Park, R., & Stapleton, P. (2003). Questioning the importance of individualized voice in undergraduate L2 argumentative writing: an empirical study with pedagogical implications.…

  4. An Investigation of Taiwanese Doctoral Students' Academic Writing at a U.S. University

    ERIC Educational Resources Information Center

    Chou, Li-hua

    2011-01-01

    The United States has always been the top choice of Taiwanese university students who want to study abroad. Consequently, English writing is especially vital for doctoral dissertation; insufficient research deals with academic writing of such students, despite its importance to their success. This paper aims to fill the gap by analyzing the course…

  5. Technology to Support Writing by Students with Learning and Academic Disabilities: Recent Research Trends and Findings

    ERIC Educational Resources Information Center

    Peterson-Karlan, George R.

    2011-01-01

    The trends and findings from a descriptive analysis of 25 years of research studies examining the effectiveness of technology to support the compositional writing of students with learning and academic disabilities are presented. A corpus of 85 applied research studies of writing technology effectiveness was identified from among 249 items in the…

  6. It's Always a Pleasure: Exploring Productivity and Pleasure in a Writing Group for Early Career Academics

    ERIC Educational Resources Information Center

    Dwyer, Angela; Lewis, Bridget; McDonald, Fiona; Burns, Marcelle

    2012-01-01

    The professional development needs of early career academics (ECAs) are increasingly subject to scrutiny. The literature notes writing groups can be successful in increasing research outputs and improving research track records--a core concern for ECAs. However, the pressure on ECAs to publish takes the pleasure out of writing for many. We argue…

  7. Academic Literacy: The Importance and Impact of Writing across the Curriculum--A Case Study

    ERIC Educational Resources Information Center

    Defazio, Joseph; Jones, Josette; Tennant, Felisa; Hook, Sara Anne

    2010-01-01

    The paper provides case studies of how four faculty members who teach in undergraduate and graduate programs at the Indiana University School of Informatics promote academic literacy throughout the curriculum. The paper describes the writing assignments in several courses, the objectives of these assignments in enhancing the writing skills of…

  8. Reconsiderations: We Got the Wrong Gal--Rethinking the "Bad" Academic Writing of Judith Butler

    ERIC Educational Resources Information Center

    Birkenstein, Cathy

    2010-01-01

    It is hard to think of a writer whose work has been more prominently upheld as an example of bad academic writing than the philosopher and literary theorist Judith Butler. In 1998, Butler was awarded first prize in the annual Bad Writing Contest established by the journal "Philosophy and Literature," and early in 1999, was lampooned in an…

  9. Beyond the Academic Essay: Discipline-Specific Writing in Nursing and Midwifery

    ERIC Educational Resources Information Center

    Gimenez, Julio

    2008-01-01

    Although academic writing in higher education has been the focus of research efforts for more than two decades, the specific writing experiences, needs and difficulties of undergraduate nursing and midwifery students have remained largely under-researched. This article reports on a project that investigated the nature and dynamics of academic…

  10. Voice in High-Stakes L1 Academic Writing Assessment: Implications for L2 Writing Instruction

    ERIC Educational Resources Information Center

    Zhao, Cecilia Guanfang; Llosa, Lorena

    2008-01-01

    Despite the debate among writing researchers about its viability as a pedagogical tool in writing instruction [e.g., Helms-Park, R., & Stapleton, P. (2003). "Questioning the importance of individualized voice in undergraduate L2 argumentative writing: An empirical study with pedagogical implications." "Journal of Second Language Writing," 12 (3),…

  11. How Does the Science Writing Heuristic Approach Affect Students' Performances of Different Academic Achievement Levels? A Case for High School Chemistry

    ERIC Educational Resources Information Center

    Kingir, Sevgi; Geban, Omer; Gunel, Murat

    2012-01-01

    This study investigates the effects of the Science Writing Heuristic (SWH), known as an argumentation-based science inquiry approach, on Grade 9 students' performance on a post-test in relation to their academic achievement levels. Four intact classes taught by 2 chemistry teachers from a Turkish public high school were selected for the study; one…

  12. Academic Advisee Motives for Pursuing Out-of-Class Communication with the Faculty Academic Advisor

    ERIC Educational Resources Information Center

    Leach, Rebecca B.; Wang, Tiffany R.

    2015-01-01

    This study examined advisee communication motives for engaging in out-of-class communication (OCC) with the faculty academic advisor. Undergraduate students (n = 21) were interviewed about their motives for engaging in OCC with their faculty academic advisors. In a thematic analysis, six motives emerged for engaging in OCC with faculty academic…

  13. British Students' Academic Writing: Can Academia Help Improve the Writing Skills of Tomorrow's Professionals?

    ERIC Educational Resources Information Center

    Sultan, Nabil

    2013-01-01

    The problem of poor academic writing among British university students is a major cause of concern for universities and their tutors; and it is also of concern to employers struggling to recruit individuals able to communicate clearly and accurately. This article reports on a study designed to highlight some of the reasons for the lack of writing…

  14. Automated Writing Evaluation for Non-Native Speaker English Academic Writing: The Case of IADE and Its Formative Feedback

    ERIC Educational Resources Information Center

    Cotos, Elena

    2010-01-01

    This dissertation presents an innovative approach to the development and empirical evaluation of Automated Writing Evaluation (AWE) technology used for teaching and learning. It introduces IADE (Intelligent Academic Discourse Evaluator), a new web-based AWE program that analyzes research article Introduction sections and generates immediate,…

  15. Ethnography as Method, Methodology, and "Deep Theorizing" Closing the Gap between Text and Context in Academic Writing Research

    ERIC Educational Resources Information Center

    Lillis, Theresa

    2008-01-01

    This article critically explores the value of ethnography for enhancing context-sensitive approaches to the study of academic writing. Drawing on data from two longitudinal studies, student writing in the United Kingdom and professional academic writing in Hungary, Slovakia, Spain, and Portugal, the author illustrates the different contributions…

  16. Adolescents' Use of Academic Language in Historical Writing

    ERIC Educational Resources Information Center

    Shen, Ting

    2011-01-01

    Despite its importance of academic language, research on academic language is often limited to academic vocabulary and focused on the English language learners. Informed by systemic functional linguistics, this study examined adolescents' use of academic language and the relationships between its use and students' reading ability and…

  17. "Writing that Matters": Collaborative Inquiry and Authoring Practices in a First-Grade Class

    ERIC Educational Resources Information Center

    Ghiso, Maria Paula

    2011-01-01

    This article explores how a first grade class re-defines what constitutes writing achievement. The young children's authoring practices upended notions of writing as the individual production of "model" texts with predetermined features, as was emphasized in curricular guidelines and high-stakes assessments, and of writing as disembedded from…

  18. International Graduate Students' Academic Writing Practices in Malaysia: Challenges and Solutions

    ERIC Educational Resources Information Center

    Singh, Manjet Kaur Mehar

    2015-01-01

    This article focuses on the challenges faced by non-native English speaking international graduate students in their academic writing practices while they studied at a university in Malaysia as well as the solutions they employed when faced with the challenges. Academic Literacies Questionnaire was used to collect data. Based on 131 participants,…

  19. A Case Study into the Writing of Chinese Postgraduate Students in a UK Academic Environment

    ERIC Educational Resources Information Center

    Lan, Feng

    2015-01-01

    This case study explores the problematic issues in academic writing of three Chinese postgraduate students studying in UK academic environment. It aims to attempt to identify mismatches in lecturer and postgraduate student expectations and to understand the reasoning behind these mismatches from the students' perspective. This study was carried…

  20. An International Journal's Attempts to Address Inequalities in Academic Publishing: Developing a Writing for Publication Programme

    ERIC Educational Resources Information Center

    Lillis, Theresa; Magyar, Anna; Robinson-Pant, Anna

    2010-01-01

    Scholars around the world are under increasing pressure to publish in English, in Anglophone centre journals. At the same time, research on professional academic writing indicates that scholars from outside Anglophone centre contexts face considerable obstacles in getting their academic work published in such journals, relating to material and…

  1. Some Suggestions for Academic Writing Instruction at English Teacher Training Colleges

    ERIC Educational Resources Information Center

    Ozarska, Magdalena

    2008-01-01

    This article presents practical suggestions and tasks to make it easier to teach second language academic writing at the college level. It discusses the necessity of a warm-up period in which learners produce first drafts in pairs or small groups and do peer error correction. The article offers tasks such as reacting to an academic review,…

  2. Difficulties in Academic Writing: From the Perspective of King Saud University Postgraduate Students

    ERIC Educational Resources Information Center

    Al Fadda, Hind

    2012-01-01

    The purpose of this study was to determine what difficulties King Saud University students encounter when learning to write academic English and to differentiate between students' learning needs and objectives. The sample consisted of 50 postgraduate students enrolled in King Saud University during the academic year 2009-2010. Analysis of the data…

  3. Signaling Organization and Stance: Academic Language Use in Middle Grade Persuasive Writing

    ERIC Educational Resources Information Center

    Dobbs, Christina L.

    2014-01-01

    Effective academic writing is accessible to readers because writers follow shared conventions for organization and signal their stance on particular topics; however, few specifics are known about how middle graders might develop knowledge of and use these academic language forms and functions to signal their organization and stance in persuasive…

  4. Connecting in Class? College Class Size and Inequality in Academic Social Capital

    ERIC Educational Resources Information Center

    Beattie, Irenee R.; Thiele, Megan

    2016-01-01

    College students who interact with professors and peers about academic matters have better college outcomes. Although institutional factors influence engagement, prior scholarship has not systematically examined whether class sizes affect students' academic interactions, nor whether race or first-generation status moderate such effects. We…

  5. A Community-Academic Partnered Grant Writing Series to Build Infrastructure for Partnered Research.

    PubMed

    King, Keyonna M; Pardo, Yvette-Janine; Norris, Keith C; Diaz-Romero, Maria; Morris, D'Ann; Vassar, Stefanie D; Brown, Arleen F

    2015-10-01

    Grant writing is an essential skill necessary to secure financial support for community programs and research projects. Increasingly, funding opportunities for translational biomedical research require studies to engage community partners, patients, or other stakeholders in the research process to address their concerns. However, there is little evidence on strategies to prepare teams of academic and community partners to collaborate on grants. This paper presents the description and formative evaluation of a two-part community-academic partnered grant writing series designed to help community organizations and academic institutions build infrastructure for collaborative research projects using a partnered approach. The first phase of the series was a half-day workshop on grant readiness, which was open to all interested community partners. The second phase, open only to community-academic teams that met eligibility criteria, was a 12-week session that covered partnered grant writing for foundation grants and National Institutes of Health grants. Participants in both phases reported an increase in knowledge and self-efficacy for writing partnered proposals. At 1-year follow-up, participants in Phase 2 had secured approximately $1.87 million in funding. This community-academic partnered grant writing series helped participants obtain proposal development skills and helped community-academic teams successfully compete for funding. PMID:26365589

  6. The Task-Based Teaching of Writing to Big Classes in Chinese EFL Setting

    ERIC Educational Resources Information Center

    Hai-yan, Miao

    2014-01-01

    This paper explores how to teach English writing to big classes in China from the task-based perspective. Based on a comparison between the traditional 3Ps approach and the tasked-based approach, the paper proposes a practical linear procedure as to how to teach English writing in the task-based classroom to big classes. An empirical study is…

  7. Error Treatment in the EFL Writing Class: Red Pen Method Versus Remedial Instruction

    ERIC Educational Resources Information Center

    Salmani-Nodoushan, Mohammad Ali

    2007-01-01

    In a study conducted to see which method of error treatment was more effective in EFL writing classes, 288 Iranian EFL learners took the TOEFL test to be grouped in two homogeneous classes. Each student in each group wrote a paragraph on a general topic which was proofread for mistakes/errors by three experienced EFL writing teachers (i.e.,…

  8. Error Treatment in the EFL Writing Class: Red Pen Method versus Remedial Instruction

    ERIC Educational Resources Information Center

    Salmani-Nodoushan, Mohammad Ali

    2007-01-01

    In a study conducted to see which method of error treatment was more effective in EFL writing classes, 288 Iranian EFL learners took the TOEFL test to be grouped in two homogeneous classes. Each student in each group wrote a paragraph on a general topic which was proofread for mistakes/errors by three experienced EFL writing teachers (i.e.,…

  9. Showcasing Modeling Strategies in the ESOL Writing Class: Blending Rhetorical Fluency with Grammatical Accuracy

    ERIC Educational Resources Information Center

    Pandey, Anjali

    2010-01-01

    This paper argues for an overt innovational shift in praxis, as well as classroom configuration in the ESOL writing class by calling for a move away from the current foci on process-based pedagogies for newcomer populations, to an explicit teaching of modeling strategies with concomitant practice opportunities provided in the ESOL writing class.…

  10. This Isn't English Class! Using Writing as an Assessment Tool in Science

    ERIC Educational Resources Information Center

    Rockow, Michael

    2008-01-01

    Students learn how to write in English class, but they seem shocked when they are told that they can put those skills to work in science class too, since writing is a huge part of science to communicate ideas, results, conclusions, and opinions to other scientists. The author of this article, a middle school science teacher, describes how he uses…

  11. Impact of Writing Proficiency and Writing Center Participation on Academic Performance

    ERIC Educational Resources Information Center

    Bielinska-Kwapisz, Agnieszka

    2015-01-01

    Purpose: Given that there exists in the literature relatively little research into the effectiveness of writing centers at universities, the purpose of this paper is to show the impact of university writing centers on first-year business seminar student writing. Design/methodology/approach: This quantitative study involved 315 first-year…

  12. Artful Language: Academic Writing for the Art Student

    ERIC Educational Resources Information Center

    Apps, Linda; Mamchur, Carolyn

    2009-01-01

    The task of writing about the process of making and contextualising art can be overwhelming for some graduate students. While the challenge may be due in part to limited time and attention to the practice of writing, in a practice-based arts thesis there is a deeper issue: how the visual and written components are attended to in a manner that…

  13. Academic Outcomes in School Classes with Markedly Disruptive Pupils

    ERIC Educational Resources Information Center

    Bru, Edvin

    2009-01-01

    The aim of the present research is to investigate the degree to which average academic outcomes in secondary school classes are associated with the inclusion of markedly disruptive pupils. Findings are based on two separate studies among pupils in Norwegian secondary schools. The first study included a relatively large sample of 2,332 pupils from…

  14. Main Ingredients for Success in L2 Academic Writing: Outlining, Drafting and Proofreading.

    PubMed

    Munoz-Luna, Rosa

    2015-01-01

    Spanish undergraduates of English Studies are required to submit their essays in academic English, a genre which most of them are not acquainted with. This paper aims to explore the extralinguistic side of second language (L2) academic writing, more specifically, the combination of metalinguistic items (e.g. transition and frame markers, among others) with students' writing strategies when composing an academic text in L2 English. The research sample conveys a group of 200 Spanish undergraduates of English Studies; they are in their fourth year, so they are expected to be proficient in English academic writing but their written production quality varies considerably. Results are analysed following a mixed methodology by which metalinguistic items are statistically measured, and then contrasted with semi-structured interview results; SPSS and NVivo provide quantitative and qualitative outcomes, respectively. The analyses reveal that undergraduate students who produce complex sentences and more coherent texts employ a wider range of writing strategies both prior and while writing, being able to (un)consciously structure and design their texts more successfully. These high-scoring students make more proficient use of complex transition markers for coherence and frame markers for textual cohesion; their commonly used (pre-)writing strategies are drafting, outlining, and proofreading. PMID:26046836

  15. Main Ingredients for Success in L2 Academic Writing: Outlining, Drafting and Proofreading

    PubMed Central

    Munoz-Luna, Rosa

    2015-01-01

    Spanish undergraduates of English Studies are required to submit their essays in academic English, a genre which most of them are not acquainted with. This paper aims to explore the extralinguistic side of second language (L2) academic writing, more specifically, the combination of metalinguistic items (e.g. transition and frame markers, among others) with students’ writing strategies when composing an academic text in L2 English. The research sample conveys a group of 200 Spanish undergraduates of English Studies; they are in their fourth year, so they are expected to be proficient in English academic writing but their written production quality varies considerably. Results are analysed following a mixed methodology by which metalinguistic items are statistically measured, and then contrasted with semi-structured interview results; SPSS and NVivo provide quantitative and qualitative outcomes, respectively. The analyses reveal that undergraduate students who produce complex sentences and more coherent texts employ a wider range of writing strategies both prior and while writing, being able to (un)consciously structure and design their texts more successfully. These high-scoring students make more proficient use of complex transition markers for coherence and frame markers for textual cohesion; their commonly used (pre-)writing strategies are drafting, outlining, and proofreading. PMID:26046836

  16. Combined Training of One Cognitive and One Metacognitive Strategy Improves Academic Writing Skills

    PubMed Central

    Wischgoll, Anke

    2016-01-01

    Academic writing is a challenging task. Expert writers apply various writing skills as they anticipate the reader’s view of their text while paying attention to structure and content. Research in the high school setting shows that the acquisition of writing skills can be supported by single-strategy training. However, research in higher education is scarce. We tested whether the development of academic writing skills can also be effectively supported by training single strategies or even combined strategies. As metacognition is an important skill for advanced and adult learners, we focused in this study on the benefit of combined cognitive strategies with and without a metacognitive strategy. An experiment including three conditions was conducted (N = 60 German-speaking psychology undergraduates, M = 22.8, SD = 4.4), which lasted for three hours. Each group received a modeling intervention of a basic cognitive strategy on the application of text structure knowledge. Two groups received an additional modeling intervention with either a cognitive strategy treatment on text summarization or a metacognitive strategy treatment on self-monitoring the writing process. One group received no further strategy treatment. Prior knowledge and learning outcomes were measured with a specially developed test on academic writing skills. In addition, all participants wrote an abstract of an empirical article. We found that learners who received the additional self-monitoring strategy intervention benefited significantly more in terms of acquisition of academic writing skills and the quality of their texts than learners who did not receive this intervention. Thus, the results underline the importance of self-monitoring strategies in academic writing. Implications and further research opportunities are discussed. PMID:26941671

  17. Combined Training of One Cognitive and One Metacognitive Strategy Improves Academic Writing Skills.

    PubMed

    Wischgoll, Anke

    2016-01-01

    Academic writing is a challenging task. Expert writers apply various writing skills as they anticipate the reader's view of their text while paying attention to structure and content. Research in the high school setting shows that the acquisition of writing skills can be supported by single-strategy training. However, research in higher education is scarce. We tested whether the development of academic writing skills can also be effectively supported by training single strategies or even combined strategies. As metacognition is an important skill for advanced and adult learners, we focused in this study on the benefit of combined cognitive strategies with and without a metacognitive strategy. An experiment including three conditions was conducted (N = 60 German-speaking psychology undergraduates, M = 22.8, SD = 4.4), which lasted for three hours. Each group received a modeling intervention of a basic cognitive strategy on the application of text structure knowledge. Two groups received an additional modeling intervention with either a cognitive strategy treatment on text summarization or a metacognitive strategy treatment on self-monitoring the writing process. One group received no further strategy treatment. Prior knowledge and learning outcomes were measured with a specially developed test on academic writing skills. In addition, all participants wrote an abstract of an empirical article. We found that learners who received the additional self-monitoring strategy intervention benefited significantly more in terms of acquisition of academic writing skills and the quality of their texts than learners who did not receive this intervention. Thus, the results underline the importance of self-monitoring strategies in academic writing. Implications and further research opportunities are discussed. PMID:26941671

  18. Class Blogs as a Teaching Tool to Promote Writing and Student Interaction

    ERIC Educational Resources Information Center

    Sullivan, Miriam; Longnecker, Nancy

    2014-01-01

    Blogs are a useful teaching tool for improving student writing and increasing class interaction. However, most studies have looked at individual blogs rather than blogs maintained by a whole class. We introduced assignments involving participation in class blogs to four science communication classes with enrolments of between 15 and 36 students.…

  19. Preparing Writing Teachers to Teach the Vocabulary and Grammar of Academic Prose

    ERIC Educational Resources Information Center

    Coxhead, Averil; Byrd, Pat

    2007-01-01

    Over the years, substantial shifts in theory, belief, and practice have occurred in the teaching of language, specifically vocabulary, grammar, or their combination in lexicogrammatical features of a language as part of the writing class or curriculum (Paltridge, 2004; Reid, 1993, 2006). Much of the instruction in L2 writing for adult learners who…

  20. Writing in Queeries: Bodies, Queer Theory, and an Experimental Writing Class

    ERIC Educational Resources Information Center

    DiGrazia, Jennifer; Boucher, Michel

    2005-01-01

    In an experimental writing course we taught at a northeastern state university, we explored "queer" and "writing," hoping to discover what students could create by merging these terms. How might queer theory help students use writing to reimagine and rearticulate various identity categories in ways that allowed them to reconfigure the mental map…

  1. Hedging, Inflating, and Persuading in L2 Academic Writing

    ERIC Educational Resources Information Center

    Hinkel, Eli

    2005-01-01

    This study analyzes the types and frequencies of hedges and intensifiers employed in NS and NNS academic essays included in a corpus of L1 and L2 student academic texts (745 essays/220,747 words). The overarching goal of this investigation is to focus on these lexical and syntactic features of written discourse because they effectively lend…

  2. Pandora's Box: Academic Perceptions of Student Plagiarism in Writing

    ERIC Educational Resources Information Center

    Sutherland-Smith, Wendy

    2005-01-01

    Plagiarism is viewed by many academics as a kind of Pandora's box--the elements contained inside are too frightening to allow escape for fear of the havoc that may result. Reluctance by academic members of staff to discuss student plagiarism openly may contribute to the often untenable situations we, as teachers, face when dealing with student…

  3. Creative Writing and Schiller's Aesthetic Education

    ERIC Educational Resources Information Center

    Howarth, Peter

    2007-01-01

    For academics committed to the idea of an all-round aesthetic education, one of the great successes of the last thirty years has been the tremendous expansion of creative writing classes. Despite the dramatic expansion of creative writing as an academic discipline, the methods, ideals, and values of creative writing workshops have very often been…

  4. "I Feel Smarter when I Write": The Academic Writing Experiences of Five College Women

    ERIC Educational Resources Information Center

    Parsons, Cherie

    2010-01-01

    As a way of examining how writing helps college students balance an understanding of subject matter with self and social understanding as well as develop their abilities to participate in the public realm, this qualitative study focused on the writing experiences of five college students, with particular attention paid to the assignments that…

  5. Establishing Creative Writing Studies as an Academic Discipline. New Writing Viewpoints

    ERIC Educational Resources Information Center

    Donnelly, Dianne

    2011-01-01

    This book advances creative writing studies as a developing field of inquiry, scholarship, and research. It discusses the practice of creative writing studies, the establishment of a body of professional knowledge, and the goals and future direction of the discipline within the academy. This book also traces the development of creative writing…

  6. Writing and Speaking Skills Can Be Taught in Psychology Classes.

    ERIC Educational Resources Information Center

    Klugh, Henry E.

    1983-01-01

    Describes a program that gives psychology students practice in written and oral communication. It involves students in writing an abstract of a journal article and in making an oral presentation. Writing and speaking skills, along with methodology, may be the most enduring legacy of introductory psychology courses. (CS)

  7. Playing Games in the Writing Class: How Exercises Work.

    ERIC Educational Resources Information Center

    Bogen, Don

    Writing exercises are games that can lead to success in the classroom because they are artificial and have arbitrary rules defined by the instructor. By giving students a starting point, a limited task, and the assurance that the writing is, after all, "just a game," exercises can circumvent students' initial anxieties about self-presentation and…

  8. Peer Evaluation of Writing in Business Communication Classes.

    ERIC Educational Resources Information Center

    Lynch, David H.; Golen, Steven

    1992-01-01

    Responses of 78 of 150 business communication teachers surveyed showed that peer evaluation of writing largely consists of juniors and seniors who use a teacher-developed analytic scale to evaluate fellow students; and 52 percent of teachers consider it effective in improving writing skills and attitudes. (SK)

  9. Creative Writing and Critical Response in the University Literature Class

    ERIC Educational Resources Information Center

    Wilson, Peter

    2011-01-01

    Concerns about the relation between critical and creative writing are reviewed in the context of encouraging students to engage in both kinds of writing as a response to literature in undergraduate degree courses. In particular the paper seeks to illustrate and promote good practice in the integration of creative and critical written responses to…

  10. Flow Writing in the Liberal Arts Core and across the Disciplines: A Vehicle for Confronting and Transforming Academic Disengagement

    ERIC Educational Resources Information Center

    Gute, Deanne; Gute, Gary

    2008-01-01

    This study examined the subjective experience of academic disengagement. Flow theory, which describes an intense form of engagement, structured writing-to-learn activities undergraduates applied in major and liberal arts courses. Results suggest that writing to learn can transform academic anxiety and boredom by facilitating concentration,…

  11. The Use of Academic Words in the Analytical Writing of Secondary English Learners and Native English Speakers

    ERIC Educational Resources Information Center

    Cons, Andrea M.

    2013-01-01

    This study explores the following research question: How do secondary English learners (ELs) and Re-designated fluent English proficient students (RFEPs) use academic words in analytical writing in comparison to native English speakers (NESs)? It highlights previously overlooked differences in academic word use in the writing of students who are…

  12. Strategic, Passionate, but Academic: Am I Allowed in My Writing?

    ERIC Educational Resources Information Center

    Le Ha, Phan

    2009-01-01

    This article is about the struggles to sustain identity as writers while accommodating the demands of the university experienced by Arianto and his thesis supervisor, myself. It shows how critical EAP was the on-going conversation between us about how to negotiate norms, voice and creativity in our writing and in the negotiations Arianto had to…

  13. Reviewing to Learn: Graduate Student Participation in the Professional Peer-Review Process to Improve Academic Writing Skills

    ERIC Educational Resources Information Center

    Chittum, Jessica R.; Bryant, Lauren H.

    2014-01-01

    Although expectations for graduate students' writing abilities are high, their actual writing skills are often subpar (Cuthbert & Spark, 2008; Singleton-Jackson, Lumsden, & Newson, 2009), even though academic writing is considered integral to graduate education and necessary for career preparedness (e.g., Mullen, 2006; Stevens, 2005).…

  14. Validity and Fairness Implications of Varying Time Conditions on a Diagnostic Test of Academic English Writing Proficiency

    ERIC Educational Resources Information Center

    Knoch, Ute; Elder, Catherine

    2010-01-01

    A number of scholars have questioned the practice of assessing academic writing in the context of a one-off language test, claiming that the time restrictions imposed in the test environment, when compared to the writing conditions typical at university, may prevent learners from displaying the kinds of writing skills required in academic…

  15. Academic Standards for Writing: To What Degree Do Standards Signpost Evidence-Based Instructional Practices and Interventions?

    ERIC Educational Resources Information Center

    Troia, Gary A.; Olinghouse, Natalie G.; Mo, Ya; Hawkins, Lisa; Kopke, Rachel A.; Chen, Angela; Wilson, Joshua; Stewart, Kelly A.

    2015-01-01

    Though writing plays an important role in academic, social, and economic success, typical writing instruction generally does not reflect evidence-based practices (EBPs). One potential reason for this is limited signposting of EBPs in standards. We analyzed the content of writing standards from a representative sample of states and the Common Core…

  16. A Comparative Study of Peer and Teacher Feedback in a Chinese EFL Writing Class

    ERIC Educational Resources Information Center

    Yang, Miao; Badger, Richard; Yu, Zhen

    2006-01-01

    Feedback plays a central role in writing development. This is particularly so in tertiary education in China because of both the attitudes of tutors and staff and also the move towards a more process orientation to teaching writing. However, constraints resulting from examination-focused programmes and the number of students in each class mean…

  17. Peer Feedback in Anonymous Peer Review in an EFL Writing Class in Spain

    ERIC Educational Resources Information Center

    Coté, Robert A.

    2014-01-01

    The present study reports the results of a process of peer feedback through anonymous peer review in an EFL writing class. Numerous studies have reported on the benefits of peer review (PR) in the ESL/EFL writing classroom. However, the literature also identifies social issues that can negatively affect the outcome of face-to-face PR. In this…

  18. Organic Chemistry YouTube Writing Assignment for Large Lecture Classes

    ERIC Educational Resources Information Center

    Franz, Annaliese K.

    2012-01-01

    This work describes efforts to incorporate and evaluate the use of a YouTube writing assignment in large lecture classes to personalize learning and improve conceptual understanding of chemistry through peer- and self-explanation strategies. Although writing assignments can be a method to incorporate peer- and self-explanation strategies, this…

  19. Learning through Writing: The Double-Entry Journal in Literature Classes (Theory into Practice).

    ERIC Educational Resources Information Center

    Nugent, Susan Monroe; Nugent, Harold E.

    1989-01-01

    Describes the double-entry journal and its theoretical underpinnings as an approach to learning through writing. Involves reading literature, sharing responses in small groups, participating in class presentations, and synthesizing these findings in a second journal entry. (SR)

  20. Rigor and academic achievement: Career academies versus traditional class structure

    NASA Astrophysics Data System (ADS)

    Kyees, Linda L.

    The purpose of this study was to determine if students who attended high school Career Academy classes, as part of Career and Technical Education, showed greater academic achievement than students who attended traditional high school classes. While all participants attended schools in the same school district, and were seeking the same goal of graduation with a standard diploma, the Career Academy students had the benefit of all classes being directed by a team of teachers who helped them connect their learning to their desired career through collaborative learning projects and assignments. The traditional high school classes taught each subject independent of other subjects and did not have specific connections to desired career goals of the students. The study used a causal-comparative research design and the participants included 1,142 students from 11th and 12th grades who attended 9 high schools in a diversely populated area of central Florida with 571 enrolled in the Career Academies and 571 enrolled in traditional classes. The 10th-grade FCAT scores served as the dependent variable. All students attended similar classes with similar content, making the primary variable the difference in academic gains between students participating in the Career Academy design and the traditional design classes. Using the Man-Whitney U Test resulted in the Career Academy group achieving the higher scores overall. This resulted in rejection of the first null-hypothesis. Further examination determined that the 10th-grade FCAT scores were greater for the average students group, which comprised the largest portion of the participant group, also resulted in rejection of the second null-hypothesis. The gifted and at-risk student group scores resulted in failure to reject the third and fourth null-hypotheses.

  1. Supporting academic publication: evaluation of a writing course combined with writers' support group.

    PubMed

    Rickard, Claire M; McGrail, Matthew R; Jones, Rebecca; O'Meara, Peter; Robinson, Anske; Burley, Mollie; Ray-Barruel, Gillian

    2009-07-01

    Publication rates are a vital measure of individual and institutional performance, yet many nurse academics publish rarely or not at all. Despite widespread acceptance of the need to increase academic publication rates and the pressure university faculty may experience to fulfil this obligation, little is known about the effectiveness of practical strategies to support academic writing. In this small cohort study (n=8) comprising nurses and other professionals involved in university education, a questionnaire survey was used to evaluate the effectiveness of a one-week "Writing for Publication" course combined with a monthly writers support group to increase publication rates. Two year pre and post submissions increased from 9 to 33 articles in peer-reviewed journals. Publications (in print) per person increased from a baseline of 0.5-1.2 per year. Participants reported increased writing confidence and greater satisfaction with the publishing process. Peer support and receiving recognition and encouragement from line managers were also cited as incentives to publish. Writing for publication is a skill that can be learned. The evaluated model of a formal writing course, followed by informal monthly group support meetings, can effectively increase publication rates. PMID:19111370

  2. Making Disciplinary Writing and Thinking Practices an Integral Part of Academic Content Teaching

    ERIC Educational Resources Information Center

    Hunter, Kerry; Tse, Harry

    2013-01-01

    Educators and researchers are increasingly calling for the processes of writing and knowledge construction to be an integral part of disciplinary learning. This article contributes to the literature by presenting an empirical analysis of a programme that was designed to expose students to the complexities of academic practices in conjunction with…

  3. Concordancers and Dictionaries as Problem-Solving Tools for ESL Academic Writing

    ERIC Educational Resources Information Center

    Yoon, Choongil

    2016-01-01

    The present study investigated how 6 Korean ESL graduate students in Canada used a suite of freely available reference resources, consisting of Web-based corpus tools, Google search engines, and dictionaries, for solving linguistic problems while completing an authentic academic writing assignment in English. Using a mixed methods design, the…

  4. Using Wikipedia and Conceptual Graph Structures to Generate Questions for Academic Writing Support

    ERIC Educational Resources Information Center

    Liu, Ming; Calvo, R. A.; Aditomo, A.; Pizzato, L. A.

    2012-01-01

    In this paper, we present a novel approach for semiautomatic question generation to support academic writing. Our system first extracts key phrases from students' literature review papers. Each key phrase is matched with a Wikipedia article and classified into one of five abstract concept categories: Research Field, Technology, System, Term, and…

  5. Academic Writing at the Graduate Level: Improving the Curriculum through Faculty Collaboration

    ERIC Educational Resources Information Center

    Bair, Mary A.; Mader, Cynthia E.

    2013-01-01

    This article describes a collaborative self-study undertaken to identify the source of academic writing difficulties among graduate students and find ways to address them. Ten faculty members in a college of education came together to define the problem and to analyze data gleaned from faculty and student surveys, course documents, course…

  6. Displaying Critical Thinking in EFL Academic Writing: A Discussion of Japanese to English Contrastive Rhetoric

    ERIC Educational Resources Information Center

    McKinley, Jim

    2013-01-01

    This article provides an examination of the literature on issues surrounding the problems Japanese university students face in learning critical argument in their English academic writing courses. Japanese students' critical thinking skills are criticized as not fostered in their university education, perhaps due to Confucian education…

  7. Increasing Academic Motivation and Cognition in Reading, Writing, and Mathematics: Meaning-Making Strategies

    ERIC Educational Resources Information Center

    Winstead, Lisa

    2004-01-01

    The overlap of cognitive principles and inherently motivational strategies used to increase memory retention can be seen in reading, writing, and math. These are just of the few principles and corresponding strategies described in this report that can be used to increase academic motivation as well as increased cognition -- strategies that are…

  8. Whose Job Is It? Exploring Subject Tutor Roles in Addressing Students' Academic Writing via Essay Feedback

    ERIC Educational Resources Information Center

    Court, Krista; Johnson, Helen

    2016-01-01

    Strong arguments have been forwarded for embedding academic writing development into the UK higher education curriculum and for subject tutors to facilitate this development (Hyland, 2000; Lea & Street, 2006; Monroe, 2003; Wingate, 2006). This small-scale case study explores subject tutors' practices and beliefs with regard to the provision of…

  9. Voices of Chinese Post-­80s Students in English Academic Writing

    ERIC Educational Resources Information Center

    Que, Hua; Li, Xuemei

    2015-01-01

    This study looks into the changing voice of Chinese Post-80s' students in English academic writing. Data were collected qualitatively through interviews with four Chinese Post-80s overseas graduate students and through an examination of their English essays with a focus on discursive features. Findings indicate that Chinese Post-80s' voice is…

  10. On the Viable Linkages between Extroversion/Introversion and Academic Iranian EFL Learners' Writing Proficiency

    ERIC Educational Resources Information Center

    Alavinia, Parviz; Hassanlou, Adel

    2014-01-01

    The current study was aimed at investigating the relationship between academic Iranian EFL learners' extroversion/introversion and their writing performance. The participants of the study were some 52 BA learners majoring in English language literature in Urmia and Tabriz state universities. The chosen sample comprised of both males and females…

  11. Disciplinary Epistemologies, Generic Attributes and Undergraduate Academic Writing in Nursing and Midwifery

    ERIC Educational Resources Information Center

    Gimenez, Julio

    2012-01-01

    Generic attributes such as "holding a critical stance", "using evidence to support claims", and "projecting an impersonal voice" are central to disciplinary academic writing in higher education. These attributes, also referred to as "skills", have for a long time been conceptualised as transferable in that once learnt students are able to use them…

  12. Stigma, Tensions, and Apprehension: The Academic Writing Experience of International Students

    ERIC Educational Resources Information Center

    Maringe, Felix; Jenkins, Jennifer

    2015-01-01

    Purpose: This paper examines the experiences of engaging with academic writing of international doctoral students in the schools of humanities and education at a UK university. The purpose of this paper is to uncover the real accounts of international students whose cultural and language backgrounds are often marginalised and considered, not as…

  13. A Scaffolded Approach to Discussion Board Use for Formative Assessment of Academic Writing Skills

    ERIC Educational Resources Information Center

    Horstmanshof, Louise; Brownie, Sonya

    2013-01-01

    Mastery of academic writing skills remains one of the greatest challenges for university students, especially in the first year. Amongst the reasons offered for the challenges are lack of clarity about the university's expectations and low levels of teacher feedback on work submitted, a failure to engage, and low levels of contact with teaching…

  14. Tutor Feedback on Draft Essays: Developing Students' Academic Writing and Subject Knowledge

    ERIC Educational Resources Information Center

    Court, Krista

    2014-01-01

    Providing feedback on draft essays is an accepted means of enacting a social-constructivist approach to assessment, aligning with current views on the value of formative feedback and assessment for learning (AFL). However, the use of this process as a means of improving not only content but also students' academic writing skills has not been…

  15. Collaborative Writing among Second Language Learners in Academic Web-Based Projects

    ERIC Educational Resources Information Center

    Kessler, Greg; Bikowski, Dawn; Boggs, Jordan

    2012-01-01

    This study investigates Web-based, project oriented, many-to-many collaborative writing for academic purposes. Thirty-eight Fulbright scholars in an orientation program at a large Midwestern university used a Web-based word processing tool to collaboratively plan and report on a research project. The purpose of this study is to explore and…

  16. Linking Adverbials in Academic Writing on Applied Linguistics by Chinese Doctoral Students

    ERIC Educational Resources Information Center

    Lei, Lei

    2012-01-01

    The present paper reports an investigation into the use of linking adverbials in the academic writing of Chinese doctoral students. The learner corpus used in the present study is composed of 20 applied linguistics doctoral dissertations. We also compiled a control corpus of 120 published articles in six international journals of applied…

  17. Reducing Unintentional Plagiarism amongst International Students in the Biological Sciences: An Embedded Academic Writing Development Programme

    ERIC Educational Resources Information Center

    Divan, Aysha; Bowman, Marion; Seabourne, Anna

    2015-01-01

    There is general agreement in the literature that international students are more likely to plagiarise compared to their native speaker peers and, in many instances, plagiarism is unintentional. In this article we describe the effectiveness of an academic writing development programme embedded into a Biological Sciences Taught Masters course…

  18. Academic Writing in Context: Implications and Applications. Papers in Honour of Tony Dudley-Evans.

    ERIC Educational Resources Information Center

    Hewings, Martin, Ed.

    The papers in this volume were collected to honor T. Dudley-Evans on his retirement from the University of Birmingham. They explore a number of themes of current interest to those engaged in English language teaching and academic writing. The papers are: (1) Introduction (Martin Hewings); (2) Distance and Refined Selves: Educational Tensions in…

  19. Transforming and Constructing Academic Knowledge through Online Peer Feedback in Summary Writing

    ERIC Educational Resources Information Center

    Yang, Yu-Fen

    2016-01-01

    Recognizing that graduate students seldom have the opportunity to participate collaboratively, either in providing or receiving feedback to improve their academic writing skills, this study reports on the design of a computer-supported collaborative learning (CSCL) system used to investigate how graduate students transform and construct their…

  20. Using Systemic Functional Linguistics in Academic Writing Development: An Example from Film Studies

    ERIC Educational Resources Information Center

    Donohue, James P.

    2012-01-01

    On film studies courses, students are asked to treat as objects of study the same films which they may more commonly experience as entertainment. To explore the role of academic writing in this, an action research project was carried out on a university film studies course using a systemic functional linguistics approach. This paper presents a key…

  1. EFL Doctoral Students' Conceptions of Authorial Stance in Academic Research Writing: An Exploratory Study

    ERIC Educational Resources Information Center

    Chang, Peichin

    2016-01-01

    English as foreign language (EFL) writers are often found to have weaker control of their academic writing, among which presenting an effective authorial stance has been reported as particularly challenging (Hyland, 1998a; Schleppegrell, 2004). In particular, student writers tended to deploy a stronger stance and be less effective with tentative…

  2. Shades of Impersonality: Rhetorical Positioning in the Academic Writing of Italian Students of English

    ERIC Educational Resources Information Center

    Vergaro, Carla

    2011-01-01

    This article presents a study on the linguistic strategies used for projecting specific personas in the academic writing of Italian students of English. The issue of authorial stance, namely to what degree writers feel themselves to be not simply writers but also authors with the authority to say something meaningful, has been the topic of much…

  3. Matching Vocabulary Learning Process with Learning Outcome in L2 Academic Writing: An Exploratory Case Study

    ERIC Educational Resources Information Center

    Ma, Qing

    2013-01-01

    This exploratory case study of two undergraduates links vocabulary learning approaches with lexical quality measured in academic writing. Employing an array of qualitative data, it is shown that in a "semi-language-rich" learning context, Chinese learners may dispense with rote learning and engage in a more natural learning approach in which…

  4. Integrating Writing, Academic Discourses, and Service Learning: Project Renaissance and School/College Literacy Collaborations

    ERIC Educational Resources Information Center

    Mastrangelo, Lisa S.; Tischio, Victoria

    2005-01-01

    "Integrating Writing, Academic Discourses, and Service Learning: Project Renaissance and School/College Literacy Collaborations" discusses a year-long general education program for first-year students that integrated disciplinary learning with a pen pal project in light of the goals of critical pedagogy and service-learning. The program aimed at…

  5. Wikis and Academic Writing: Changing the Writer-Reader Relationship

    ERIC Educational Resources Information Center

    Kuteeva, Maria

    2011-01-01

    The development of information and communication technologies has resulted in the emergence of new kinds of academic genres and literacies. The more recent social web applications empower learners to create online content in a collaborative way. This paper focuses on the use of wikis in the course of Effective Communication in English. It aims to…

  6. Academic Vocabulary, Writing and English for Academic Purposes: Perspectives from Second Language Learners

    ERIC Educational Resources Information Center

    Coxhead, Averil

    2012-01-01

    This article focuses on vocabulary and writing at university level from the perspectives of 14 English as an additional language students studying at a New Zealand university. The students individually carried out an integrated reading and writing task and then participated in an interview which focused on their language learning background and…

  7. Using a Virtual Learning Environment to Develop Academic Writing with First Year Dance Students: Facing the Challenge of Writing through Digital Images

    ERIC Educational Resources Information Center

    Andrews, Ben; Thoms, Victoria

    2008-01-01

    This paper discusses research into the facilitation of academic writing for first year dance students using images, emails and the forum of a Virtual Learning Environment (VLE). Taking place over several weeks in the early part of the academic year and within a core module entitled Personal and Professional Development in the single honours Dance…

  8. Enhancing Writing Skills through Blogs in an EFL Class

    ERIC Educational Resources Information Center

    Vurdien, Ruby

    2012-01-01

    Today Web 2.0 technologies, including blogs, are presenting both teachers and learners with new horizons in the field of language teaching and learning. A blog is an online journal which can be continuously updated by its users (Matheson, 2004). People can write their views at their own pace without space and time constraints. Blogs aid in the…

  9. Using Cases in Graduate-Level Professional Writing Classes.

    ERIC Educational Resources Information Center

    Graves, Heather Brodie

    1999-01-01

    Discusses the incorporation of cases to help students understand the issues inherent in corporate communication. Finds that the cases significantly improve the quality of education gained by the students. Concludes that cases provide a variety of contexts and examples for professional writing that enlighten students as to the range of documents,…

  10. Podcasting and Performativity: Multimodal Invention in an Advanced Writing Class

    ERIC Educational Resources Information Center

    Jones, Leigh A.

    2010-01-01

    This article points composition scholars toward two bodies of theory that are gaining attention in our discipline, performance studies and multimodal discourse theory. Each raises important questions about the ways we teach writing, the kinds of composition processes we value, and the means by which students construct authority in the university.…

  11. Enhancing Learning by Writing Laboratory Reports in Class

    ERIC Educational Resources Information Center

    Aurora, Tarlok S.

    2010-01-01

    Introductory science courses often have laboratory components in which students are required to write formal lab reports as homework. These reports often have problems such as incorrect data analysis, mistaken conclusions, and unclear graphs, all errors that indicate that students often fail to understand the experiments. Plagiarism is also…

  12. Toward a Writing and Healing Approach in the Basic Writing Classroom: One Professor's Personal Odyssey

    ERIC Educational Resources Information Center

    Moran, Molly Hurley

    2004-01-01

    The author's therapeutic experience of writing a book about a personal tragedy led her to investigate the fledgling interdisciplinary field of Writing and Healing to see if it holds implications for the teaching of basic writing and also to revisit the debate about personal versus academic writing in the introductory composition class. The result…

  13. Nonresident Undergraduates' Performance in English Writing Classes-- Hierarchical Linear Modeling Analysis

    ERIC Educational Resources Information Center

    Vaughn, Allison A.; Bergman, Matthew; Fass-Holmes, Barry

    2015-01-01

    Do undergraduates whose native language is not English have writing deficiencies leading to academic struggles? The present study showed that the answer to this question was "no" at an American West Coast public university. This university's nonresident undergraduates on average earned B- to B+ in their colleges' English…

  14. Taking Leave of Your Classes: A Year in Industry for the Technical Writing Teacher.

    ERIC Educational Resources Information Center

    Pfeiffer, William S.

    1988-01-01

    Examines the academic leave of absence as a way for technical writing teachers to gain significant industry experience. Provides suggestions for selecting an appropriate leave opportunity, choosing tasks to complete, negotiating contracts with the company and college, and using the leave experience to improve teaching and to advance one's career.…

  15. Service Learning in a Basic Writing Class: A Best Case Scenario

    ERIC Educational Resources Information Center

    Pine, Nancy

    2008-01-01

    This article explores the particular challenges and possibilities of service learning pedagogy for basic writers. Because a number of scholars of service learning and basic writing (Adler-Kassner, Arca, and Kraemer) are concerned primarily with developing underprepared students' academic literacies, I investigated how the students in a service…

  16. Issues of Cultural Appropriateness and Pedagogical Efficacy: Exploring Peer Review in a Second Language Writing Class

    ERIC Educational Resources Information Center

    Hu, Guangwei; Lam, Sandra Tsui Eu

    2010-01-01

    This paper reports on a study designed to investigate (a) whether peer review is an effective pedagogical activity with adult Chinese students in the teaching of second language (L2) academic writing and (b) how factors such as perceptions of the influence of peer reviewers' L2 proficiency, previous experience with peer review, feedback…

  17. Classroom Research: Writing Assessment in Paired and Separate History and English Classes.

    ERIC Educational Resources Information Center

    Messina, Susan; White, Diane

    In fall 1991, Solano Community College (California) undertook a study comparing the writing skills of students in an integrated course combining history and freshman English composition with students in unpaired history and English classes. Students were divided into three groups: the integrated class and two control groups, one taking history…

  18. Performing Academic Practice: Using the Master Class to Build Postgraduate Discursive Competences

    ERIC Educational Resources Information Center

    Baerenholdt, Jorgen Ole; Gregson, Nicky; Everts, Jonathan; Granas, Brynhild; Healey, Ruth L.

    2010-01-01

    How can we find ways of training PhD students in academic practices, while reflexively analysing how academic practices are performed? The paper's answer to this question is based on evaluations from a British-Nordic master class. The paper discusses how master classes can be used to train the discursive skills required for academic discussion,…

  19. Analyzing and Enacting Academic Criticism: The Case of an L2 Graduate Learner of Academic Writing

    ERIC Educational Resources Information Center

    Cheng, An

    2006-01-01

    Academic criticism is defined in this paper as a statement which reflects a discrepancy between the stance of a researcher/author, on the one hand, and that of another researcher or the discourse community as a whole, on the other (Salager-Meyer & Alcaraz Ariza, 2003). Despite researchers' awareness of the potential difficulty academic criticism…

  20. Are Review Skills and Academic Writing Skills Related? An Exploratory Analysis via Multi Source Feedback Tools

    ERIC Educational Resources Information Center

    Razi, Salim

    2016-01-01

    Because students learn from each other as well as lecturers, it is important to create opportunities for collaboration in writing classes. Teachers now benefit from access to plagiarism detectors that can also provide feedback. This exploratory study considers the role of four review types, open and anonymous, involving the students themselves,…

  1. Paper Partners: A Peer-Led Talk-Aloud Academic Writing Program for Students Whose First Language of Academic Study Is Not English

    ERIC Educational Resources Information Center

    Vechter, Andrea; Brierley, Christopher

    2009-01-01

    This article examines the Paper Partners program at Ryerson University, Toronto. This peer-mentoring program was developed to support the academic writing skills of students whose first language of academic study was not English. The program integrated a team of student-facilitators, a talk-aloud co-editing process, and a reflective feedback…

  2. Word processing as an assistive technology tool for enhancing academic outcomes of students with writing disabilities in the general classroom.

    PubMed

    Hetzroni, Orit E; Shrieber, Betty

    2004-01-01

    This study investigated the use of a word processor for enhancing the academic outcomes of three students with writing disabilities in a junior high school. A single-subject ABAB design was used to compare academic output produced during class time with and without a computer equipped with a word processor. The number of spelling errors, the number of reading errors, and the number of words used per text were counted, and the overall structure and organization of text were examined across all in-class materials. The data demonstrated a clear difference between handwritten and computer phases. In traditional paper-and-pencil phases, students produced outcomes that had more spelling mistakes, more reading errors, and lower overall quality of organization and structure in comparison with the phases in which a computer equipped with a word processor was used. The results did not indicate any noticeable difference in the number of words per text. Implications and future research directions are discussed. PMID:15493236

  3. The Work of Writing: Insights and Strategies for Academics and Professionals. The Jossey-Bass Higher and Adult Education Series.

    ERIC Educational Resources Information Center

    Rankin, Elizabeth

    This book focuses on the work of writing, dealing with the thinking, strategizing, and decision making that academic and professional writers do. It also deals with the complex issues of purpose, audience, genre, and voice that all writers face. The chapters are: (1) "The Work of Writing"; (2) "Contributing to the Professional Conversation"; (3)…

  4. A Response to Matsuda and Tardy's "Voice in Academic Writing: The Rhetorical Construction of Author Identity in Blind Manuscript Review"

    ERIC Educational Resources Information Center

    Stapleton, Paul; Helms-Park, Rena

    2008-01-01

    In a recent article in ESP, Matsuda and Tardy (2007) investigate the role of voice in academic writing via a simulated blind manuscript review process. Based on their findings, they claim that voice does play a role in such writing, and call for further research into the issue of the reader's construction of authorial identity. Matsuda and Tardy's…

  5. Teaching Writing and Critical Thinking in Large Political Science Classes

    ERIC Educational Resources Information Center

    Franklin, Daniel; Weinberg, Joseph; Reifler, Jason

    2014-01-01

    In the interest of developing a combination of teaching techniques designed to maximize efficiency "and" quality of instruction, we have experimentally tested three separate and relatively common teaching techniques in three large introductory political science classes at a large urban public university. Our results indicate that the…

  6. Big Questions, Small Works, Lots of Layers: Documentary Video Production and the Teaching of Academic Research and Writing

    ERIC Educational Resources Information Center

    Halbritter, Bump; Blon, Noah; Creighton, Caron

    2011-01-01

    Documentary movie making is not academic writing. Nor is it traditional academic research. However, I have found it to be a remarkable vehicle for teaching both of these things...each semester I am amazed and humbled by the creativity and sincerity that my students bring to their work.

  7. Making Sense of Power Relations in a Malaysian English-as-a-Second-Language Academic Writing Classroom

    ERIC Educational Resources Information Center

    Abraham, Alison

    2014-01-01

    The role of power in an English-as-a-second-language classroom has yet to be fully explored by an action research practitioner, especially in a Malaysian higher education setting. This study aims to contribute to this gap by working within an academic literacies perspective to teaching academic writing, which propagates the understanding of…

  8. Bullshit in Academic Writing: A Protocol Analysis of a High School Senior's Process of Interpreting "Much Ado about Nothing"

    ERIC Educational Resources Information Center

    Smagorinsky, Peter; Daigle, Elizabeth Anne; O'Donnell-Allen, Cindy; Bynum, Susan

    2010-01-01

    This article reports a study of one high school senior's process of academic bullshitting as she wrote an analytic essay interpreting Shakespeare's "Much Ado about Nothing." The construct of bullshit has received little scholarly attention; although it is known as a common phenomenon in academic speech and writing, it has rarely been the subject…

  9. Hidden Treasures in Theological Education: The Writing Tutor, the Spiritual Director, and Practices of Academic and Spiritual Mentoring

    ERIC Educational Resources Information Center

    Yaghjian, Lucretia B.

    2013-01-01

    Mentoring is an important but often overlooked resource in theological education and students' academic and spiritual formation. This essay profiles the mentoring practices and postures of the writing tutor and the spiritual director as exemplars of academic and spiritual mentoring. An extended probe of this analogy affirms the integration of…

  10. Diverse, Unforeseen, and Quaint Difficulties: The Sensible Responses of Novices Learning to Follow Instructions in Academic Writing

    ERIC Educational Resources Information Center

    Macbeth, Karen P.

    2006-01-01

    While academic discourse communities have been extensively studied as social contexts of forms/functions, and teachers, lessons, and students have been researched from every imaginable angle, the prevailing view of academic writing conventions is still quite normative. The conventions of the academy are often regarded as a stable collection of…

  11. Academic Performance in Human Anatomy and Physiology Classes: A 2-Yr Study of Academic Motivation and Grade Expectation

    ERIC Educational Resources Information Center

    Sturges, Diana; Maurer, Trent W.; Allen, Deborah; Gatch, Delena Bell; Shankar, Padmini

    2016-01-01

    This project used a nonexperimental design with a convenience sample and studied the relationship between academic motivation, grade expectation, and academic performance in 1,210 students enrolled in undergraduate human anatomy and physiology (HAP) classes over a 2-yr period. A 42-item survey that included 28 items of the adapted academic…

  12. A Qualitative Study of ESL College Students' Attitudes about Computer-Assisted Writing Classes

    ERIC Educational Resources Information Center

    Ghandoura, Waleed A.

    2012-01-01

    The purpose of this qualitative study was to examine a sample of 13 English as a second language (ESL) students' attitudes about a computer-aided composition (WebCT) class. Participants were enrolled in an introductory writing course. Data from student diaries revealed that students enjoyed and valued the WebCT course and that the course…

  13. Writing for Change: Developing Class One Textbooks and Readers in Andhra Pradesh, Southern India.

    ERIC Educational Resources Information Center

    Rao, K. N.; Ratnamala, V.; Smith, Brigid

    1998-01-01

    Describes the development and evaluation of new classroom materials, including a Class 1 textbook, teacher textbook, and eight supplementary readers, designed to teach children in India to read and write in Telugu. Notes that in schools using the new materials, children showed significant learning gains, and teachers and parents were highly…

  14. Relationship between Class Size and Students' Opportunity to Learn Writing in Middle School

    ERIC Educational Resources Information Center

    Tienken, Christopher H.; Achilles, Charles M.

    2009-01-01

    Class-size reduction (CSR) initiatives have demonstrated positive short- and long-term effects in elementary grades. Less is known about CSR influence on achievement in middle grades. Thus, we conducted a non-experimental, longitudinal, explanatory study of CSR influence on writing achievement of 3 independent cohorts of students (n = 123) in…

  15. Increasing Computer Utilization for a High School Writing Class through Teacher and Student Education.

    ERIC Educational Resources Information Center

    Kern, Detlef

    A practicum was designed to increase the utilization of seldom-used computers by the writing class in a small rural community high school in the eastern United States through teacher and student education. Through a collaborative team effort of computer-competent teachers and students, an in-service program was developed to teach the basic use of…

  16. Writing Organisation. Literacy Progress Unit (Adapted for Whole Class Use). Key Stage 3: National Strategy.

    ERIC Educational Resources Information Center

    Department for Education and Skills, London (England).

    Adapted for whole class use, this unit focuses on developing the writing skills pupils need if they are to progress from Level 3 to Level 4 of England's National Curriculum. It is meant to supplement, but not to replace, the English curriculum for Year 7 pupils. The unit builds on the successful approaches of the National Literacy Strategy in…

  17. Performing Mutuality in the Writing Class: Creating Emancipatory Teacher-Student Relationships through Response and Interactivity

    ERIC Educational Resources Information Center

    Hrebik, John Ryan

    2013-01-01

    This study offers a step-by-step process for encouraging mutuality in the freshman composition class. This discussion begins by reexamining the theoretical underpinnings of response methodology in an effort to situate the act of responding to student writing within the scope of mutuality. In particular, this reconsideration reveals that most…

  18. Tellings of Remembrances "Touched off" by Student Reports in Group Work in Undergraduate Writing Classes

    ERIC Educational Resources Information Center

    Frazier, Stefan

    2007-01-01

    Instructors of college/university writing classes commonly ask their students to "share their ideas" in groups. This paper aims to describe the sequential structures of a kind of talk typical to group work: students presenting "reports" about early written drafts. Specifically, the data analysis in this paper looks at how a student's report…

  19. Investigating the Reading-to-Write Processes and Source Use of L2 Postgraduate Students in Real-Life Academic Tasks: An Exploratory Study

    ERIC Educational Resources Information Center

    McCulloch, Sharon

    2013-01-01

    Existing studies of source use in academic student writing tend to i), focus more on the writing than the reading end of the reading-to-write continuum and ii), involve the use of insufficiently "naturalistic" writing tasks. Thus, in order to explore the potential of an alternative approach, this paper describes an exploratory case study…

  20. Gender Differences in Academic Achievement: Is Writing an Exception to the Gender Similarities Hypothesis?

    PubMed

    Reynolds, Matthew R; Scheiber, Caroline; Hajovsky, Daniel B; Schwartz, Bryanna; Kaufman, Alan S

    2015-01-01

    The gender similarities hypothesis by J. S. Hyde ( 2005 ), based on large-scale reviews of studies, concludes that boys and girls are more alike than different on most psychological variables, including academic skills such as reading and math (J. S. Hyde, 2005 ). Writing is an academic skill that may be an exception. The authors investigated gender differences in academic achievement using a large, nationally stratified sample of children and adolescents ranging from ages 7-19 years (N = 2,027). Achievement data were from the conormed sample for the Kaufman intelligence and achievement tests. Multiple-indicator, multiple-cause, and multigroup mean and covariance structure models were used to test for mean differences. Girls had higher latent reading ability and higher scores on a test of math computation, but the effect sizes were consistent with the gender similarities hypothesis. Conversely, girls scored higher on spelling and written expression, with effect sizes inconsistent with the gender similarities hypothesis. The findings remained the same after controlling for cognitive ability. Girls outperform boys on tasks of writing. PMID:26135387

  1. e-Support4U: An evaluation of academic writing skills support in practice.

    PubMed

    Griffiths, Lauren; Nicolls, Barbara

    2010-11-01

    The Faculty of Society and Health at Buckinghamshire New University is committed to the widening participation agenda and to providing support that enables our students to achieve the requirements of the programme and registration. Literacy and numeracy skill development is an integral part of the academic modules of our current pre-registration curriculum. E-Support4U was launched in semester two of 2008 with the aim of extending academic writing support beyond the confines of the University and into the practice arena. Evaluation of the project tentatively suggests that the scaffold approach to academic writing, based on Salmon's 5-stage framework, may have contributed to a 100% pass rate for the reflective practice-based assignment for this cohort of students. However, participants experienced issues around access; differing levels of IT skills, dispersed placements that contributed to a lack of active collaboration within the group. Recommendations include early introduction of blended learning and incorporation of web 2.0 technology into the curriculum. PMID:20471319

  2. "Not Too Late to Take the Sanitation Test": Notes of a Non-Gifted Academic from the Working Class

    ERIC Educational Resources Information Center

    Borkowski, David

    2004-01-01

    Working-class academic narratives reveal a number of common themes, like dual estrangement and internalized class conflict. A less popularized motif is the bookish child who is catapulted out of her working-class origins. But some working-class academics, like myself, were not academically ambitious as children. I am a nontraditional working-class…

  3. (Re)Designing Writing in English Class: A Multimodal Approach to Teaching Writing

    ERIC Educational Resources Information Center

    Rowsell, Jennifer; Decoste, Eryn

    2012-01-01

    Based on a 2-year ethnographic study in an urban secondary school in Toronto, the article presents how a teacher and a researcher teach Grade 11 students through a design-based approach to teaching and learning in English class. Built on research and pedagogy on design, the authors designed a programme of study as an alternative to more…

  4. Using latent class analysis to identify academic and behavioral risk status in elementary students.

    PubMed

    King, Kathleen R; Lembke, Erica S; Reinke, Wendy M

    2016-03-01

    Identifying classes of children on the basis of academic and behavior risk may have important implications for the allocation of intervention resources within Response to Intervention (RTI) and Multi-Tiered System of Support (MTSS) models. Latent class analysis (LCA) was conducted with a sample of 517 third grade students. Fall screening scores in the areas of reading, mathematics, and behavior were used as indicators of success on an end of year statewide achievement test. Results identified 3 subclasses of children, including a class with minimal academic and behavioral concerns (Tier 1; 32% of the sample), a class at-risk for academic problems and somewhat at-risk for behavior problems (Tier 2; 37% of the sample), and a class with significant academic and behavior problems (Tier 3; 31%). Each class was predictive of end of year performance on the statewide achievement test, with the Tier 1 class performing significantly higher on the test than the Tier 2 class, which in turn scored significantly higher than the Tier 3 class. The results of this study indicated that distinct classes of children can be determined through brief screening measures and are predictive of later academic success. Further implications are discussed for prevention and intervention for students at risk for academic failure and behavior problems. (PsycINFO Database Record PMID:25751497

  5. Class Counts: Exploring Differences in Academic and Social Integration between Working-Class and Middle/Upper-Class Students at Large, Public Research Universities

    ERIC Educational Resources Information Center

    Soria, Krista M.; Stebleton, Michael J.; Huesman, Ronald L., Jr.

    2013-01-01

    This multi-institutional study examines differences between working-class and middle/upper-class students at large, public research universities. Significant differences in factors related to working-class students' social integration (including satisfaction, campus climate, and sense of belonging) and academic integration (including collaborative…

  6. The Use of E-Mail and In-Class Writing To Facilitate Student-Instructor Interaction in Large-Enrollment Traditional and Active Learning Classes.

    ERIC Educational Resources Information Center

    Marbach-Ad, Gili; Sokolove, Phillip G.

    2002-01-01

    Examines student instructor communication in freshman classes taught either in traditional lecture style or by using a variety of student-centered, active learning approaches to engage students in the learning process (cooperative learning groups, wireless microphones, permanent name tags, in-class and out-of-class writing). Encourages students to…

  7. Simulation/Gaming in the EAP Writing Class: Benefits and Drawbacks.

    ERIC Educational Resources Information Center

    Salies, Tania Gastao

    2002-01-01

    Describes an integrated use of simulation/gaming in an English for Academic Purposes (EAP) class, analyzes benefits and drawbacks, and suggest how the technique could apply to other specific contexts. Explains how international students ran a simulation on gun control; discusses the debriefing process; and considers motivation, metacognitive…

  8. Single-Sex Classes and Academic Achievement in Two Inner-City Schools.

    ERIC Educational Resources Information Center

    Singh, Kusum; Vaught, Claire; Mitchell, Ethel W.

    1998-01-01

    Compared two single-sex and two coeducational fifth-grade classes (90 students) from inner-city schools for academic achievement. Class grades were consistently higher in the single-sex classes, although the difference was not always statistically significant. Standardized-test data showed no trend, although coeducational groups performed better…

  9. "That's It for Today": Academic Lecture Closings and the Impact of Class Size

    ERIC Educational Resources Information Center

    Cheng, Stephanie W.

    2012-01-01

    The present study investigates the rhetorical structure of academic lecture closings, and the impact of class size on this part genre. A framework of "stages" and "strategies" is developed to analyze the rhetorical structure of lecture closings. Large and small classes are further compared to find how class size may influence the ways lecturers…

  10. Teacher Scaffolding of Academic Language in an Advanced Placement U.S. History Class

    ERIC Educational Resources Information Center

    Gritter, Kristine; Beers, Scott; Knaus, Robert W.

    2013-01-01

    This article examines teacher scaffolding of academic language in an Advanced Placement United States History (APUSH) course throughout a school year for one student who received a perfect score on the end of year APUSH exam. Data includes four months of observation of teacher instructional strategies to scaffold student writing and vignettes of…

  11. A Maturity Model for Online Classes across Academic Disciplines

    ERIC Educational Resources Information Center

    Neequaye, Barbara Burris

    2013-01-01

    The number of academic institutions offering courses online has increased with courses being offered across almost all academic disciplines. Faculty members are often confronted with the responsibility of converting a face-to-face course to an online course while simultaneously dealing with new technologies and the interrelationship between the…

  12. Academic performance in human anatomy and physiology classes: a 2-yr study of academic motivation and grade expectation.

    PubMed

    Sturges, Diana; Maurer, Trent W; Allen, Deborah; Gatch, Delena Bell; Shankar, Padmini

    2016-03-01

    This project used a nonexperimental design with a convenience sample and studied the relationship between academic motivation, grade expectation, and academic performance in 1,210 students enrolled in undergraduate human anatomy and physiology (HAP) classes over a 2-yr period. A 42-item survey that included 28 items of the adapted academic motivation scale for HAP based on self-determination theory was administered in class during the first 3 wk of each semester. Students with higher grade point averages, who studied for longer hours and reported to be more motivated to succeed, did better academically in these classes. There was a significant relationship between students' scores on the adapted academic motivation scale and performance. Students were more extrinsically motivated to succeed in HAP courses than intrinsically motivated to succeed, and the analyses revealed that the most significant predictor of final grade was within the extrinsic scale (introjected and external types). Students' motivations remained stable throughout the course sequence. The data showed a significant relationship between HAP students' expected grade and their final grade in class. Finally, 65.5% of students overestimated their final grade, with 29% of students overestimating by two to four letter grades. PMID:26847254

  13. The Differences in Academic Achievement between Single-Sex Education and Coeducation Classes in Fifth Grade

    ERIC Educational Resources Information Center

    Scoggins, Donna K.

    2009-01-01

    Single-sex education is an instructional innovation implemented to improve student academic achievement by teaching to the learning styles and interests of boys and/or girls. This ex post facto quantitative study examined the differences in academic achievement between single-sex education and coeducation classes on students' achievement in…

  14. Views from the Summit: White Working Class Appalachian Males and Their Perceptions of Academic Success

    ERIC Educational Resources Information Center

    Alexander, Stephanie J. H.

    2013-01-01

    This research study explored how White working class Appalachian males who have completed, or who were within one term of completing a program of study at one of ten community and technical colleges in West Virginia perceived academic success. It examined their definitions of academic success, the perceptions they held regarding their own past and…

  15. Investigating Student Use and Value of E-Learning Resources to Develop Academic Writing within the Discipline of Environmental Science

    ERIC Educational Resources Information Center

    Taffs, Kathryn H.; Holt, Julienne I.

    2013-01-01

    The use of information and communication technologies (ICTs) in higher education to support student learning is expanding. However, student usage has been low and the value of e-learning resources has been under investigation. We reflect on best practices for pedagogical design of e-learning resources to support academic writing in environmental…

  16. Teaching and Assessing Academic Writing via the Portfolio: Benefits for Learners of English as an Additional Language

    ERIC Educational Resources Information Center

    Romova, Zina; Andrew, Martin

    2011-01-01

    This paper examines the use of portfolios as pedagogical tools for developing academic writing. In particular, it considers the value of multi-drafting, where learners reflect on the learning of a text type as well as focusing on micro and macro aspects. The paper outlines a situated pedagogical approach, where students come to understand their…

  17. Helping Taiwanese Graduate Students Help Themselves: Applying Corpora to Industrial Management English as a Foreign Language Academic Reading and Writing

    ERIC Educational Resources Information Center

    Reynolds, Barry Lee

    2015-01-01

    Lack of knowledge in the conventional use of vocabulary and multiword patterns in one's respective field of expertise causes Taiwanese students to produce academic writing that is markedly "non-nativelike." This is because Taiwanese students are first and foremost second language readers and often have difficulty "picking up…

  18. Investigating ESL Graduate Students' Intercultural Experiences of Academic English Writing: A First Person Narration of a Streamlined Qualitative Study Process

    ERIC Educational Resources Information Center

    Gao, Lianhong

    2012-01-01

    This report is a first person narration of the entire process of a qualitative study exploring the impact of ESL students' native cultural and rhetorical conventions, as well as classroom cultures on their academic English writing in American universities. Data were collected through semistructured interviews. A coding system was constructed to…

  19. A Web-Based EFL Writing Environment as a Bridge between Academic Advisers and Junior Researchers: A Pilot Study

    ERIC Educational Resources Information Center

    Reynolds, Barry Lee

    2013-01-01

    In the age of "publish or perish," publishing academic journal articles is a must, not only for professors but also for graduate students in Taiwan. Increasingly, Taiwanese research universities are requiring masters and PhD students to write theses and dissertations in English, with an added caveat for PhD students to publish two or more articles…

  20. Beyond the One-Hour Outreach Talk: Introducing a Reading and Writing Program into a High School Science Class

    NASA Astrophysics Data System (ADS)

    Ratay, Douglas L.; Schairer, Ashley; Garland, Catherine A.; Gomez-Martin, Cynthia

    We present a discussion of a newly implemented one-year program that brings high-level science reading and writing into a remedial high school science class. In the program, articles from publications such as Scientific American and Astronomy magazines are used to teach current science topics and to reinforce reading and writing skills. These skills are critical for general knowledge, literacy, and for passing state standardized tests. Members of the astronomy community act as "writing coaches" to help guide the students through the reading and writing process. This program illustrates one way that astronomers can become involved with underserved populations.

  1. Teacher Aides, Class Size and Academic Achievement: A Preliminary Evaluation of Indiana's Prime Time.

    ERIC Educational Resources Information Center

    Lapsley, Daniel K.; Daytner, Katrina M.; Kelly, Ken; Maxwell, Scott E.

    This large-scale evaluation of Indiana's Prime Time, a funding mechanism designed to reduce class size or pupil-teacher ratio (PTR) in grades K-3 examined the academic performance of nearly 11,000 randomly selected third graders on the state mandated standardized achievement test as a function of class size, PTR, and presence of an instructional…

  2. Using Latent Class Analysis to Identify Academic and Behavioral Risk Status in Elementary Students

    ERIC Educational Resources Information Center

    King, Kathleen R.; Lembke, Erica S.; Reinke, Wendy M.

    2016-01-01

    Identifying classes of children on the basis of academic and behavior risk may have important implications for the allocation of intervention resources within Response to Intervention (RTI) and Multi-Tiered System of Support (MTSS) models. Latent class analysis (LCA) was conducted with a sample of 517 third grade students. Fall screening scores in…

  3. Showing Up: The Importance of Class Attendance for Academic Success in Introductory Science Courses.

    ERIC Educational Resources Information Center

    Moore, Randy; Jensen, Murray; Hatch, Jay; Duranczyk, Irene; Staats, Susan; Koch, Laura

    2003-01-01

    In order for students to succeed academically, they need to be motivated, and the simplest expression of student motivation is class attendance. Displays data on how student grades are associated with class attendance in a variety of introductory science courses. (SOE)

  4. Interrupted Trajectories: The Impact of Academic Failure on the Social Mobility of Working-Class Students

    ERIC Educational Resources Information Center

    Byrom, Tina; Lightfoot, Nic

    2013-01-01

    Higher education (HE) is often viewed as a conduit for social mobility through which working-class students can secure improved life-chances. However, the link between HE and social mobility is largely viewed as unproblematic. Little research has explored the possible impact of academic failure (in HE) on the trajectories of working-class students…

  5. Small Classes in the Early Grades, Academic Achievement, and Graduating From High School

    ERIC Educational Resources Information Center

    Finn, Jeremy D.; Gerber, Susan B.; Boyd-Zaharias, Jayne

    2005-01-01

    This investigation addressed 3 questions about the long-term effects of early school experiences: (a) Is participation in small classes in the early grades (K-3) related to high school graduation? (b) Is academic achievement in K-3 related to high school graduation? (c) If class size is related to graduation, is the relationship explained by the…

  6. Academic Achievement of Students Before and During Placement in Classes for the Educationally Handicapped.

    ERIC Educational Resources Information Center

    Krumholz, Bonnie Ann

    Examined with 63 educationally handicapped (EH) students (6-l4 years old) was the effect on academic gains of special class placement, consisting of a self-contained EH class on the elementary level or a learning disabilities group on the elementary, junior high, or high school level. Analyses of data from the Ss' district records provided…

  7. Metacognition in Student Academic Writing: A Longitudinal Study of Metacognitive Awareness and Its Relation to Task Perception, Self-Regulation, and Evaluation of Performance

    ERIC Educational Resources Information Center

    Negretti, Raffaella

    2012-01-01

    This article proposes a novel approach to the investigation of student academic writing. It applies theories of metacognition and self-regulated learning to understand how beginning academic writers develop the ability to participate in the communicative practices of academic written communication and develop rhetorical consciousness. The study…

  8. Preparing ESL Students for "Real" College Writing: A Glimpse of Common Writing Tasks ESL Students Encounter at One Community College

    ERIC Educational Resources Information Center

    Carroll, Julia; Dunkelblau, Helene

    2011-01-01

    The relevance of English as a Second Language (ESL) courses to the "real world" of college writing is an ongoing issue for those who teach ESL. Ideally, ESL composition classes should help students make connections between what they learn about writing and the ways they might need to write later on in their academic careers. Unfortunately, as with…

  9. Write-a-Thon: How To Conduct a Writing Marathon in Your Third-to-Fifth-Grade Class.

    ERIC Educational Resources Information Center

    Wilde, Susie

    This book takes the elementary school teacher through all the paces needed to conduct a 2-day writing marathon in the classroom. According to the book, working as a team and having the opportunity to write without interruption are the main goals of a "write-a-thon," but play is a key element to its success. The book explains step-by-step how to:…

  10. "Writing Wasn't Really Stressed, Accurate Historical Analysis Was Stressed": Student Perceptions of In-Class Writing in the Inverted, General Education, University History Survey Course

    ERIC Educational Resources Information Center

    Murphree, Daniel S.

    2014-01-01

    Taking introductory history courses and writing analytical essays are not the favorite activities of most first-year university students. Undergraduates, seemingly, would rather enroll in classes that pertain only to their majors or job-preparation regimen. If forced to take General Education Program (GEP) courses, students typically favor those…

  11. Writing Tasks and Evaluation in Lower Division Classes: A Comparison of Two- and Four-Year Post-Secondary Institutions.

    ERIC Educational Resources Information Center

    Johns, Ann M.

    A survey was conducted among community college and university faculty to obtain information on writing task assignments and evaluation in classes (excluding English classes) taught during the first two years of postsecondary education. It was found that faculty in two- and four-year colleges commonly require only essay responses in tests and…

  12. An Investigation of Academic Writing in International Students in Post-Secondary Education

    ERIC Educational Resources Information Center

    Causarano, Antonio

    2011-01-01

    Writing and the power of the written word is a very important aspect of our literate society and writing is integrated into all aspects of our daily life. Good writing skills are paramount in social and educational institutions where textual production and related writing activities represent the main framework for knowledge production and…

  13. Kick-Start Your Class: Academic Icebreakers to Engage Students

    ERIC Educational Resources Information Center

    Johnson, LouAnne

    2012-01-01

    LouAnne Johnson's newest book is a collection of fun and simple educational icebreaker activities that get students excited and engaged from the very first minute of class. These activities are great to use with students at all levels, and many of the activities include variations and modifications for different groups. Research has shown that the…

  14. The Power of the Stage and the Dignity of the Academic Calling in Imperial Germany: The Writings of Max Weber on University Problems

    ERIC Educational Resources Information Center

    Minerva, 1973

    1973-01-01

    Contains Max Weber's writings on the problems of the German university in the face of political and bureaucratic authority and on the fundamental principles of university autonomy and academic freedom. (PG)

  15. Score Generalizability of Academic Writing Tasks: Does One Test Method Fit It All?

    ERIC Educational Resources Information Center

    Gebril, Atta

    2009-01-01

    Generalizability of writing scores has always been a longstanding concern in L2 writing assessment. A number of studies have been conducted to investigate this topic during the last two decades. However, with the introduction of new test methods, such as reading-to-write tasks, generalizability studies need to focus on the score accuracy of…

  16. Reading and Writing Together: A Critical Component of English for Academic Purposes Teaching and Learning

    ERIC Educational Resources Information Center

    Grabe, William; Zhang, Cui

    2013-01-01

    "As Kroll (1993), among others, has pointed out, reading has traditionally been seen as a skill to be taught separately from writing, as well as something students are somehow expected to already know about when they reach the writing course, Teaching reading in a writing course may seem like an odd idea, if not an entirely unnecessary one. It may…

  17. "Writing My First Academic Article Feels Like Dancing around Naked": Research Development for Higher Education Lecturers Working in Further Education Colleges

    ERIC Educational Resources Information Center

    Turner, Rebecca; Brown, Tony; Edwards-Jones, Andrew

    2014-01-01

    Growing emphasis on research output has spawned initiatives to enhance writing practices, often targeted at groups less familiar with academic research practices. This paper discusses a collaborative writing group project for higher education lecturers working in further education colleges. Participants had previously undertaken funded pedagogic…

  18. "Journalism, Poetry, Stand-Up Comedy, and Academic Writing: Mapping the Interplay of Curricular and Extracurricular Literate Activities": Re-Visiting a Theoretical Lens Five Years Later

    ERIC Educational Resources Information Center

    Roozen, Kevin

    2014-01-01

    Published in a 2008 issue of "Journal of Basic Writing" ("JBW"), "Journalism, Poetry, Stand-Up Comedy, and Academic Writing: Mapping the Interplay of Curricular and Extracurricular Literate Activities" was Kevin Roozen's first single-authored publication. Drawn from data collected for the first case study from…

  19. Impact of Electronic Device Use in Class on Pharmacy Students’ Academic Performance

    PubMed Central

    Johnson, Heather L.; Wrobel, Mark J.

    2012-01-01

    Objectives. To evaluate and assess the impact of pharmacy students’ electronic device (e-device) use during a lecture-based pharmacotherapeutics sequence. Methods. A validated survey instrument to assess e-device use was e-mailed to 238 second- (P2) and third-year (P3) pharmacy students. Grades were reviewed retrospectively and correlated with e-device use to determine its impact on academic performance. Results. Of 140 responding students (59% response rate), 106 reported using e-devices during class for course-related (91.5%) and non-course-related (81.1%) activities. When P2 and P3 students were combined, e-device use was not associated with academic performance (p = 0.70). Academic performance was not impacted among P3 students (p = 0.86), but P2 students performed better academically if they refrained from using e-devices during class (mean grade = 88.5% vs. 83.3%; p=0.019). Conclusions. The impact of e-device use on overall academic performance was negligible. Use of e-devices by students enrolled in their first pharmacotherapeutics course may negatively impact academics. PMID:23193331

  20. Writing across the Curriculum: A Hermeneutic Study of Students' Experiences in Writing in Food Science Education

    ERIC Educational Resources Information Center

    Dzurec, David J.; Dzurec, Laura Cox

    2005-01-01

    Writing can enhance learning by helping students put words to their thinking about course material. The purposes of this study were to assess the influence of a structured academic journal writing exercise on student learning in a food science class and to examine student responses to the experience. Hermeneutics, a philosophy of science and…

  1. Effect of Reduction in Class Hours in Preclinical Schedule on Students' Academic Performance.

    ERIC Educational Resources Information Center

    Gary, Nancy E.; Rosevear, G. Craig

    1986-01-01

    Problem areas with the curriculum at the University of Medicine and Dentistry of New Jersey-Rutgers Medical School were identified: imbalance in class hours in the academic schedule, excessive number of lectures, and need for more small group sessions during the basic science education. (MLW)

  2. The Classroom Password: A Class-Wide Intervention to Increase Academic Engagement

    ERIC Educational Resources Information Center

    Dart, Evan H.; Radley, Keith C.; Battaglia, Allison A.; Dadakhodjaeva, Komila; Bates, Kayla E.; Wright, Sarah J.

    2016-01-01

    The present study investigated the effectiveness of a novel class-wide intervention, the Classroom Password, for increasing the academic engaged behavior of middle school students. The effectiveness of an independent group contingency was evaluated using a concurrent multiple baseline design across three seventh- and eighth-grade classrooms.…

  3. Predicting Student Nurse Academic Failures: An Analysis of Four Baccalaureate Classes.

    ERIC Educational Resources Information Center

    Wold, Jean E.; Worth, Charles

    A study was done of pre-admission or early performance predictors of persistence versus academic failure among baccalaureate program nursing students. As part of a larger longitudinal research project, 155 students from four successive classes of students admitted to the program were studied, using multiple predictor and criterion variables. The…

  4. Actively Closing the Gap? Social Class, Organized Activities, and Academic Achievement in High School

    ERIC Educational Resources Information Center

    Morris, David S.

    2015-01-01

    Participation in Organized Activities (OA) is associated with positive behavioral and developmental outcomes in children. However, less is known about how particular aspects of participation affect the academic achievement of high school students from different social class positions. Using the Education Longitudinal Study of 2002, this study…

  5. Learners, Learning, Learned: Class, Higher Education, and Autobiographical Essays from Working-Class Academics

    ERIC Educational Resources Information Center

    Brook, Heather; Michell, Dee

    2012-01-01

    In this article, we argue that the expectations, experience, and identities of academics may be just as crucial to improving the participation of students from low socio-economic status (SES) as higher education policies, admissions and marketing activities, but are routinely ignored. In particular, we observe that highly relevant, well-informed,…

  6. Peers and Academic Achievement: A Longitudinal Study on Selection and Socialization Effects of In-Class Friends

    ERIC Educational Resources Information Center

    Fortuin, Janna; van Geel, Mitch; Vedder, Paul

    2016-01-01

    The present study was conducted to analyze whether in-class friends influence each other's grades, and whether adolescents tend to select friends that are similar to them in terms of academic achievement. During 1 academic year, 542 eighth-grade students (M age = 13.3 years) reported on 3 different occasions on their in-class friendship networks.…

  7. Determining the Effects of Using Different Writing Activities on the Academic Achievements Secondary School 7th Grade Students and Their Attitudes Towards the Course

    ERIC Educational Resources Information Center

    Uzoglu, Mustafa

    2014-01-01

    The purpose of the study is to determine the effects of using writing activities with different learning purposes by the secondary school 7th grade students on their academic achievement and attitudes towards the course. The study was carried out in a secondary school located in the centre of Erzurum in 2012-2013 academic year; the study is a…

  8. Enhancing and Supporting the Role of Academic Tutors in Developing Undergraduate Writing Skills: Reflections on the Experiences of a Social Work Education Programme

    ERIC Educational Resources Information Center

    Hughes, Nathan; Wainwright, Sue; Cresswell, Caroline

    2012-01-01

    Whilst approaches to the development of undergraduate academic writing skills vary between disciplines and institutions, academic tutors are consistently presented as playing an important role. One aspect of this role is supporting students to engage effectively with feedback in order to develop consciousness and competence regarding academic…

  9. The "Mentor Paper" Writing Assignment in One Community College Puente Class: Preliminary Report from a Participant Observer.

    ERIC Educational Resources Information Center

    Cazden, Courtney B.

    An educator participating in a community college Puente class as both participant and observer analyzes the structure and experience of one writing assignment representative of the program's objectives. The Puente program combines teaching, counseling, and mentoring to California community college students as a means of promoting learning,…

  10. Basic Writing Skills. A Sequential, Objective-Based Program for Use in Adult Basic Education and GED Preparation Classes.

    ERIC Educational Resources Information Center

    Keeler, Sandy

    This guide is intended for use in helping students master the language arts skills necessary to pass the writing skills portion of the General Educational Development examination. It could also be used in adult basic education classes. The following topics are covered in the individual units: capitalization, punctuation, verb tense, subject-verb…

  11. Writing Works! Using a Genre Approach for Teaching Writing to Adults and Young People in ESOL and Basic Education Classes.

    ERIC Educational Resources Information Center

    Spiegel, Marina; Sunderland, Helen

    This book sets out to adapt and use some of the practical approaches of genre theory to the teaching of writing to English as a Second or Other Language (ESOL) and Basic Skills students in Britain. The book has 9 units exploring different types of text or genres, descriptions of people, descriptions of places, personal narratives, folk stories,…

  12. Yes, There Are Texts in This Writing Class! The New Synthesis of Composition and Literature.

    ERIC Educational Resources Information Center

    Hunter, Susan M.

    1988-01-01

    Reviews five composition textbooks, assessing their attempts to integrate the reading and writing processes through literature and composition. Examines the textbooks' theoretical instantiation and notes their lack of success in achieving the reading/writing connection. (MM)

  13. Writing to Learn across the Curriculum: Tools for Comprehension in Content Area Classes

    ERIC Educational Resources Information Center

    Knipper, Kathy J.; Duggan, Timothy J.

    2006-01-01

    Mastery of content area reading in science and social studies is demonstrated through writing as well as reading. Integrating writing with reading enhances comprehension because the two are reciprocal processes. Therefore, teachers who implement a variety of writing strategies help students better understand content area texts. This article offers…

  14. The Effect of Online Peer Feedback on the Academic Writing Ability of Iranian EFL Learners

    ERIC Educational Resources Information Center

    Moradi, Mohammad Reza; Karimpour, Zahra

    2012-01-01

    This paper reports an exploratory study of 60 English as a foreign language (EFL) student's experiences of online peer feedback in an essay writing course at Islamic Azad University, Dezful Branch. They were required to comment on their peers' writing essays using the checklist to whom had been made available, but in different ways. The groups…

  15. Preaching to Cannibals: A Look at Academic Writing in the Field of Engineering.

    ERIC Educational Resources Information Center

    Anthony, Laurence

    This study applied the Create a Research Space (CARS) model, a discourse model for research-based technical writing, to the introductory sections of 12 award-winning articles in the field of software engineering published in a major professional journal. The model analyzes the "move" structure of the writing. In the initial analysis of the…

  16. Taiwanese Students' Negotiations with Academic Writing: Becoming "Playwrights and Film Directors"

    ERIC Educational Resources Information Center

    Liu, Yichun

    2008-01-01

    Studies of Anglo-American writing pedagogies in EFL contexts have largely focused on local teachers' agency and innovativeness, but have neglected students' active role in localizing these pedagogical imports. Employing a teacher-research method, I examine my students' negotiations with a sequenced writing approach [Leki, I. (1992)] that I used in…

  17. Academically Informed Creative Writing in LIS Programs and the Freedom to Be Creative

    ERIC Educational Resources Information Center

    Dali, Keren; Lau, Andrea; Risk, Kevin

    2015-01-01

    This article makes a case for the inclusion of creative writing in Library & Information Science (LIS) courses. Using an example of the course on reading practices and audiences, it shows how creative writing can contribute to the development of creativity, critical thinking, ability for self-direction and independent learning--all the…

  18. Analysis of the Development of Academic Writing in the "FJNSc" ("Finnish Journal of Nursing Science")

    ERIC Educational Resources Information Center

    Vanhanen-Nuutinen, Liisa; Janhonen, Sirpa; Tuomi, Jouni

    2012-01-01

    The purpose of this paper is to analyze the genre of the reviewed scientific articles published in the "FJNSc" ("Finnish Journal of Nursing Science") during its history. The aim was to bring a critical approach to writing in nursing science and to discuss the dominant conventions of scientific writing in nursing. A total of 27 journals, which…

  19. Writing History: A Genre-Based, Interdisciplinary Approach Linking Disciplines, Language and Academic Skills

    ERIC Educational Resources Information Center

    Wrigglesworth, John; McKeever, Mary

    2010-01-01

    In order to write successfully, students need to understand what it is they are expected to write, why it is written in a particular way and the form that the final text should take. Linguistics research indicates that the ubiquitous essay and report conceal significant disciplinary variation. Educational research reveals variation with regard to…

  20. The Effects of Peer Feedback on the Writing Anxiety of Prospective Turkish Teachers of EFL

    ERIC Educational Resources Information Center

    Kurt, Gokce; Atay, Derin

    2007-01-01

    Studies done in L1/L2 English settings have revealed the negative effects of writing anxiety on both learner motivation and academic achievement and teachers' attitudes towards writing and the practices they use in their own classes. The present study aims to find out the effects of peer feedback on the writing anxiety of Turkish prospective…

  1. Deciphering the Academic Hieroglyph: Marxist Literary Theory and the Practice of Basic Writing.

    ERIC Educational Resources Information Center

    Yelin, Louise

    1978-01-01

    Discusses Marxist theory and scholarship as they illuminate the relationships between basic writing courses, language, literacy, and values, both in the broad institutional context and in the narrower instructional context. (RL)

  2. A Comparison of Single-Gender Classes and Traditional, Coeducational Classes on Student Academic Achievement, Discipline Referrals, and Attitudes toward Subjects

    ERIC Educational Resources Information Center

    Smith, Debra Messenger

    2010-01-01

    In recent years, there has been a resurgence of interest in single gender education. Emerging science has proven that boys and girls learn differently. This study compared fifth grade single-gender classes to fifth grade traditional, coeducational classes in the same urban middle school. The following were compared: students' academic achievement;…

  3. The Effect of the Use of Microcomputers on Writing Ability and Attitude toward Business Communication Classes.

    ERIC Educational Resources Information Center

    Greenland, Leonard T.; Bartholome, Lloyd W.

    1987-01-01

    The study compared achievement and attitudes of Utah State University students who experienced two different methods of teaching business communication. The experimental group used microcomputers equipped with word processing, spelling, and grammar packages. Results show no difference in students' writing ability or attitude toward writing as a…

  4. Using Technology to Support Expository Reading and Writing in Science Classes

    ERIC Educational Resources Information Center

    Montelongo, Jose A.; Herter, Roberta J.

    2010-01-01

    Students struggle with the transition from learning to read narrative text in the early grades to reading expository text in the science classroom in the upper grades as they begin reading and writing to gain information. Science teachers can adapt their teaching materials to develop students' reading comprehension and recall by writing summaries…

  5. Can We Skip Lunch and Keep Writing? Collaborating in Class and Online, Grades 3-8

    ERIC Educational Resources Information Center

    Ramsay, Julie D.

    2011-01-01

    Publishing podcasts, writing digital stories with "choose your own adventure" endings, and collaborating with students around the country through wikis, Skype, and VoiceThread, Julie D. Ramsay never imagined that she and her fifth grade students would be forging a new frontier using technology to support writing lessons. In a school district with…

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

    ERIC Educational Resources Information Center

    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…

  7. The Preferences of ESL Students for Error Correction in College-Level Writing Classes.

    ERIC Educational Resources Information Center

    Leki, Ilona

    1991-01-01

    Presents the results of a survey of 100 English-as-a-Second-Language college students about what kinds of paper corrective marking techniques help them the most to improve their writing, which corrections they read, which corrections they retain best, and their reactions to positive and negative comments on the form and content of their writing.…

  8. Writing an Ecological Mystery in Class: Merging Genres and Learning Science

    ERIC Educational Resources Information Center

    Ritchie, Stephen; Rigano, Donna; Duane, Ann

    2008-01-01

    Reading and writing stories with science-related themes make it possible for students to develop interest in and capacity for scientific thinking when specialist science and more popular genres converge. Additionally, feminist scholars have called for greater use of creative writing activities in school science to counter students' disengagement…

  9. The Challenges of Assignment Design in Discipline-Based Freshman Writing Classes

    ERIC Educational Resources Information Center

    Wilner, Arlene

    2005-01-01

    In this author's research, the question of whether it makes sense to think of writing primarily as a generic skill acquired increasing urgency as she gathered qualitative data for a study of the relationship between instructors' expectations in the design of writing assignments and the students' thinking as evidenced both in their essay responses…

  10. A Class Exercise in Proofreading: Getting Students To Read What They Write.

    ERIC Educational Resources Information Center

    Conely, James

    Since students enter college with a basic knowledge of the mechanics of writing, including grammar, spelling, and punctuation, most student writing mistakes amount to a failure to see what they have actually written. Thus, instructors must help students to apply knowledge they already have and to see their own errors through careful proofreading.…

  11. The Reflective Writing Class Blog: Using Technology to Promote Reflection and Professional Development

    PubMed Central

    Goldman, Ellen; Faselis, Charles

    2008-01-01

    ABSTRACT INTRODUCTION The hidden (informal) curriculum is blamed for its negative effects on students’ humanism and professional development. To combat this, educational initiatives employing mentored reflective practice, faculty role-modeling, and feedback have been advocated. AIM Promote reflection on professional development using collaborative, web-based technology. SETTING Four-week basic medicine clerkship rotation at an academic institution over a one-year period. PROGRAM DESCRIPTION Students were asked to contribute two reflective postings to a class web log (blog) during their rotation. They were able to read each other’s postings and leave feedback in a comment section. An instructor provided feedback on entries, aimed to stimulate further reflection. Students could choose anonymous names if desired. PROGRAM EVALUATION Ninety-one students wrote 177 posts. One-third of students left feedback comments. The majority of students enjoyed the activity and found the instructor’s feedback helpful. Assessment of the posts revealed reflections on experience, heavily concerned with behavior and affect. A minority were not reflective. In some cases, the instructor’s feedback stimulated additional reflection. Certain posts provided insight to the hidden curriculum. DISCUSSION We have discovered that blogs can promote reflection, uncover elements of the hidden curriculum, and provide opportunities to promote professional development. PMID:18830767

  12. "Blogfolios" and Their Role in the Development of Research Projects in an Advanced Academic Literacy Class for ESL Students

    ERIC Educational Resources Information Center

    Ananyeva, Maria

    2014-01-01

    This paper focuses on "blogfolios", online interactive blog-based portfolios, developed by students for class projects in Electronic Literacy. Blogfolios may contain interactive images, podcasts, and web-log discussions on a variety of researched academic topics. The impact of academic blogfolios on the second language learner's…

  13. Promoting Writing for Research: The "Writing Retreat" Model

    ERIC Educational Resources Information Center

    Singh, R. J.

    2012-01-01

    Research papers take a long time to write and in an academic environment where the "publish or perish" clause applies, writing retreats are a way of creating time and space to write academic articles in a concentrated period of time. This article examines ways in which academics can write more articles for publication. In particular it focuses on…

  14. Creative Writing.

    ERIC Educational Resources Information Center

    Bergman, Jerry

    1980-01-01

    Twenty-four writing exercises which have been found successful in challenging gifted children are provided. Among exercises described are having the class write a story about information of their choosing from an almanac and having students write a story about what they usually think about just before falling asleep. (PHR)

  15. Interpreting the relationships between single gender science classes and girls' academic motivation and interest

    NASA Astrophysics Data System (ADS)

    Johnson, Sonya L.

    The purpose of this study was to determine how and to what extent single gender science classes affect motivation to learn scientific concepts, interest in science, and college major intent among high school and middle school girls. This study was designed to determine whether students' motivation to learn science changes when they are placed in a single gender science class. The study also measured whether the students' level of interest in science and desire to major in science changes based on their enrollment in a single gender class. Finally, the study investigated the career and college major intentions of the sample population used in the study. Girls in single gender groupings engage in more academic risk taking and participate more than girls in coeducational classes. This benefit alone responds to reform efforts and supports the abolition of gender-based obstacles. Single gender grouping could help encourage more girls to take interest in majoring in science, a field that is considered to be masculine. By increasing students' interest in science while enrolled in single gender classes, students may become more motivated to learn science. This study was conducted using seven, eighth, ninth and tenth grade girls from single sex and coeducational science classes. The students participated in 2 surveys, the Science Motivational Survey and the Test of Science Related Attitudes, at the beginning of the semester and at the end of the semester. In respect to girls in high school single gender science classes, results were contrary to recent studies that state that girls who received science education in a single gender setting have an increase in motivation and attitude towards science. The results did show that middle school girls in single gender science classes did show an increase in motivation.

  16. What Adult ESL Learners Say about Improving Grammar and Vocabulary in Their Writing for Academic Purposes

    ERIC Educational Resources Information Center

    Zhou, Ally A.

    2009-01-01

    Linguistic accuracy plays an important role in the quality of written texts, yet the explicit teaching of linguistic form--particularly grammar--for the purpose of improving learners' writing has generated an ongoing debate. Furthermore, students' voices about their learning are often ignored because they are perceived as not knowing what they…

  17. A Case Study of Corpus-Informed Online Academic Writing for EFL Graduate Students

    ERIC Educational Resources Information Center

    Hsieh, Wen-Ming; Liou, Hsien-Chin

    2008-01-01

    Research articles (RAs) have been recognized as a distinct genre in the English-using discourse community because of their unique writing conventions. Despite the great number of studies on the analysis of the textual or phrasal aspects of abstracts of RAs, few have been transformed into actual teaching materials for EFL graduate students. The…

  18. ACLT 052: Academic Literacy--An Integrated, Accelerated Model for Developmental Reading and Writing

    ERIC Educational Resources Information Center

    Hayes, Sharon Moran; Williams, Jeanine L.

    2016-01-01

    The current trend in postsecondary literacy is to offer developmental reading and writing coursework in an integrated, (and in most cases) accelerated, format. This move toward integration and acceleration is definitely in line with the research literature; however, many of these new courses do not reflect the curricular and pedagogical reforms…

  19. Student Perception of Academic Writing Skills Activities in a Traditional Programming Course

    ERIC Educational Resources Information Center

    Cilliers, Charmain B.

    2012-01-01

    Employers of computing graduates have high expectations of graduates in terms of soft skills, the most desirable of these being communication skills. Not only must the graduates exhibit writing skills, but they are expected to be highly proficient therein. The consequence of this expectation is not only performance pressure exerted on the…

  20. Rhetorical Structures in Academic Research Writing by Non-Native Writers

    ERIC Educational Resources Information Center

    Suryani, Ina; Kamaruddin, H.; Hashima, Noor; Yaacob, Aizan; Rashid, Salleh Abd; Desa, Hazry

    2014-01-01

    Writers of research articles are expected to present research information in a structured manner by following a certain rhetorical patterns determined by the discourse community. Failures to keep to the writing standard and rhetorical pattern are likely to lower the acceptance rate. While producing a research article is understandably a complex…

  1. Manuscript Editing as a Way of Teaching Academic Writing: Experience from a Small Scientific Journal

    ERIC Educational Resources Information Center

    Misak, A.; Marusic, M.; Marusic, A.

    2005-01-01

    Medical writing and manuscript preparation are rarely taught in the context of undergraduate, graduate, or continuing medical education. As editors of a ''small'' medical scientific journal published in English in a non-native English-speaking (NNES) country, we hold that the knowledge of scientific methodology and specificities of scientific…

  2. Campus Word Processing: Seven Design Principles for a New Academic Writing Environment.

    ERIC Educational Resources Information Center

    Tuman, Myron

    1993-01-01

    Discusses the impact of word processing on the teaching of college composition at the University of Alabama at Tuscaloosa. Describes seven design principles developed by writing teachers at the university in outlining a solution to the problem of how students can really work together collaboratively over a computer network. (RS)

  3. Academic Essay Writing as Imitative Problem Solving: Examples from Distance Learning

    ERIC Educational Resources Information Center

    Robertson, Sydney Ian

    2014-01-01

    Students in tertiary education are often faced with the prospect of writing an essay on a topic they know nothing about in advance. In distance learning institutions, essays are a common method of assessment in the UK, and specified course texts remain the main sources of information the students have. How do students use a source text to…

  4. More than a Linguistic Reference: The Infuence of Corpus Technology on L2 Academic Writing

    ERIC Educational Resources Information Center

    Yoon, Hyunsook

    2008-01-01

    This paper reports on a qualitative study that investigated the changes in students' writing process associated with corpus use over an extended period of time. The primary purpose of this study was to examine how corpus technology affects students' development of competence as second language (L2) writers. The research was mainly based on case…

  5. Students' Perspectives on Academic Writing in the Digital Age

    ERIC Educational Resources Information Center

    Sinclair, Christine

    2015-01-01

    This study brings together three student comments and three theoretical constructs taken from Bakhtin's (1981) collection of essays "The Dialogic Imagination", written in the 1930s. Bakhtin's concepts of the chronotope, interanimation and the monologic provide lenses on a shifting student perspective on authoritative writing in…

  6. The Web as a Source of Unconventional Research Materials in Second Language Academic Writing

    ERIC Educational Resources Information Center

    Stapleton, Paul; Helms-Park, Rena; Radia, Pavlina

    2006-01-01

    This study examined 68 Web sources selected by 19 second-language (L2) students while preparing to write research papers. Students submitted an annotated bibliography consisting of ten sources from print or electronic media. Each Web source was classified according to type (e.g., news or advocacy). Of the 68 sites, 29 were considered conventional,…

  7. Academic Achievement Differences between Title I Students Enrolled in Music Classes and Title I Students Who Are Not

    ERIC Educational Resources Information Center

    McDaniel, Brian

    2011-01-01

    Purpose. The purpose of the study was to determine academic achievement differences between those Title I students enrolled in music classes and Title I students who are not enrolled in music classes. A second purpose was to determine educators' perceptions regarding the educational justice implications of excluding nonproficient Title I students…

  8. A Descriptive Study of First-Year College Students' Non-Academic Digital Literacy Practices with Implications for College Writing Education

    ERIC Educational Resources Information Center

    Amicucci, Ann N.

    2013-01-01

    In this qualitative research study, the author investigated first-year college students' non-academic digital literacy practices, the audiences for these practices, and students' preferences for enacting these practices in the first-year college writing classroom. Methods of data collection included surveying 177 students, conducting…

  9. Using Genre Pedagogy to Teach Adolescent English Learners to Write Academic Persuasive Essays

    ERIC Educational Resources Information Center

    Ramos, Kathleen Ann

    2015-01-01

    The new "Common Core State Standards" (CCSS) (NGACBP & CCSSO, 2010) require teachers to prepare all learners, including adolescent English learners (ELs), to develop academic literacy practices. This article describes an instructional intervention in an urban public high school using the genre-based "Reading to Learn" (Rose…

  10. Faculty Writing Groups: A Support for Women Balancing Family and Career on the Academic Tightrope

    ERIC Educational Resources Information Center

    Penney, Sharon; Young, Gabrielle; Badenhorst, Cecile; Goodnough, Karen; Hesson, J.; Joy, Rhonda; McLeod, Heather; Pickett, Sarah; Stordy, Mary; Vaandering, Dorothy

    2015-01-01

    This qualitative research project explored the experiences of women who juggle the demands of family or parenthood while engaging in academic careers at a faculty of education. The researcher-participants consisted of 11 women; 9 women provided a written narrative, and all women participated in the data analysis. The data consisted of the…

  11. Demystifying Institutional Practices: Critical Pragmatism and the Teaching of Academic Writing

    ERIC Educational Resources Information Center

    Harwood, Nigel; Hadley, Gregory

    2004-01-01

    Three approaches to the teaching of English for Academic Purposes (EAP) are identified, the Critical approach, the Pragmatic approach, and the Critical Pragmatic approach. Critical EAP is appealing pedagogically because of its restive questioning of discourse norms, although it can seem reactionary at times. By focusing on the acquisition of the…

  12. Research Approaches to the Regulation of Academic Writing: The State of the Question

    ERIC Educational Resources Information Center

    Castello, Montserrat; Banales, Gerardo; Vega, Norma Alicia

    2010-01-01

    Effective composition of academic and/or professional texts is a complex task that requires the use of regulation processes. In recent years these processes have been studied from four research approaches: cognitive, sociocognitive, sociocultural and socially shared. This study analyzes their principal theoretical premises as well as the empirical…

  13. Learning from Diverse Learners: (Re)Writing Academic Literacies and Learning Disabilities in College.

    ERIC Educational Resources Information Center

    Luna, Catherine

    2002-01-01

    Suggests countering deficit explanations and negative consequences by engaging students in investigations of academic literacies. Illustrates the potential of this approach for illuminating needed changes in literacy teaching and assessment practices by describing the school experiences of two nonmainstream learners at an Ivy League university.…

  14. An Institutional Three-Stage Framework: Elevating Academic Writing and Integrity Standards of International Pathway Students

    ERIC Educational Resources Information Center

    Velliaris, Donna M.; Breen, Paul

    2016-01-01

    In this paper, the authors explore a holistic three-stage framework currently used by the Eynesbury Institute of Business and Technology (EIBT), focused on academic staff identification and remediation processes for the prevention of (un)intentional student plagiarism. As a pre-university pathway provider--whose student body is 98%…

  15. Increasing Academic Engagement during Writing Activities in an Urban Elementary Classroom

    ERIC Educational Resources Information Center

    Aitken, Angelique; Harlan, Alison; Hankins, Katy; Michels, John; Moore, Tara C.; Oakes, Wendy P.; Lane, Kathleen Lynne

    2011-01-01

    In this study, the authors examined the effects of a systematic functional assessment-based intervention (FABI) to identify the function of a third-grade student's off-task behavior and create a plan to increase academic engaged time (AET). The FABI was designed and implemented in an urban elementary school with a comprehensive, integrated,…

  16. Preparing Writing Centers and Tutors for Literacy Mediation for Working Class Campus-Staff

    ERIC Educational Resources Information Center

    Oslund, Christy M.

    2011-01-01

    This study grew out of the realization that implicit literacy expectations between working class United Auto Workers (UAW) staff and professional class staff were complicating the filling out and filing of a position audit form. Professional class supervisors had designed the form as a measure of fairness, in that each UAW employee on campus was…

  17. A Focus on Purpose: Using a Genre Approach in an EFL Writing Class

    ERIC Educational Resources Information Center

    Myskow, Gordon; Gordon, Kana

    2010-01-01

    This article shows how a genre approach has been used in an EFL high school writing course to teach the university application letter genre to students preparing for post-secondary studies. The authors discuss specific classroom materials to illustrate how a genre-based approach can be employed, not simply to teach static textual patterns but to…

  18. Technology-Supported Peer Feedback in ESL/EFL Writing Classes: A Research Synthesis

    ERIC Educational Resources Information Center

    Chen, Tsuiping

    2016-01-01

    Some studies on technology-supported peer feedback in the writing classroom claim that it reduces the threatening atmosphere caused by face-to-face interaction and that the discourse patterns and language use in the electronic feedback are more flexible than in spoken discourse. Others present a negative view that the comments generated from…

  19. An Insight to Students' Perceptions on Teacher Feedback in Second Language Writing Classes

    ERIC Educational Resources Information Center

    Seker, Meral; Dincer, Ayca

    2014-01-01

    Feedback is one of the crucial elements in language learning and teaching. In second language writing context, the effectiveness of feedback becomes even more important as it has an impact on the whole process of language learning. To increase the effectiveness of feedback, a teacher is expected to use any possible mean(s) available to suit…

  20. Concordancing in L2 Writing Class: An Overview of Research and Issues

    ERIC Educational Resources Information Center

    Yoon, Choongil

    2011-01-01

    Direct corpus use by learners or learner concordancing has been hailed as one of the promising areas that can revolutionize L2 writing and language pedagogy as a whole ([Conrad, 2000] and [Hyland, 2003]). It has been discussed to promote data-driven learning (Johns, 1988), to provide authentic contexts in which linguistic items are used, and to…

  1. Empowering Nonsense: Reading Lewis Carroll's "Jabberwocky" in a Basic Writing Class

    ERIC Educational Resources Information Center

    Noimann, Chamutal

    2014-01-01

    Basic writing and reading students are scared. More than the unfamiliar places, faces, new methods and serious consequences of it all, they are afraid of words. Even if they successfully complete remediation, move on to English 101 and advance to upper courses in other disciplines, our students often face monstrous texts, which they have precious…

  2. Placing Students in Writing Classes: One University's Experience with a Modified Version of Directed Self Placement

    ERIC Educational Resources Information Center

    Balay, Anne; Nelson, Karl

    2012-01-01

    This article discusses our university's attempt to analyze whether our system of First Year Writing placement serves the needs of our diverse student body. The theory behind Directed Self Placement (DSP) is appealing, so our program adopted a modified version of it, and after several years, decided to evaluate it quantitatively. The authors, a…

  3. Responding to L2 Students in College Writing Classes: Teacher Perspectives

    ERIC Educational Resources Information Center

    Ferris, Dana; Brown, Jeffrey; Liu, Hsiang Sean; Stine, Maria Eugenia Arnaudo

    2011-01-01

    Response to student writing has been a research concern for composition specialists for the past several decades. However, most research to date has utilized student opinions or researcher judgments about teacher feedback, with researchers rarely consulting teachers themselves as informants. Also, first language (L1) and second language (L2)…

  4. Writing for Publication.

    ERIC Educational Resources Information Center

    Brown, Bill

    1991-01-01

    Students at Hume-Fogg Academic High School in Nashville, Tennessee do every kind of writing, have won numerous writing awards, and have published everything from chapbooks to articles in national literary magazines. According to the creative writing teacher, students are first taught to write about things they know--to go back to their own…

  5. Socialising ESL Students into the Discourse of School Science through Academic Writing

    ERIC Educational Resources Information Center

    Huang, Jingzi

    2004-01-01

    This paper takes the view of "language socialization" (Schieffelin & Ochs, 1986) to examine, through a case study of a secondary ESL science class, the instructional process that aims at facilitating the integration of specific science content learning and the construction of a particular kind of written discourse typically found in school…

  6. Writing to learn physics: The effectiveness of personal analytic and formal analytic essays as methods of writing to learn in high school physics classes

    NASA Astrophysics Data System (ADS)

    Johnson, Sidney Thomas

    The ten-week study investigated the effects of writing to learn on 24 high school physics students. Students were divided into two writing groups: personal analytical essays and formal analytical. Students wrote one 500-word essay for each of five study units. At the end of the second study unit, students switched writing groups. For the fifth study unit, students chose the kind of essay they wished to write. The 24 students produced a total of 120 essays. Students were given measures of writing apprehension before and after the study, and an evaluation instrument at the end of the study. Effects of writing-to-learn were measured at the end of each study unit by students' performance on standardized tests containing concept, application, and analysis questions. Results indicate no significant difference between groups writing personal analytic and formal analytic essays. Results also indicate no significant effect of writing apprehension on essay quantity. Significant differences appear on application and concept questions when group performances are analyzed in terms of essay word quantities. Grouping by quantity and writing group produces no significance. Responses indicate that students favor the use of writing in science. Many found writing the long essays easier as the semester progressed; many found that writing did help them learn the material since, in some cases, the need to write produced the need to read and study. The cooperating physics teacher also responded favorably to the use of a writing component in physics, especially a two-level one because the first level allowed her to monitor student understanding of concepts.

  7. Academic Language Development through Technology: English Learners in a Fifth Grade Science Class

    NASA Astrophysics Data System (ADS)

    Kim, Hye Yeong

    Grounded in sociocultural models of learning, this study explores structures for participation and types of interaction that occur during the performance of technology-assisted tasks in a science classroom to detail some of the opportunities for learning made available to English learners (ELs) and some practices that might constitute effective instruction within such a context. In particular, this study explores how ELs use language to socialize and how they are socialized to use language during technology-assisted tasks in a science classroom within a given participant structure. Findings show that five different participant structures were used during technology-assisted tasks, all of which required ELs to understand and use varied interaction patterns; different levels of authority and responsibilities were given to interlocutors in each structure. As different participant structures employed different interactional patterns and practices, learners behaved according to differing norms expected by each participant structure. Findings showed that members of the class shared the rules regarding the initiation of interactions and open topics, as well as allowing time to listen and follow the cue of teachers or technology. In this sense, the class functioned as a community of practice (Lave & Wenger, 1991). Each participant structure appeared to contribute to the variety of the interaction types, as well as to kinds of subsequent learning and socialization of ELs, providing divergent levels of transparency, legitimacy, and peripherality to ELs. The integration of technology unfolded differently across participant structures and has implications for ELs' academic language learning opportunities.

  8. Demography and early academic skills of students from immigrant families: The kindergarten class of 2011.

    PubMed

    Sullivan, Amanda L; Houri, Alaa; Sadeh, Shanna

    2016-06-01

    Children from immigrant families are one of the fastest growing and most diverse groups in America's schools. This study provides a demographic portrait of immigrant children who entered kindergarten in 2010 and describes patterns and predictors of early educational outcomes of students from immigrant families. A nationally representative sample of 13,530 students who participated in the Early Childhood Longitudinal Study-Kindergarten Class of 2010-11 was analyzed. Descriptive statistics were used to estimate the sociodemographic characteristics of this population. Regression was used to examine the relations between nativity, child characteristics, and family characteristics to reading and mathematics skills in kindergarten. Approximately 27% of kindergartners in the class of 2011 came from immigrant families. These students were more racially, linguistically, and socioeconomically diverse than students from U.S.-born parents. Educational outcomes varied by parents' region of origin. Children's early academic skills were significantly related to parent's region of origin, but these relations were attenuated when child health, language, family structure, and socioeconomic status were accounted for. These results indicate the importance of considering parent nativity when examining the outcomes and needs of students from immigrant families. Because of the diversity of characteristics and outcomes of children of immigrants, researchers should consider the implications of nativity for students' experiences and needs. (PsycINFO Database Record PMID:27243241

  9. Improving Student Writing Through Different Writing Styles.

    ERIC Educational Resources Information Center

    Calhoun, Sean; Haley, Jennifer

    This report describes a program for improving writing skills through choices of structured and unstructured writing process. The purpose of this program is to increase their ability to produce quality writing as measured by the district's fourth grade writing rubric. The targeted population consisted of an average fourth grade class, located in a…

  10. Use of a Grant Writing Class in Training PhD Students.

    PubMed

    Kahn, Richard A; Conn, Graeme L; Pavlath, Grace K; Corbett, Anita H

    2016-07-01

    A well-written application for funding in support of basic biological or biomedical research or individual training fellowship requires that the author perform several functions well. They must (i) identify an important topic, (ii) provide a brief but persuasive introduction to highlight its significance, (iii) identify one or two key questions that if answered would impact the field, (iv) present a series of logical experiments and convince the reader that the approaches are feasible, doable within a certain period of time and have the potential to answer the questions posed, and (v) include citations that demonstrate both scholarship and an appropriate command of the relevant literature and techniques involved in the proposed research study. In addition, preparation of any compelling application requires formal scientific writing and editing skills that are invaluable in any career. These are also all key components in a doctoral dissertation and encompass many of the skills that we expect graduate students to master. Almost 20 years ago, we began a grant writing course as a mechanism to train students in these specific skills. Here, we describe the use of this course in training of our graduate students as well as our experiences and lessons learned. PMID:27061800

  11. "I'm a Geek I Am": Academic Achievement and the Performance of a Studious Working-Class Masculinity

    ERIC Educational Resources Information Center

    Ward, Michael R. M.

    2014-01-01

    During the last few decades, the South Wales Valleys (UK) have undergone a considerable economic, social, cultural and political transformation, altering youth transitions from school to work. Drawing on a two and a half year ethnographic study, in the paper I concentrate on a group of academically successful young white working-class men aged…

  12. The Causal Effect of Class Size on Academic Achievement: Multivariate Instrumental Variable Estimators with Data Missing at Random

    ERIC Educational Resources Information Center

    Shin, Yongyun; Raudenbush, Stephen W.

    2011-01-01

    This article addresses three questions: Does reduced class size cause higher academic achievement in reading, mathematics, listening, and word recognition skills? If it does, how large are these effects? Does the magnitude of such effects vary significantly across schools? The authors analyze data from Tennessee's Student/Teacher Achievement Ratio…

  13. The Impact of Class Absenteeism on Undergraduates' Academic Performance: Evidence from an Elite Economics School in Portugal

    ERIC Educational Resources Information Center

    Teixeira, Aurora A. C.

    2016-01-01

    The empirical literature focusing mainly on the USA suggests that class absenteeism undermines students' academic performance and that an enforced mandatory attendance policy may be beneficial. Based on a different cultural and economic context, and using data on 146 second-year management students enrolled in a macroeconomics course at an elite…

  14. Writing Practices in Swedish Teacher Education and the Inclusion/Exclusion of Subjectivities

    ERIC Educational Resources Information Center

    Taguchi, Hillevi Lenz

    2009-01-01

    Against the background of an increasing drop-out rate of students with ethnic minority and working-class backgrounds, the aim of this paper is to discuss the ways in which writing practices in Swedish teacher education produce power and include/exclude subjectivities. A "conventional academic writing practice" will be compared to a "hybrid writing…

  15. Effectiveness of Using Screencast Feedback on EFL Students' Writing and Perception

    ERIC Educational Resources Information Center

    Ali, Amira Desouky

    2016-01-01

    This mixed-methods research was carried out to investigate the effect of screencast video feedback on the writing of freshmen, studying academic writing course at a university in Egypt, and explore their perception towards receiving screencast feedback. Two classes of 63 students were chosen to participate in this study and were assigned into two…

  16. The Write Stuff

    ERIC Educational Resources Information Center

    Ewens, David

    2008-01-01

    Deciding to enroll in a creative writing class, a quick web-search by this author revealed that there were classes in the local adult education college, run by an independent writing school. The author met one of the tutors, discussed his needs, and found himself enrolled in a short- story writing class. As it happened, so smitten was he that he…

  17. Students Writing about Their Writing as Reflection.

    ERIC Educational Resources Information Center

    Reimers, Valerie

    Reflection requires time. In one class, students were asked to engage in a process of written reflection about the writing they had done immediately after they prepared their papers, as they sat in class preparing to hand in those papers. Reflective writing, which Peter Elbow and Pat Belanoff call "process writing," appears throughout their book,…

  18. The Relationship between Academic Averages of Primary School Science and Technology Class and Test Sub-Test Scores of Placement Test of Science

    ERIC Educational Resources Information Center

    Guzeller, Cem Oktay

    2012-01-01

    In this research, the relationship between written exam scores of science and technology class of 6th, 7th, and 8th grades, project, participation in class activities and performance work, year-end academic success point averages and sub-test raw scores of LDT science of 6th, 7th and 8th grades. Academic success point averages were used as…

  19. Google Docs in an Out-of-Class Collaborative Writing Activity

    ERIC Educational Resources Information Center

    Zhou, Wenyi; Simpson, Elizabeth; Domizi, Denise Pinette

    2012-01-01

    Google Docs, an online word processing application, is a promising tool for collaborative learning. However, many college instructors and students lack knowledge to effectively use Google Docs to enhance teaching and learning. Goals of this study include (1) assessing the effectiveness of using Google Docs in an out-of-class collaborative writing…

  20. Theory into Practice: Learning through Writing: The Double-Entry Journal in Literature Classes.

    ERIC Educational Resources Information Center

    Nugent, Susan Monroe; Nugent, Harold E.

    1987-01-01

    Suggests the double-entry journal as an effective method of encouraging the creation and discovery of new information in literature classes. Describes the three processes involved (and the theoretical underpinnings of each), including: (1) activating prior knowledge and present feelings; (2) learning collaboratively; and (3) integrating reading,…

  1. Writing Chemistry Jingles as an Introductory Activity in a High School Chemistry Class

    ERIC Educational Resources Information Center

    Heid, Peter F.

    2011-01-01

    Starting the school year in an introductory high school chemistry class can be a challenge. The topic and approach is new to the students; many of the early chapters in the texts can be a bit tedious; and for many students the activities are uninspiring. My goal in the first few weeks of school is to hook the students on chemistry by getting them…

  2. Leveraging Innovation in Science Education: Using Writing and Assessment to Decode the Class Size Conundrum

    ERIC Educational Resources Information Center

    Camfield, Eileen Kogl; McFall, Eileen Eckert; Land, Kirkwood M.

    2016-01-01

    Introductory biology courses are supposed to serve as gateways for many majors, but too often they serve instead as gatekeepers. Reliance on lectures, large classes, and multiple-choice tests results in high drop and failure rates. Critiques of undergraduate science education are clear about the problems with conventional introductory science…

  3. Autobiographical Writing in the Technical Writing Course

    ERIC Educational Resources Information Center

    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.

  4. The Influence of Social Class on Academic Outcomes: A Structural Equation Model Examining the Relationships between Student Dependency Style, Student-Academic Environment Fit, and Satisfaction on Academic Outcomes

    ERIC Educational Resources Information Center

    Nadler, Dustin R.

    2013-01-01

    The purpose of this study was to investigate the relationship between college students' social class and their academic outcomes. A structural equation model was proposed, hypothesizing that a student's socioeconomic status (SES) is related to their motives for attending college, thus influencing their perception of fit at the university, their…

  5. Class, Ability, Mobility: Economic and Academic Paths from Middle School to Early Adulthood

    ERIC Educational Resources Information Center

    Baker, Joe G.

    2009-01-01

    This article examines academic and economic progression of 8th graders using the National Educational Longitudinal Study of 1988 (NELS 88). In terms of educational mobility, this analysis indicates it is clearly better to possess academic ability--middle-school students who have high-academic ability but low family socioeconomic status (SES)…

  6. Academic Beliefs and Behaviors in On-Campus and Online General Education Biology Classes

    ERIC Educational Resources Information Center

    Noll, Christopher B.

    2015-01-01

    This study examined the effect of course delivery mode on academic help-seeking beliefs and behaviors, academic self-efficacy, and the levels of individual interest in biology of students in an entry-level General Education biology course. This intersection of online education, science courses, and academic success factors merits attention because…

  7. Report on the Kates Survey of College Freshman Composition Writing Skills: Sixteen First-Semester Freshman English Composition Classes from Eleven Community Colleges and Universities.

    ERIC Educational Resources Information Center

    Kates, Jack

    In order to compile a population profile of actual writing skills demonstrated by first-semester freshman composition students during the opening and closing weeks of their courses, a pre- and post-test survey was made of 16 classes of freshmen among eight community colleges and three universities in the greater Los Angeles area. Theses and…

  8. Cueing Metacognition to Improve Researching and Essay Writing in a Final Year High School Biology Class

    NASA Astrophysics Data System (ADS)

    Conner, L. N.

    2007-03-01

    This paper reports on degrees of awareness and use of specific metacognitive strategies by 16 students in a final-year high school biology class in New Zealand. The aims of the intervention were to broaden students' thinking about bioethical issues associated with cancer and to enhance students' use of metacognition. Cues and prompts were used in this unit of work to help students use metacognitive strategies since students did not generally use metacognitive strategies spontaneously. Scaffolding was mediated through the teacher modelling, questioning, cueing or prompting students to evaluate their learning. The research reported here illustrates how teachers can cue students to be more self-directed in their learning. Three case studies illustrate how learning strategies were used differentially. Most students were aware of strategies that could help them to learn more effectively. It was found that those students who were not only aware of but also used strategies to plan, monitor and evaluate their work, produced essays of higher quality.

  9. Improving Basic Writing Skills.

    ERIC Educational Resources Information Center

    Popham, Rae Jeane; Zarem, Janet

    The classroom-tested ideas for teaching writing described in this booklet are based on the beliefs that writing is a teachable skill, that it is a process with constituent steps, and that students need evaluation at each stage of writing. Following an introduction that identifies eight steps in the writing process and discusses class organization,…

  10. The Write Stuff

    ERIC Educational Resources Information Center

    Olson, Carol Booth; Scarcella, Robin; Matuchniak, Tina

    2016-01-01

    Expectations for high-level academic writing, especially in the Common Core era, have never been higher. Middle school and high school students are being asked to do close readings of complex texts and then respond in writing using academic discourse. This is a challenging task for many students, but perhaps none as great as for English language…

  11. Teaching Writing for Keeps

    ERIC Educational Resources Information Center

    Alber-Morgan, Sheila R.; Hessler, Terri; Konrad, Moira

    2007-01-01

    Proficiency with written expression is critical for students' academic success. Unfortunately, writing presents a challenge for both students and teachers. Recent data suggest that many students in U.S. schools fail to meet even the most basic writing standards. And even when students receive effective (i.e., evidence-based) writing instruction,…

  12. Using Academic Journals to Help Students Learn Subject Matter Content, Develop and Practice Critical Reasoning Skills, and Reflect on Personal Values in Food Science and Human Nutrition Classes

    ERIC Educational Resources Information Center

    Iwaoka, Wayne T.; Crosetti, Lea M.

    2008-01-01

    It has been reported that students learn best when they use a wide variety of techniques to understand the information of the discipline, be it visual, auditory, discussion with others, metacognition, hands-on activities, or writing about the subject. We report in this article the use of academic journals not only as an aid for students to learn…

  13. College Students' Academic Motivation: Differences by Gender, Class, and Source of Payment

    ERIC Educational Resources Information Center

    Brouse, Corey H.; Basch, Charles E.; LeBlanc, Michael; McKnight, Kelly R.; Lei, Ting

    2010-01-01

    The purpose of this paper is to describe college students' (n = 856) gender, year in school and source of tuition funding in relation to their academic motivation. The design was cross-sectional and used cluster sampling. The Academic Motivation Scale was used to measure students' intrinsic and extrinsic motivations as well as amotivation. Three…

  14. Academic Achievement of Middle School Students with Specific Learning Disabilities in Inclusive Cotaught Classes

    ERIC Educational Resources Information Center

    Emery, Laurie

    2009-01-01

    Despite the trend toward inclusive education for all students, there is little research that focuses on the academic achievement of students with specific learning disabilities (SLD) and other health impairments (OHI) in inclusive classrooms. The purpose of this nonexperimental quantitative study was to analyze and compare the academic achievement…

  15. Perceptions of Collegiate Student-Athletes' Programming Needs Based on Gender, Ethnicity, and Academic Class

    ERIC Educational Resources Information Center

    Arvan, April Anita

    2010-01-01

    Student-athletes are often disengaged in campus programming due to their academic and athletic commitments. Previous research explored various facets of student-athlete development, particularly academic development in relation to NCAA Division I student-athletes. The purpose of this quantitative, causal-comparative study was to determine…

  16. Relationships among Student Admission Characteristics, Licensing Examinations and Academic Performance: A Comparison of Three Graduating Classes.

    ERIC Educational Resources Information Center

    Lowenthal, Werner

    1981-01-01

    The degree to which the PCAT, SAT, grade point average, and other admission criteria can predict student academic performance in a school of pharmacy and on professional licensing examinations is assessed. The performance of pharmacy students on quantitative admission measures, academic courses and licensing examinations are analyzed and compared.…

  17. Not Your Father's Shop Class: Bridging the Academic-Vocational Divide

    ERIC Educational Resources Information Center

    Rose, Mike

    2014-01-01

    When this author was in high school in the 1960s, the curriculum was split into three tracks: an academic or college-preparatory track, a general education track, and a vocational track. Upon entrance, students were placed in one of them based on their previous academic records or a measure of ability, typically an IQ score. From the beginning of…

  18. Writing-to-Learn in Technical Writing.

    ERIC Educational Resources Information Center

    Durfee, Patricia Bernadt

    1989-01-01

    In one technical writing course, students write frequently in journals in a variety of exercises, including summarizing articles for other students, responding to topics introduced in class, writing drafts of papers, and clarifying teacher comments. The technique has proven effective in helping students organize thoughts and develop writing…

  19. SOCIAL CLASS BACKGROUND OF 8TH GRADE PUPILS, SOCIAL CLASS COMPOSITION OF THEIR SCHOOLS, THEIR ACADEMIC ASPIRATIONS AND SCHOOL ADJUSTMENT.

    ERIC Educational Resources Information Center

    WALDO, LESLIE C.; WALLIN, PAUL

    AN EXPLANATION OF DIFFERENCES AMONG EIGHTH GRADE BOYS AND GIRLS IN REGARD TO THEIR LEVEL OF EDUCATIONAL ASPIRATION AND THEIR ADJUSTMENT IN THE SCHOOL SITUATION WAS PRESENTED. THE STUDENTS STUDIED ATTENDED SEVEN DIFFERENT JUNIOR HIGH SCHOOLS. FOUR OF THE SCHOOLS WERE PREDOMINANTLY COMPOSED OF CHILDREN FROM MIDDLE-CLASS FAMILIES, AND THREE, OF…

  20. Why Do You Write? Creative Writing and the Reflective Teacher

    ERIC Educational Resources Information Center

    Hains-Wesson, Rachael

    2013-01-01

    In this article, the author asserts that whether we write creatively or academically (or both) it takes time to understand the reasons why we "want" to write, and the more we write, the more we fully begin to appreciate why we have to write in the ?rst place. From an early age, nearly every day, Rachel Hains-Wesson actively participated in…

  1. Ning and Writing to Learn

    ERIC Educational Resources Information Center

    Ettzevoglou, Nathalie; McBride, Jessica

    2009-01-01

    Writing effectively is academically and professionally crucial for students, and helping them attain that skill is a major goal for writing instruction. The social networking site Ning offers a variety of Web 2.0 tools that can help students learn to write as well as write to learn. In this article, the authors describe their personal experiment…

  2. "New Voices": Enduring Basic Writing

    ERIC Educational Resources Information Center

    Bourgeois, Pamela

    2008-01-01

    This article addresses the issue of basic writing, demonstrating how one university's basic writing program acts as a steward of writing. The assumption that basic writers only consume resources rather than contribute to academic excellence is rejected. What links the author responses to this issue is a publication of student writing entitled…

  3. Writing in the Science Curriculum

    ERIC Educational Resources Information Center

    Ediger, Marlow

    2012-01-01

    There are a plethora of opportunities for pupils to write across the curriculum. Each academic discipline may well provide chances for pupils to develop skill in writing, science being no exception. The science teacher needs to develop pupil knowledge in science as well as using the contents in written work. Learning to write and writing to learn…

  4. Tell a Good Story Well: Writing Tips

    ERIC Educational Resources Information Center

    Smith, Randolph A.

    2013-01-01

    This chapter gives reasons why writing is important, summarizes general writing guidelines common to many academic disciplines, and provides specific writing guidelines that authors should use to make their manuscripts stronger and more likely to be acceptable to editors.

  5. "I Ain't Changing Anything": A Case-Study of Successful Generation 1.5 Immigrant College Students' Writing

    ERIC Educational Resources Information Center

    Riazantseva, Anastasia

    2012-01-01

    The purpose of this case-study was to understand the relationship between success in college and L2 academic writing of three Generation 1.5 Russian-speaking middle-class college students and to describe the factors that could have contributed to the levels of academic literacy that these students developed. The following research questions were…

  6. Students' Perception and Behavior of Academic Integrity: A Case Study of a Writing Forum Activity

    ERIC Educational Resources Information Center

    Ekahitanond, Visara

    2014-01-01

    The use of online tools such as forum has helped instructors develop courses that are engaging and challenging. However, instructors want to ensure that all students maintain academic integrity when they were assigned to work in an online community. This paper investigated students' perception and behavior of academic integrity in an online…

  7. Academic Writing Development at the University Level: Phrasal and Clausal Complexity across Level of Study, Discipline, and Genre

    ERIC Educational Resources Information Center

    Staples, Shelley; Egbert, Jesse; Biber, Douglas; Gray, Bethany

    2016-01-01

    Using the British Academic Written English corpus, this study focuses on the use of grammatical complexity features in university level texts written by first language (L1) English writers to demonstrate knowledge and perform other specialized tasks required of advanced academic writers. While the primary focus of the analysis is on writing…

  8. Effects of an Efficacy-Focused Approach to Academic Writing on Students' Perceptions of Themselves as Writers

    ERIC Educational Resources Information Center

    Van de Poel, Kris; Gasiorek, Jessica

    2012-01-01

    To become a successful participant in the community of their academic discipline, students must learn this community's communicative currency: the norms, standards, procedures, and linguistic forms that constitute academic discourse. However, it is rare for a discipline's expectations and requirements to be overtly discussed or taught, despite the…

  9. Writing Tests and Creative Fluency.

    ERIC Educational Resources Information Center

    Covino, William A.

    1984-01-01

    Argues that when tests equate proficiency, competency, and literacy with writing academic essays, they maintain a severely understated and mistaken notion of what it means to write well and usefully and vigorously. (FL)

  10. Academic beliefs and behaviors in on-campus and online General Education biology classes

    NASA Astrophysics Data System (ADS)

    Noll, Christopher B.

    This study examined the effect of course delivery mode on academic help-seeking beliefs and behaviors, academic self-efficacy, and the levels of individual interest in biology of students in an entry-level General Education biology course. This intersection of online education, science courses, and academic success factors merits attention because the growing impact of the expansion of online education on undergraduate success, particularly in science courses, has not been fully studied. The specific questions guiding the study examined: whether course delivery mode impacted individual interest in biology; whether course delivery mode impacted help-seeking beliefs and behaviors; and whether course delivery mode, individual interest, and academic self-efficacy predicted academic performance in the course. Participants (N = 183) were enrolled in either online or on-campus sections of a biology course at a large public university in California. Quantitative data for the study were collected through two online surveys in a pre- and post-test design and analyzed via Chi-square, t-tests, and regression analysis using SPSS. The findings of this study indicate that course delivery mode does not impact individual interest in biology. The data further indicate that academic help-seeking beliefs and behaviors vary by course delivery mode. This study also finds that while neither self-efficacy nor individual interest predict performance in the course, course delivery mode is shown to impact performance, although the reasons for this difference are unclear. The results of the study will be useful to course designers and administrators of online education as they seek to maximize the experiences of online students.

  11. Impact of Full-Day Head Start Prekindergarten Class Model on Student Academic Performance, Cognitive Skills, and Learning Behaviors by the End of Grade 2. Evaluation Brief

    ERIC Educational Resources Information Center

    Zhao, Huafang; Modarresi, Shahpar

    2013-01-01

    This brief describes the impact of the Montgomery County (Maryland) Public Schools (MCPS) 2007-2008 full-day Head Start prekindergarten (pre-K) class model on student academic performance, cognitive skills, and learning behaviors by the end of Grade 2. This is the fourth impact study of the MCPS full-day Head Start pre-K class model. The following…

  12. Preparing Leaders for a World-Class Workforce: Integrating Academic and Vocational Education.

    ERIC Educational Resources Information Center

    Cobb, R. Brian

    Integration of academic and vocational curricula is just one of an arsenal of processes that school leaders can use to improve delivery of curriculum and instruction. It holds great promise in enhancing acquisition of basic skills necessary in an increasingly technological and socially complex workplace. The variations in which integration can…

  13. Using Clickers in Large College Psychology Classes: Academic Achievement and Perceptions

    ERIC Educational Resources Information Center

    Powell, Selma; Straub, Carrie; Rodriguez, Jacqueline; VanHorn, Barbara

    2011-01-01

    This research study explored the effects of the use of clicker technology as a means of formative assessment in large, college introductory psychology courses. Academic achievement, as measured by performance on tests of knowledge, was compared between students who used clickers and students that did not use clickers. There was a significant…

  14. The Effects of Using PBWorks in a Hybrid Collaborative Class Environment on Students' Academic Achievement

    ERIC Educational Resources Information Center

    Ibrahim, Abdullah Y. A. A. A.

    2011-01-01

    E-learning plays an important role in higher education, especially with the appearance of web 2.0. The study investigated the effects of using PBWorks, as a free web 2.0 wiki, on students' academic achievement, and students' attitudes toward collaborative learning. The study was designed as an experimental study. There was comparison between two…

  15. "They Make You Invisible": Negotiating Power at the Academic Intersections of Ethnicity, Gender, and Class

    ERIC Educational Resources Information Center

    Briscoe, Felecia M.

    2009-01-01

    This Foucauldian case study examines the academic conflicts of Mexican American women and girls, how they negotiate those conflicts, and the identity effects of their negotiations. It extends Gloria Anzaldua's (1999) work and builds upon those who have studied the schooling experiences of Mexican American women and girls. Similar conflicts for…

  16. Academic Help Seeking and Peer Interactions of High School Girls in Computer Science Classes.

    ERIC Educational Resources Information Center

    Oberman, Paul S.

    Through interviews and classroom observations, this study investigated the academic help-seeking and interactions of high school girls with their computer science classmates in both a private school and a public school setting. The study explored five aspects of this help-seeking interaction: (1) females as a gender minority in computer science;…

  17. Enhancing Academics' Capability to Engage Multicultural Classes and Internationalize at Home

    ERIC Educational Resources Information Center

    Mak, Anita

    2010-01-01

    This paper reports the rationale, design, implementation, and outcomes of a strategic diversity course for developing the intercultural capability of academic staff at an Australian university. The interactive workshop called "Engaging and Building Alliance across Cultures" aims at developing awareness of and practical skills in facilitating the…

  18. The Frog Pond Revisited: High School Academic Context, Class Rank, and Elite College Admission

    ERIC Educational Resources Information Center

    Espenshade, Thomas J.; Hale, Lauren E.; Chung, Chang Y.

    2005-01-01

    In this article, the authors test a "frog-pond" model of elite college admission proposed by Attewell, operationalizing high school academic context as the secondary school-average SAT score and number of Advanced Placement tests per high school senior. Data on more than 45,000 applications to three elite universities show that a high school's…

  19. Effects of Class Size and Adaptive Teaching Competency on Classroom Processes and Academic Outcome

    ERIC Educational Resources Information Center

    Bruhwiler, Christian; Blatchford, Peter

    2011-01-01

    In many studies of class size effects, teacher characteristics are missing, even though many argue it is not class size that is important but teacher quality. In the present study teachers' effectiveness on the learning progress was assessed while teaching a unit with predefined learning objectives. To measure adaptive teaching competency a…

  20. Hip-Hop and a Hybrid Text in a Postsecondary English Class

    ERIC Educational Resources Information Center

    Sanchez, Deborah M.

    2010-01-01

    This study explores the epistemology present in hip-hop music and its reflection in the writing of one African American student in a postsecondary transitional English class. An integration of hip-hop and academic literacy practices in the student's essay challenges the supremacy of a "standard" academic English and deficit perspectives about…

  1. Insights from a Learner Corpus as Opposed to a Native Corpus about Cohesive Devices in an Academic Writing Context

    ERIC Educational Resources Information Center

    Ersanli, Ceylan Yangin

    2015-01-01

    This study reports on the insights from an EFL learner corpora (a total of 151 essays and 49,690 words) generated from essays collected over the years in a Turkish state university from freshmen students enrolling in the Advanced Writing course. The comparison of cohesive devices in the non-native corpus (NNC) with those in a native corpus (NC)…

  2. Making Writing Matter: Using "the Personal" to Recover[y] and Essential[ist] Tension in Academic Discourse.

    ERIC Educational Resources Information Center

    Hindman, Jane E.

    2001-01-01

    Considers how constructing a hopeful professional discourse requires substantial revision of current professional discursive practices. Notes that the search for local knowledge and a shared, more hopeful discourse has rekindled interest in the rhetorical as well as material authority of ideologies, in various forms of writing collected under the…

  3. Complex Skills and Academic Writing: A Review of Evidence about the Types of Learning Required to Meet Core Assessment Criteria

    ERIC Educational Resources Information Center

    Elander, James; Harrington, Katherine; Norton, Lin; Robinson, Hannah; Reddy, Pete

    2006-01-01

    Assessment criteria are increasingly incorporated into teaching, making it important to clarify the pedagogic status of the qualities to which they refer. We reviewed theory and evidence about the extent to which four core criteria for student writing--critical thinking, use of language, structuring, and argument--refer to the outcomes of three…

  4. Effects of Historical Reasoning Instruction and Writing Strategy Mastery in Culturally and Academically Diverse Middle School Classrooms

    ERIC Educational Resources Information Center

    De La Paz, Susan

    2005-01-01

    Seventy 8th-grade students (including talented writers, those with average ability, and students in need of special education services) participated in an integrated social studies and language arts unit designed to promote historical understandings and argumentative writing skills. The historical reasoning instruction lasted 12 days, and the…

  5. Visualizing Revision: Leveraging Student-Generated Between-Draft Diagramming Data in Support of Academic Writing Development

    ERIC Educational Resources Information Center

    Olmanson, Justin; Kennett, Katrina; Magnifico, Alecia; McCarthey, Sarah; Searsmith, Duane; Cope, Bill; Kalantzis, Mary

    2016-01-01

    Once writers complete a first draft, they are often encouraged to evaluate their writing and prioritize what to revise. Yet, this process can be both daunting and difficult. This study looks at how students used a semantic concept mapping tool to re-present the content and organization of their initial draft of an informational text. We examine…

  6. Self-­Regulated Learning, Goal-­Oriented Learning, and Academic Writing Performance of Undergraduate Iranian EFL Learners

    ERIC Educational Resources Information Center

    Farsani, Mohammad Amini; Beikmohammadi, Maryam; Mohebbi, Ahmadreza

    2014-01-01

    This study is grounded in three theories of self-­regulation, goal-­orientation, and the act of writing. The authors collected the data from 48 Iranian EFL B.A. level students majoring in English in different universities in Iran. The instruments consisted of two questionnaires: a goal-oriented questionnaire developed and employed by the authors,…

  7. The student-institution fit at university: interactive effects of academic competition and social class on achievement goals

    PubMed Central

    Sommet, Nicolas; Quiamzade, Alain; Jury, Mickaël; Mugny, Gabriel

    2015-01-01

    As compared to continuing-generation students, first-generation students are struggling more at university. In the present article, we question the unconditional nature of such a phenomenon and argue that it depends on structural competition. Indeed, most academic departments use harsh selection procedure all throughout the curriculum, fostering between-student competition. In these departments, first-generation students tend to suffer from a lack of student-institution fit, that is, inconsistencies with the competitive institution’s culture, practices, and identity. However, one might contend that in less competitive academic departments continuing-generation students might be the ones experiencing a lack of fit. Using a cross-sectional design, we investigated the consequences of such a context- and category-dependent lack of fit on the endorsement of scholastically adaptive goals. We surveyed N = 378 first- and continuing-generation students from either a more competitive or a less competitive department in their first or final year of bachelor’s study. In the more competitive department, first-to-third year decrease of mastery goals (i.e., the desire to learn) was found to be steeper for first- than for continuing-generation students. In the less competitive department, the reversed pattern was found. Moreover, first-to-third year decrease of performance goals (i.e., the desire to outperform others) was found to be steeper within the less competitive department but did not depend on social class. This single-site preliminary research highlights the need to take the academic context into account when studying the social class graduation gap. PMID:26124732

  8. The student-institution fit at university: interactive effects of academic competition and social class on achievement goals.

    PubMed

    Sommet, Nicolas; Quiamzade, Alain; Jury, Mickaël; Mugny, Gabriel

    2015-01-01

    As compared to continuing-generation students, first-generation students are struggling more at university. In the present article, we question the unconditional nature of such a phenomenon and argue that it depends on structural competition. Indeed, most academic departments use harsh selection procedure all throughout the curriculum, fostering between-student competition. In these departments, first-generation students tend to suffer from a lack of student-institution fit, that is, inconsistencies with the competitive institution's culture, practices, and identity. However, one might contend that in less competitive academic departments continuing-generation students might be the ones experiencing a lack of fit. Using a cross-sectional design, we investigated the consequences of such a context- and category-dependent lack of fit on the endorsement of scholastically adaptive goals. We surveyed N = 378 first- and continuing-generation students from either a more competitive or a less competitive department in their first or final year of bachelor's study. In the more competitive department, first-to-third year decrease of mastery goals (i.e., the desire to learn) was found to be steeper for first- than for continuing-generation students. In the less competitive department, the reversed pattern was found. Moreover, first-to-third year decrease of performance goals (i.e., the desire to outperform others) was found to be steeper within the less competitive department but did not depend on social class. This single-site preliminary research highlights the need to take the academic context into account when studying the social class graduation gap. PMID:26124732

  9. Writing from Literature.

    ERIC Educational Resources Information Center

    Gallo, Donald R.

    1982-01-01

    An approach to writing for junior high through college writing and literature classes is presented in this brief article. AUTHOR'S COMMENT (excerpt): Writing from literature, instead of only about literature, can provide creative approaches to the study of literary works. The activities listed can be done in conjunction with the study of a single…

  10. The Effect of Group Research and Cooperative Reading-Writing-Application Techniques in the Unit of "What Is the Earth's Crust Made Of?" on The Academic Achievements of the Students and the Permanent

    ERIC Educational Resources Information Center

    Aksoy, Gokhan; Gurbuz, Fatih

    2013-01-01

    The aim of this study is to determine the effect of the group research technique and cooperative reading-writing application technique in the science and technology course in the unit of "what is the Earth's crust made of" on the academic achievement of the students and whether the change observed in the student achievement is permanent…

  11. NAEP 1996 Trends in Academic Progress. Achievement of U.S. Students in Science, 1969 to 1996; Mathematics, 1973 to 1996; Reading, 1971 to 1996; Writing, 1984 to 1996. Report in Brief (Revised).

    ERIC Educational Resources Information Center

    Campbell, Jay R.; Voelkl, Kristin E.; Donahue, Patricia L.

    An important feature of the National Assessment of Educational Progress (NAEP) is its ability to document trends in academic achievement on core curriculum areas over an extended period of time. This report presents the major results of the NAEP 1996 science, mathematics, reading, and writing long-term assessments. These results chart trends going…

  12. NAEP 1996 Trends in Academic Progress. Achievement of U.S. Students in Science, 1969 to 1996; Mathematics, 1973 to 1996; Reading, 1971 to 1996; Writing, 1984 to 1996. Report in Brief.

    ERIC Educational Resources Information Center

    Campbell, Jay R.; Voelkl, Kristin E.; Donahue, Patricia L.

    An important feature of the National Assessment of Educational Progress (NAEP) is its ability to document trends in academic achievement on core curriculum areas over an extended period of time. This report presents the major results of the NAEP 1996 science, mathematics, reading, and writing long-term assessments. These results chart trends going…

  13. Technical Writing in Academe and in Industry: A Study Undertaken Preliminary to the Proposal of a Bachelor of Science Degree Program in Technical Communications to be Offered by the Humanities Department, New Mexico Institute of Mining and Technology.

    ERIC Educational Resources Information Center

    Sanders, Scott Patrick

    The results of a survey of technical writing and editing, as they are taught in academe and practiced in industry, are presented in this report. The introduction explains that the survey was conducted by the humanities department of the New Mexico Institute of Mining and Technology, as the principal research preliminary to the proposal of a…

  14. Academic cross-fertilization by public screening yields a remarkable class of protein phosphatase methylesterase-1 inhibitors

    PubMed Central

    Bachovchin, Daniel A.; Mohr, Justin T.; Speers, Anna E.; Wang, Chu; Berlin, Jacob M.; Spicer, Timothy P.; Fernandez-Vega, Virneliz; Chase, Peter; Hodder, Peter S.; Schürer, Stephan C.; Nomura, Daniel K.; Rosen, Hugh; Fu, Gregory C.; Cravatt, Benjamin F.

    2011-01-01

    National Institutes of Health (NIH)-sponsored screening centers provide academic researchers with a special opportunity to pursue small-molecule probes for protein targets that are outside the current interest of, or beyond the standard technologies employed by, the pharmaceutical industry. Here, we describe the outcome of an inhibitor screen for one such target, the enzyme protein phosphatase methylesterase-1 (PME-1), which regulates the methylesterification state of protein phosphatase 2A (PP2A) and is implicated in cancer and neurodegeneration. Inhibitors of PME-1 have not yet been described, which we attribute, at least in part, to a dearth of substrate assays compatible with high-throughput screening. We show that PME-1 is assayable by fluorescence polarization-activity-based protein profiling (fluopol-ABPP) and use this platform to screen the 300,000+ member NIH small-molecule library. This screen identified an unusual class of compounds, the aza-β-lactams (ABLs), as potent (IC50 values of approximately 10 nM), covalent PME-1 inhibitors. Interestingly, ABLs did not derive from a commercial vendor but rather an academic contribution to the public library. We show using competitive-ABPP that ABLs are exquisitely selective for PME-1 in living cells and mice, where enzyme inactivation leads to substantial reductions in demethylated PP2A. In summary, we have combined advanced synthetic and chemoproteomic methods to discover a class of ABL inhibitors that can be used to selectively perturb PME-1 activity in diverse biological systems. More generally, these results illustrate how public screening centers can serve as hubs to create spontaneous collaborative opportunities between synthetic chemistry and chemical biology labs interested in creating first-in-class pharmacological probes for challenging protein targets. PMID:21398589

  15. Academic cross-fertilization by public screening yields a remarkable class of protein phosphatase methylesterase-1 inhibitors.

    PubMed

    Bachovchin, Daniel A; Mohr, Justin T; Speers, Anna E; Wang, Chu; Berlin, Jacob M; Spicer, Timothy P; Fernandez-Vega, Virneliz; Chase, Peter; Hodder, Peter S; Schürer, Stephan C; Nomura, Daniel K; Rosen, Hugh; Fu, Gregory C; Cravatt, Benjamin F

    2011-04-26

    National Institutes of Health (NIH)-sponsored screening centers provide academic researchers with a special opportunity to pursue small-molecule probes for protein targets that are outside the current interest of, or beyond the standard technologies employed by, the pharmaceutical industry. Here, we describe the outcome of an inhibitor screen for one such target, the enzyme protein phosphatase methylesterase-1 (PME-1), which regulates the methylesterification state of protein phosphatase 2A (PP2A) and is implicated in cancer and neurodegeneration. Inhibitors of PME-1 have not yet been described, which we attribute, at least in part, to a dearth of substrate assays compatible with high-throughput screening. We show that PME-1 is assayable by fluorescence polarization-activity-based protein profiling (fluopol-ABPP) and use this platform to screen the 300,000+ member NIH small-molecule library. This screen identified an unusual class of compounds, the aza-β-lactams (ABLs), as potent (IC(50) values of approximately 10 nM), covalent PME-1 inhibitors. Interestingly, ABLs did not derive from a commercial vendor but rather an academic contribution to the public library. We show using competitive-ABPP that ABLs are exquisitely selective for PME-1 in living cells and mice, where enzyme inactivation leads to substantial reductions in demethylated PP2A. In summary, we have combined advanced synthetic and chemoproteomic methods to discover a class of ABL inhibitors that can be used to selectively perturb PME-1 activity in diverse biological systems. More generally, these results illustrate how public screening centers can serve as hubs to create spontaneous collaborative opportunities between synthetic chemistry and chemical biology labs interested in creating first-in-class pharmacological probes for challenging protein targets. PMID:21398589

  16. The Differences in Error Rate and Type between IELTS Writing Bands and Their Impact on Academic Workload

    ERIC Educational Resources Information Center

    Müller, Amanda

    2015-01-01

    This paper attempts to demonstrate the differences in writing between International English Language Testing System (IELTS) bands 6.0, 6.5 and 7.0. An analysis of exemplars provided from the IELTS test makers reveals that IELTS 6.0, 6.5 and 7.0 writers can make a minimum of 206 errors, 96 errors and 35 errors per 1000 words. The following section…

  17. Seeing Eye to Eye? The Academic Writing Needs of Graduate and Undergraduate Students from Students' and Instructors' Perspectives

    ERIC Educational Resources Information Center

    Huang, Li-Shih

    2010-01-01

    This article reports on findings from a research project designed to assess undergraduate and graduate students' language-learning needs in the context of a new academic language support center at a Canadian university. A total of 432 students of English as an additional language and 93 instructors responded to the questionnaires, which asked them…

  18. Hybrid Identity in Academic Writing: "Are There Two of Me?" (Identidad híbrida: "¿hay dos yo?")

    ERIC Educational Resources Information Center

    Crawford, Troy; Lengeling, Martha; Mora Pablo, Irasema; Heredia Ocampo, Rocío

    2014-01-01

    This paper explores the construction of identity in an academic learning environment in Central Mexico, and shows how identity may be linked to non-language factors such as emotions or family. These issues are associated with elements of hybrid identity. To analyze this we draw on language choice as a tool used for the construction of identity and…

  19. Professional Academic Writing by Multilingual Scholars: Interactions with Literacy Brokers in the Production of English-Medium Texts

    ERIC Educational Resources Information Center

    Lillis, Theresa; Curry, Mary Jane

    2006-01-01

    Scholars around the world are under increasing pressure to publish their research in the medium of English. However, little empirical research has explored how the global premium of English influences the academic text production of scholars working outside of English-speaking countries. This article draws on a longitudinal text-oriented…

  20. Will the Real Author Come Forward? Questions of Ethics, Plagiarism, Theft and Collusion in Academic Research Writing

    ERIC Educational Resources Information Center

    Sikes, Pat

    2009-01-01

    This paper raises some questions about academic authorial honesty under the headings of Plagiarism (including self-plagiarism), Theft, and Collusion. Compared with the medical sciences, the social sciences in general and education specifically, lag behind in terms of critical attention being paid to the problem of plagiarism, the peer review…

  1. The Use of General and Specialized Corpora as Reference Sources for Academic English Writing: A Case Study

    ERIC Educational Resources Information Center

    Chang, Ji-Yeon

    2014-01-01

    Corpora have been suggested as valuable sources for teaching English for academic purposes (EAP). Since previous studies have mainly focused on corpus use in classroom settings, more research is needed to reveal how students react to using corpora on their own and what should be provided to help them become autonomous corpus users, considering…

  2. Reading and Writing with a Public Purpose: Fostering Middle School Students' Academic and Critical Community Literacies through Debate

    ERIC Educational Resources Information Center

    Mirra, Nicole; Honoroff, Benjamin; Elgendy, Suzanne; Pietrzak, Gabriel

    2016-01-01

    Middle school is a crucial transition period for adolescents; in addition to beginning to grapple with the academic literacy demands of college and career readiness, they are working to find their place in public life and developing opinions about civic issues. This article presents debate as a literacy practice that is uniquely suited to helping…

  3. Interpreting the Relationships between Single Gender Science Classes and Girls' Academic Motivation and Interest

    ERIC Educational Resources Information Center

    Johnson, Sonya L.

    2012-01-01

    The purpose of this study was to determine how and to what extent single gender science classes affect motivation to learn scientific concepts, interest in science, and college major intent among high school and middle school girls. This study was designed to determine whether students' motivation to learn science changes when they are placed…

  4. The Impact of Physical Activity on Academics in English Classes at the Junior High School Level

    ERIC Educational Resources Information Center

    Helgeson, John L., Jr.

    2013-01-01

    The pressure educators, schools, and school districts face with meeting Adequate Yearly Progress on state assessments as a result of the No Child Left Behind Act has made some schools and school district reduce class offerings and time for subjects not considered core subjects. In addition, the rising obesity rates in students have prompted…

  5. Relations between Faculty Use of Online Academic Resources and Student Class Attendance

    ERIC Educational Resources Information Center

    Kinlaw, C. Ryan; Dunlap, Linda L.; D'Angelo, Jeffrey A.

    2012-01-01

    We investigated connections between faculty use of online resources and student class attendance. Of particular interest was whether online submission of course assignments is detrimental to attendance. Students and faculty at a small, liberal arts college completed surveys about student attendance patterns, student reasons for non-attendance,…

  6. Increasing Academic Integrity in Online Classes by Fostering the Development of Self-Regulated Learning Skills

    ERIC Educational Resources Information Center

    McAllister, Charles; Watkins, Paul

    2012-01-01

    Middle and secondary schools have increasingly offered distance-learning classes as a means of meeting diverse student needs and curriculum requirements while using instructional and budget resources efficiently. Little emphasis has been placed on the readiness of students to participate and succeed in these less conventional learning…

  7. (No) Harm in Asking: Class, Acquired Cultural Capital, and Academic Engagement at an Elite University

    ERIC Educational Resources Information Center

    Jack, Anthony Abraham

    2016-01-01

    How do undergraduates engage authority figures in college? Existing explanations predict class-based engagement strategies. Using in-depth interviews with 89 undergraduates at an elite university, I show how undergraduates with disparate precollege experiences differ in their orientations toward and strategies for engaging authority figures in…

  8. Comics, Kitsch, and Class: An Autoethnographic Exploration of an Accidental Academic

    ERIC Educational Resources Information Center

    Wright, Robin Redmon

    2016-01-01

    This article is an autoethnographical exploration of key events in the author's life that influenced, even propelled, her into academia, despite working-class cultural and economic barriers. This study chronicles moments when circumstances converged to cause dramatic shifts in perspective that steered her toward a fulfilling life as a scholar. It…

  9. A Survey of the Academic Engagement of Students with Visual Impairments in General Education Classes

    ERIC Educational Resources Information Center

    Bardin, Julie A.; Lewis, Sandra

    2008-01-01

    General educators (n = 79) answered a questionnaire regarding the engagement of students with visual impairments who were enrolled in their classes. These students were identified as being only moderately engaged. No difference in the perceived engagement of students who read print and students who read braille was demonstrated. (Contains 2…

  10. Writing Workshop: Early Writing.

    ERIC Educational Resources Information Center

    Amberg, Margaret Alice

    1992-01-01

    Describes how one kindergarten teacher integrates beginning writing into dramatic play by including writing ideas and tools within varying themes in the housekeeping corner. Writing activities in the play corner, which has a new theme each month, are described, and examples of children's writing are provided. (SM)

  11. Write before Writing.

    ERIC Educational Resources Information Center

    Murray, Donald M.

    Students who are not writing, or not writing well, may have a second chance to do so if they are able to receive the counsel of published writers to write before writing. These students should be told of the importance of prewriting. Most writers need time to wait for ideas to formulate. In this preparatory stage, writers feel four pressures that…

  12. Writing Children's Books in Sociology Class: An Innovative Approach to Teaching Social Problems to Undergraduate Students

    ERIC Educational Resources Information Center

    Maples, James N.; Taylor, William V.

    2013-01-01

    In this instructional article, we describe a non-traditional course assignment in which we ask students in our social problems courses to write, illustrate, and present a children's book about a social problem as part of the process of learning. Over the course of the semester, students utilize guided handouts to create a children's book…

  13. The Personal Response: A Novel Writing Assignment to Engage First Year Students in Large Human Biology Classes

    ERIC Educational Resources Information Center

    Moni, Roger W.; Moni, Karen B.; Poronnik, Philip

    2007-01-01

    The teaching of highly valued scientific writing skills in the first year of university is challenging. This report describes the design, implementation, and evaluation of a novel written assignment, "The Personal Response" and accompanying Peer Review, in the course, Human Biology (BIOL1015) at The University of Queensland. These assignments were…

  14. ''History of Theatre'' Web Sites: A Brief History of the Writing Process in a High School ESL Language Arts Class

    ERIC Educational Resources Information Center

    Parks, Susan; Huot, Diane; Hamers, Josiane; Lemonnier, France H.

    2005-01-01

    This article reports on how Quebec Francophone high school students, enrolled in a program which featured an environment rich in information and communication technologies (ICTs), appropriated the writing process over a four-year period (Grades 7-10) in the context of their ESL language arts courses. Data for the study were obtained using…

  15. Writing and Teaching behind Barbed Wire: An Exiled Composition Class in a Japanese-American Internment Camp

    ERIC Educational Resources Information Center

    Wu, Hui

    2007-01-01

    By reflecting on Japanese internment camps executed by the U.S. government in World War II, this article examines camp schools' curricula and writing assignments and an English teacher's response to student essays to show how racially profiled students and their Caucasian teacher negotiated the political meanings of civil rights and freedom.…

  16. One Simple Word: From Creative Writing to Creative Writing Studies

    ERIC Educational Resources Information Center

    Mayers, Tim

    2009-01-01

    In this essay, the author argues that, within the current realm of higher education in the United States, creative writing and creative writing studies are two distinct enterprises-- although they do overlap at some significant points--and should be recognized as such. "Creative writing" is the academic enterprise of hiring successful writers…

  17. Teaching Writing in Graduate School

    ERIC Educational Resources Information Center

    Sallee, Margaret; Hallett, Ronald; Tierney, William

    2011-01-01

    Graduate students are typically expected to know how to write. Those who write poorly are occasionally penalized, but little in-class attention is given to help students continue to develop and refine their writing skills. More often than not, writing courses at the graduate level are remedial programs designed for international students and…

  18. Strange Imports: Working-Class Appalachian Women in the Composition Classroom

    ERIC Educational Resources Information Center

    Fedukovich, Casie

    2009-01-01

    Valerie Miner muses in "Writing and Teaching with Class:" "I've always carried that Miner suspicion that laboring with words is not real work . . . Should I be doing something useful?" (1993, 74). If working-class academics face uneasy negotiations between their disciplines and their home cultures, which may include deployment of regional dialects…

  19. Chemistry and Writing: A Collaborative Writing Project.

    ERIC Educational Resources Information Center

    Hamilton, Todd M.

    2000-01-01

    Describes a collaborative writing project at Adrian College in Michigan. Students in a general chemistry class collaborated with those from a freshman writing course; the intention was to have students combine their talents to improve their ability to express scientific ideas in a clear and accurate manner. Discusses student reactions and…

  20. Collaborative Writing Support Tools on the Cloud

    ERIC Educational Resources Information Center

    Calvo, R. A.; O'Rourke, S. T.; Jones, J.; Yacef, K.; Reimann, P.

    2011-01-01

    Academic writing, individual or collaborative, is an essential skill for today's graduates. Unfortunately, managing writing activities and providing feedback to students is very labor intensive and academics often opt out of including such learning experiences in their teaching. We describe the architecture for a new collaborative writing support…

  1. Right Writing (or Writing Right) for Creativity in Advertising.

    ERIC Educational Resources Information Center

    Pearce, R. Charles

    1989-01-01

    Suggests techniques from Peter Elbow's book, "Writing with Power," for an advertising copywriting class. Describes in detail an eight-step procedure: warm-up, loop writing, sharing, revision, sharing, revision, editing group sharing, and revision. (MS)

  2. Showing Students How They Write: Using Writing Portfolios in Science.

    ERIC Educational Resources Information Center

    Liftig, Inez Fugate; Liftig, Robert

    2002-01-01

    Discusses the importance of writing skills for effective communication in science class. Includes grading criteria for written assignments and assessments, sample comments on written assignments, and a sheet for writing analysis. (KHR)

  3. Cybernetica Qualified: Technical vs. Creative Writing.

    ERIC Educational Resources Information Center

    Meis, Ben H.

    1984-01-01

    Discusses the similarities and differences between the kind of writing that is commonly taught in English courses (composition, creative writing) and that taught in technical education classes (technical report writing, technical communications); and between creative and technical writers. (DMM)

  4. Writing Activities in the World History Course.

    ERIC Educational Resources Information Center

    Stein, Harry

    1982-01-01

    Examples of types of writing activities, including skill-drill, story pieces, scenario writing, and a letter to the editor, for use in secondary world history classes, are presented. A social studies writing model is also included. (RM)

  5. Technical Writing: Applications in the Classroom.

    ERIC Educational Resources Information Center

    Weber, Dean

    1992-01-01

    Defines technical writing, the importance of audience awareness, and the fog index. Analyzes examples of technical writing and tips on developing skills such as writing instructions and assembling a model. Offers assignments and projects as well as class activities. (PRA)

  6. Engaging Adolescents' Interests, Literacy Practices, and Identities: Digital Collaborative Writing of Fantasy Fiction in a High School English Elective Class

    ERIC Educational Resources Information Center

    Rish, Ryan M.

    2011-01-01

    This study investigates an elective English class, in which students in grades 10-12 collectively read and collaboratively wrote fantasy fiction in four groups. The purpose of the class was to have students consider the choices fantasy and science fictions writers, directors, and video game designers make when creating a fictional world. The…

  7. OUT-OF-CLASS PROGRAMED INSTRUCTION COMPARED WITH CONVENTIONAL HOMEWORK ASSIGNMENTS IN TEACHING EXPOSITORY WRITING IN FRESHMAN ENGLISH.

    ERIC Educational Resources Information Center

    LANG, GERHARD; TOHTZ, JACK E.

    THE EFFECTIVENESS OF PROGRAMED PRESENTATION OF THE ENGLISH LANGUAGE WAS COMPARED TO CONVENTIONAL WORK ASSIGNMENTS. EXPERIMENTAL AND CONTROL GROUPS CONSISTED OF 273 FRESHMAN STUDENTS WHO WERE RANDOMLY DISTRIBUTED IN 12 ENGLISH SECTIONS. THEY ATTENDED REGULAR CLASSES BUT RECEIVED DIFFERENT OUT-OF-CLASS TREATMENTS. ALL SUBJECTS WERE TESTED DURING…

  8. The role of sex, self-perception, and school bonding in predicting academic achievement among middle class African American early adolescents.

    PubMed

    Eisele, Heather; Zand, Debra H; Thomson, Nicole Renick

    2009-01-01

    To date, little research has addressed within-group variables as predictors of academic achievement among middle-class African American youth. The present study helped fill this gap by investigating the role of sex, self-perceptions, and school bonding as predictors of academic success among 174 middle class early adolescent boys (n = 91) and girls residing in a large Midwestern city. Results of a path analysis indicated that gender identity fully mediated the relationship between biological sex and adolescents' perceptions of peer acceptance. Perceptions of peer acceptance were positively related to perceptions of behavior, which, in turn, were related to school bonding. School bonding was then related to academic achievement. The findings are discussed within the context of helping educators to better meet students' educational needs. PMID:20432600

  9. The Impact of Students' Choice of Time of Day for Class Activity and Their Sleep Quality on Academic Performance in Multidisciplinary Distance Education Courses

    ERIC Educational Resources Information Center

    Miles, Jessica A.

    2014-01-01

    The purpose of this research was to identify the impact of students' choice of time of day for class activity and their sleep quality on academic performance in multidisciplinary distance education courses at a southeastern U.S. state college. The research addressed the relationship of other individual student characteristics (i.e., age, gender,…

  10. Parental School Choices in Market-Oriented School Systems: Why Middle Class Asian Immigrants Self-Select into Specialized Academic Programs

    ERIC Educational Resources Information Center

    Padilla, Hoang-Thuy

    2012-01-01

    This study addresses racial segregation in schools by examining the self-selecting patterns of middle class Asian immigrant parents in a public non-charter school district who enrolled their children in specialized academic programs. This phenomenological study focused on the educational history and the decision-making process of school choice in…

  11. Writing Is Thinking: Using Writing to Teach Science

    ERIC Educational Resources Information Center

    Greenstein, George

    2013-01-01

    I discuss a pedagogical strategy in which we ask students to write about science. Such writing is to be done regularly and often, in class and out of class, in the format of brief "letters to a friend" and longer essays. The goal of this technique is not to teach students how to write; it is to use their writing to help them learn the science.…

  12. Mountains and Pit Bulls: Students' Metaphors for College Transitional Reading and Writing

    ERIC Educational Resources Information Center

    Paulson, Eric J.; Armstrong, Sonya L.

    2011-01-01

    In this article, we describe an approach to uncovering learners' literacy-oriented conceptualizations while they are enrolled in transitional, or developmental, reading and writing classes in a college context. This approach entailed eliciting and then analyzing the metaphors for academic literacies produced by students in 15 sections of a…

  13. Feminism and Cultural Studies in Composition: Locating Women and Men in College Writing Courses

    ERIC Educational Resources Information Center

    Perry, Merry G.

    2006-01-01

    Merry Perry teaches English courses (both writing and literature) where the majority of the students are white, middle class, and conservative. Perry begins the article by saying that in such an academic environment, her most challenging task is not teaching grammar, punctuation, or editing skills, but challenging these students to think about and…

  14. The Effects of the WebQuest Writing Instruction Program on EFL Learners' Writing Performance, Writing Apprehension, and Perception

    ERIC Educational Resources Information Center

    Chuo, Tun-Whei Isabel

    2007-01-01

    This study investigated the effects of the WebQuest Writing Instruction (WQWI) program on Taiwanese EFL learners' writing performance, writing apprehension, and perception of web-resource integrated language learning. Participants were students from two junior college classes. One class received traditional classroom writing instruction and the…

  15. Building Expertise through Sequenced Writing Assignments.

    ERIC Educational Resources Information Center

    Leki, Ilona

    1992-01-01

    Describes a method for developing writing expertise in English-as-a-Second-Language students that involves a sequence of five writing assignments. The method addresses the concerns of writing teachers and researchers and provides students with experience in academic writing. (12 references) (VWL)

  16. Teaching Process Writing in an Online Environment

    ERIC Educational Resources Information Center

    Carolan, Fergal; Kyppö, Anna

    2015-01-01

    This reflective practice paper offers some insights into teaching an interdisciplinary academic writing course aimed at promoting process writing. The study reflects on students' acquisition of writing skills and the teacher's support practices in a digital writing environment. It presents writers' experiences related to various stages of process…

  17. Understanding the Influence of Race/Ethnicity, Gender, and Class on Inequalities in Academic and Non-Academic Outcomes among Eighth-Grade Students: Findings from an Intersectionality Approach

    PubMed Central

    Bécares, Laia; Priest, Naomi

    2015-01-01

    Socioeconomic, racial/ethnic, and gender inequalities in academic achievement have been widely reported in the US, but how these three axes of inequality intersect to determine academic and non-academic outcomes among school-aged children is not well understood. Using data from the US Early Childhood Longitudinal Study—Kindergarten (ECLS-K; N = 10,115), we apply an intersectionality approach to examine inequalities across eighth-grade outcomes at the intersection of six racial/ethnic and gender groups (Latino girls and boys, Black girls and boys, and White girls and boys) and four classes of socioeconomic advantage/disadvantage. Results of mixture models show large inequalities in socioemotional outcomes (internalizing behavior, locus of control, and self-concept) across classes of advantage/disadvantage. Within classes of advantage/disadvantage, racial/ethnic and gender inequalities are predominantly found in the most advantaged class, where Black boys and girls, and Latina girls, underperform White boys in academic assessments, but not in socioemotional outcomes. In these latter outcomes, Black boys and girls perform better than White boys. Latino boys show small differences as compared to White boys, mainly in science assessments. The contrasting outcomes between racial/ethnic and gender minorities in self-assessment and socioemotional outcomes, as compared to standardized assessments, highlight the detrimental effect that intersecting racial/ethnic and gender discrimination have in patterning academic outcomes that predict success in adult life. Interventions to eliminate achievement gaps cannot fully succeed as long as social stratification caused by gender and racial discrimination is not addressed. PMID:26505623

  18. Understanding the Influence of Race/Ethnicity, Gender, and Class on Inequalities in Academic and Non-Academic Outcomes among Eighth-Grade Students: Findings from an Intersectionality Approach.

    PubMed

    Bécares, Laia; Priest, Naomi

    2015-01-01

    Socioeconomic, racial/ethnic, and gender inequalities in academic achievement have been widely reported in the US, but how these three axes of inequality intersect to determine academic and non-academic outcomes among school-aged children is not well understood. Using data from the US Early Childhood Longitudinal Study-Kindergarten (ECLS-K; N = 10,115), we apply an intersectionality approach to examine inequalities across eighth-grade outcomes at the intersection of six racial/ethnic and gender groups (Latino girls and boys, Black girls and boys, and White girls and boys) and four classes of socioeconomic advantage/disadvantage. Results of mixture models show large inequalities in socioemotional outcomes (internalizing behavior, locus of control, and self-concept) across classes of advantage/disadvantage. Within classes of advantage/disadvantage, racial/ethnic and gender inequalities are predominantly found in the most advantaged class, where Black boys and girls, and Latina girls, underperform White boys in academic assessments, but not in socioemotional outcomes. In these latter outcomes, Black boys and girls perform better than White boys. Latino boys show small differences as compared to White boys, mainly in science assessments. The contrasting outcomes between racial/ethnic and gender minorities in self-assessment and socioemotional outcomes, as compared to standardized assessments, highlight the detrimental effect that intersecting racial/ethnic and gender discrimination have in patterning academic outcomes that predict success in adult life. Interventions to eliminate achievement gaps cannot fully succeed as long as social stratification caused by gender and racial discrimination is not addressed. PMID:26505623

  19. 32 CFR 242.8 - Academic, intellectual, and personal requirements for admission to the first-year class.

    Code of Federal Regulations, 2010 CFR

    2010-07-01

    ... 32 National Defense 2 2010-07-01 2010-07-01 false Academic, intellectual, and personal... FOR THE SCHOOL OF MEDICINE, UNIFORMED SERVICES UNIVERSITY OF THE HEALTH SCIENCES § 242.8 Academic... undertake successfully the study of medicine. (1) Academic requirements. Recognizing that Service...

  20. 32 CFR 242.8 - Academic, intellectual, and personal requirements for admission to the first-year class.

    Code of Federal Regulations, 2011 CFR

    2011-07-01

    ... 32 National Defense 2 2011-07-01 2011-07-01 false Academic, intellectual, and personal... FOR THE SCHOOL OF MEDICINE, UNIFORMED SERVICES UNIVERSITY OF THE HEALTH SCIENCES § 242.8 Academic... undertake successfully the study of medicine. (1) Academic requirements. Recognizing that Service...

  1. Research Leadership in Writing for Publication: A Theoretical Framework

    ERIC Educational Resources Information Center

    Murray, Rowena; Steckley, Laura; MacLeod, Iain

    2012-01-01

    Academics experience difficulty in managing competing tasks, particularly in relation to writing for publication. In a study conducted on a writing retreat, analysis of data obtained from academic writers revealed that facilitative leadership provided at a writing retreat was central to managing task complexity and writing-related anxiety. The…

  2. Developing an EAP Writing Course for Chinese ESL Students

    ERIC Educational Resources Information Center

    Hu, Guangwei

    2007-01-01

    Academic writing competence comprises attitudes, knowledge, skills, and strategies that enable one to produce writing in accordance with the expectations of the academic discourse community. This paper introduces an English for Academic Purposes (EAP) writing course developed to help students from China acquire an adequate level of academic…

  3. Perceptions and Writing Experiences of Nursing Students: A Mixed Methods Exploration of Writing Self-Efficacy

    ERIC Educational Resources Information Center

    Sprenger, Lori

    2013-01-01

    The investigated research problem was the need to identify the facilitators and barriers to competent academic writing by examining writing self-efficacy and academic writing experiences of entry-level BSN students. The study's participants included entry-level bachelor of science in nursing (BSN) students in a Midwestern state. The mixed methods…

  4. International Education: Do Polish Higher School Students Prefer Speaking in Person, Listening, Reading or Writing during Spanish Classes?

    ERIC Educational Resources Information Center

    Butler, Norman L.; Davidson, Barry S.; Kritsonis, William Allan; Griffith, Kimberly Grantham

    2008-01-01

    The purpose of this brief commentary is to determine which language skill Polish higher school learners think ought to be practiced most frequently during Spanish classes. Fifteen undergraduate students who study at AGH University of Science and Technology, Poland were surveyed, and the authors found that most learners (73%) want to practice…

  5. Poetry for the Broken-Hearted: How a Marginal Year 12 English Class Was Turned on to Writing

    ERIC Educational Resources Information Center

    Locke, Terry; Kato, Helen

    2012-01-01

    This paper draws on a case study undertaken by an English teacher in a rural school with a Year 12 English class, most of whom had been singularly unsuccessful in terms of NCEA achievement. The case study was undertaken as part of a two-year project, directed by the first author, entitled: "Teachers as writers: Transforming professional identity…

  6. Children Writing "Hard Times": Lived Experiences of Poverty and the Class-Privileged Assumptions of a Mandated Curriculum

    ERIC Educational Resources Information Center

    Dutro, Elizabeth

    2009-01-01

    Dutro discusses an analysis of the disconnect between the material realities of the lives of a group of third-grade children living in poverty and the middle-class assumptions of a district-mandated unit within a literacy curriculum. The analysis arose in the context of an ethnographic study of identity and classroom literacy practices; it was…

  7. Professional Writers Teaching Professional Writing: Transcending the Borders between Professional Writers and Academic Scholars, Harmonizing Throught and Reality: A Text Arguing for Teaching Sentences First, Last, and Foremost.

    ERIC Educational Resources Information Center

    Beene, LynnDianne

    Good writing is good sentences. It is a simple truth that many in the business of teaching writing have strayed from. Good writing is a first sentence that makes a reader want to read the second sentence, a second sentence that makes a reader want to read the third, and so on. Erika Lindemann suggests that certain types of sentence instruction can…

  8. Paperless Writing Revisited.

    ERIC Educational Resources Information Center

    Jennings, Edward M.

    1990-01-01

    Uses an asynchronous computer network to conduct an experimental college writing class. Examines how paperless technology alters student-mentor relationships and encourages coaching and practice more than conventional classrooms. Analyzes how on-screen equality influences teacher and peer evaluations of student writing. Includes breakdown of time…

  9. "Righting" the Writing Problem.

    ERIC Educational Resources Information Center

    Shaughnessy, Michael F.; Eastham, Nicholas

    The problem of college students' writing skills or lack thereof is generally agreed upon in academia. One cause is the inordinate amount of multiple choice/true false/fill in the blank type of tests that students take in high school and college. Not only is there is a dearth of actual classes in writing available, few students recognize the need…

  10. Values Clarification Through Writing.

    ERIC Educational Resources Information Center

    Strugala, Richard A.

    1982-01-01

    An approach to using values clarification exercises in a college freshman composition or a high school English class is presented in this brief article. AUTHOR'S COMMENT (excerpt): Since the integration of writing and thinking is vital in the development of writing abilities, the values clarification experience is a natural bridge for students to…

  11. Student Academic Self-Concept and Perception of Classroom Environment in Single-Sex and Coeducational Middle Grades Mathematics Classes

    ERIC Educational Resources Information Center

    Kombe, Dennis; Che, S. Megan; Carter, Traci L.; Bridges, William

    2016-01-01

    In this article, we present findings from a study that investigated the relationship between all-girls classes, all-boys classes, and coeducational classes on student mathematics self-concept and student perception of classroom environment. Further, we compared responses of girls in all-girls classes to girls in coeducational classes and responses…

  12. Supporting the Thesis Writing Process of International Research Students through an Ongoing Writing Group

    ERIC Educational Resources Information Center

    Li, Linda Y.; Vandermensbrugghe, Joelle

    2011-01-01

    Evidence from research suggests writing support is particularly needed for international research students who have to tackle the challenges of thesis writing in English as their second language in Western academic settings. This article reports the development of an ongoing writing group to support the thesis writing process of international…

  13. Queering College Writing: Writing Students' Learning of LGB Issues Using the Internet as an Instructional Tool

    ERIC Educational Resources Information Center

    Burnes, Theodore R.

    2007-01-01

    How do writing teachers use technology to help students learn about lesbian, gay, and bisexual (LGB) issues? What is the nature of writing students' learning about LGB sexual orientations and academic writing when the Internet is used as a learning tool? Participants completed a questionnaire in which they reflected on a writing assignment…

  14. Writing Feedback as an Exclusionary Practice in Higher Education

    ERIC Educational Resources Information Center

    Chang, Grace Chu-Lin

    2014-01-01

    This ethnographic research probes into feedback on academic writing received by Taiwanese students in Australian higher education institutions, and examines whether the feedback received helped students to participate in the written discourse of academic communities. Academic writing dominates the academic life of students in Australia and is the…

  15. Writing with Computers in ESL Classroom: Enhancing ESL Learners' Motivation, Confidence and Writing Proficiency

    ERIC Educational Resources Information Center

    Hadi, Marham Jupri

    2013-01-01

    Researcher's observation on his ESL class indicates the main issues concerning the writing skills: learners' low motivation to write, minimum interaction in writing, and poor writing skills. These limitations have led them to be less confidence to write in English. This article discusses how computers can be used for the purpose of…

  16. Autobiography and Advanced College Writing.

    ERIC Educational Resources Information Center

    Welch, Kathleen E.

    Autobiographical writing can, by its nature as expressive discourse, connect to the residual orality and literacy that students possess before they enter college writing classes, because it crosses more easily between the spoken word and the written word than other forms of writing. Adapting the Ong-Havelock orality-literacy thesis to writing…

  17. Specialized Training in Process Writing.

    ERIC Educational Resources Information Center

    Jackson, Delores M.

    Many educators are concerned with how writing should be taught, especially in the elementary grades. Many teachers are under the impression that when they have their students write simple sentences using vocabulary words and punctuation marks, they are teaching their students that this is writing. In traditionally taught classes, the elementary…

  18. Writing in the Biology Classroom.

    ERIC Educational Resources Information Center

    Rosenbaum, Nina J.

    The writing done in a biology class has a great deal in common with the writing done in the humanities and the social sciences. Because the scientific method of investigation requires the student to examine and understand the physical world by asking questions and then answering them through empirical investigation, clear and concise writing is…

  19. Real Writing for Real Audiences.

    ERIC Educational Resources Information Center

    Bunce-Crim, Marna

    1992-01-01

    An experienced teacher describes how to provide students with a real audience to motivate them to write. Suggestions include writing letters to make a difference in the community, preparing newsletters, compiling class literary magazines, and writing for local newspapers and businesses or for commercial children's magazines. (SM)

  20. Writing Back: Revising and Editing.

    ERIC Educational Resources Information Center

    Johnstone, Velerie M.

    1990-01-01

    Discusses a "write-back" strategy for use when there is insufficient class time for conferencing with peers or the teacher. Notes that the teacher agrees to respond to students' drafts within 24 hours. Discusses 3 options available to students: (1) write back/respond; (2) edit; and (3) writing back. (RS)