Academic writing is an important aspect of professional development for students and lecturers. It is one way in which they demonstrate their learning, but it can be a difficult skill to master. This article aims to enable students and professionals to develop their academic writing style using a coherent and effective framework.
Although academic skills, conceptualised as writing and critical thinking, are a vital part of university studies, research indicates that many students leave without having mastered these skills effectively. This research also reflects on nursing students. Nursing could also be said to be hampered by a number of complex educational challenges that are likely to impact on the academic socialisation process in general. These challenges include being a relatively 'young' academic discipline, the 'theory-practice' divide, a knowledge bed lying on a complex intersection of two 'antithetical sciences' and, at least in the Scandinavian countries, an increasing number of nurse educators with a PhD in nursing science but with limited time to develop their own teaching skills. In combination, these challenges have the potential to act as stumbling blocks, both from a teaching and learning perspective. I would suggest that a departure in teaching from theoretical educational models, such as Lea and Street's 'academic literacies model,' including skills, socialisation and academic literacy models simultaneously, could be one of several ways forward to create a learning environment that takes these issues into account.
We are pleased to offer another brief article for our series on Academic Skills. This series aims at providing short, concrete, and practical tips on how to conduct and improve your life in academia. Whether beginner or fully trained investigator, we share the same challenges in succeeding in our professions, challenges which schooling never prepared us for. Perhaps grant writing, the subject of this article, is the most mysterious, fear-provoking and misunderstood type of skill needed in our careers. In fact, for these reasons, some people have never dared adventure into grant writing. Yet, this activity is not only essential for running our research but also for other numerous purposes including training people, buying equipment, getting a job, and being granted tenure. The tips provided here are widely applicable if you are interested in writing a grant, regardless of your country of origin. Therefore, it is my hope that these tips increase your chances of success in grantmanship along with the satisfaction that may come from achieving all the goals that these funding aids make possible.
Eremina, Svetlana V.
The series of workshops on academic writing have been developed by academic writing instructors from Language Teaching Centre, Central European University and presented at the Samara Academic Writing Workshops in November 2001. This paper presents only the part dealing with strucutre of an argumentative essay.
Derish, Pamela A; Maa, John; Ascher, Nancy L; Harris, Hobart W
Writing and publishing are key to career development and academic success for surgeons who have less time than ever to devote to these activities. To improve the scientific writing skills of its faculty and trainees and to help them complete their manuscripts and grant proposals more quickly, the Department of Surgery at the University of California, San Francisco (UCSF) established a service dedicated to scientific writing and editing. Through coursework in scientific writing, individual writing consultations, and editorial review, the service helps academic surgeons with the difficult tasks of writing and publishing their research and seeking extramural funding. The service has rapidly become a successful adjunct to the academic mission of the UCSF Department of Surgery and could offer a model for other academic surgery departments to increase scientific productivity and advance the academic surgical mission.
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
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.
Horstmanshof, Louise; Brownie, Sonya
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…
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…
Dwyer, Trudy; Friel, Deborah; McAllister, Margaret; Searl, Kerry Reid; Rossi, Dolene
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.
Chittum, Jessica R.; Bryant, Lauren H.
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).…
Griffiths, Lauren; Nicolls, Barbara
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.
Cilliers, Charmain B.
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…
Bruce, M. L.; Coffer, P. K.; Rees, S.; Robson, J. M.
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…
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,…
du Preez, I.; Fossey, A.
The development of graduate attributes in higher education is enjoying much attention worldwide. Employers consistently rank communication skills, in particular writing ability, among the most important skills for graduates to possess. The inclusion and development of graduate attributes in undergraduate curricula have received little attention.…
Hughes, Nathan; Wainwright, Sue; Cresswell, Caroline
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…
Zaki, Arlina Ahmad; Yunus, Melor Md
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…
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…
Decker, Scott L.; Roberts, Alycia M.; Roberts, Kristin L.; Stafford, Allison L.; Eckert, Mark A.
A significant number of studies have examined the cognitive components of basic academic skills, which has led to major changes in both teaching and early identification assessment practices. However, the majority of previous research has focused solely on reading. This study examines the cognitive components of academic writing skills across…
Pololi, Linda; Knight, Sharon; Dunn, Kathleen
Scholarly writing is a critical skill for faculty in academic medicine; however, few faculty receive instruction in the process. We describe the experience of 18 assistant professors who participated in a writing and faculty development program which consisted of 7 monthly 75-minute sessions embedded in a Collaborative Mentoring Program (CMP). Participants identified barriers to writing, developed personal writing strategies, had time to write, and completed monthly writing contracts. Participants provided written responses to open-ended questions about the learning experience, and at the end of the program, participants identified manuscripts submitted for publication, and completed an audiotaped interview. Analysis of qualitative data using data reduction, data display, and conclusion drawing/verification showed that this writing program facilitated the knowledge, skills, and support needed to foster writing productivity. All participants completed at least 1 scholarly manuscript by the end of the CMP. The impact on participants' future academic productivity requires long-term follow-up.
Wrigglesworth, John; McKeever, Mary
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…
Brown, Cary A.; Dickson, Rumona; Humphreys, Anne-Louise; McQuillan, Vicky; Smears, Elizabeth
Future health care professionals will require self-directed learning skills. e-Learning is a tool to assist in this process and therefore there is a need to develop the capacity and readiness to utilise e-learning within educational programmes. The aim of this study was to determine if extra-curricular online referencing and anti-plagiarism…
Åberg, Eva Svärdemo; Ståhle, Ylva; Engdahl, Ingrid; Knutes-Nyqvist, Helen
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…
Galloway, Emily Phillips; Uccelli, Paola
Learning to write in middle school requires the expansion of sentence-level and discourse-level language skills. In this study, we investigated later language development in the writing of a cross-sectional sample of 235 upper elementary and middle school students (grades 4-8) by examining the use of (1) lexico-grammatical forms that support…
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…
Tarrant, Marie; Dodgson, Joan E; Law, Beatrice V K K
In today's environment of rapidly changing health care and information technology, nurses require a broad range of skills. One of the key skills required of all health professionals in this environment is information literacy. For registered nurses returning to a university setting to study for their baccalaureate degree, becoming information literate is one of many challenges they face. Also key to students' ability to use and communicate information in an appropriate and effective manner is their writing skills. This article describes a curricular intervention designed to develop and strengthen post-registration nurses' information literacy and academic writing competencies. An introductory information management module was developed and provided to three successive cohorts of students (n=159). Students were predominantly female (85.4%) with a mean age of 34.2 years (SD=6.8). Prior to commencing the program, students reported low information literacy and writing skills, especially in accessing and searching electronic databases and using referencing formats. The post-test evaluation of skills showed substantial and statistically significant increases in all assessed competencies. This intervention demonstrated that with structured but flexible learning activities early in the curriculum, post-registration nursing students can quickly become information literate.
A study investigated whether the academic writing task surveys conducted at American universities reflect accurately the need for student academic writing skills. These surveys are used as a basis for designing composition courses for both native English-speakers and students of English as a second language. The study is restricted to surveys in…
Rakedzon, Tzipora; Baram-Tsabari, Ayelet
This paper reports a study using a quasi-experimental design to examine whether an academic writing course in English can improve graduate students' academic and popular science writing skills. To address this issue, we designed pre- and post-assessment tasks, an intervention assessment task and a scoring rubric. The pre- and post-assessment tasks…
Fernandes, António S. C.
The paper describes a case study in which the main objective is to understand how engineering students can improve their writing skills, regarding spelling and syntax, when taught specifically on these issues. The methodology Writing To Learn is applied in two courses and, making use of the written texts, the students' writing skills are assessed and evaluated. In one course, writing skills are taught and assessed and in the other they are only assessed. The comparison allows conclusions on the success of teaching writing skills, the influence of text styles and the differences between basic and advanced writing skills. It was found that writing skills were successfully taught, particularly with regard to basic writing skills. Advanced writing errors are twice as common as basic writing errors. Schematic writing styles favour a reduced number of writing errors.
Kempenaar, Larissa Elisabeth; Murray, Rowena
The literature on academic writing in higher education contains a wealth of research and theory on students' writing, but much less on academics' writing. In performative higher education cultures, discussions of academics' writing mainly concern outputs, rather than the process of producing them. This key component of academic work remains…
Swaggerty, Elizabeth A.; Atkinson, Terry S.; Faulconer, Johna L.; Griffith, Robin R.
The purpose of this article is to describe the impact of a three-day academic writing retreat on the writing lives of four female university faculty members. Goals of the retreat included rejuvenating their writing lives, focusing their research agendas, improving their writing, and engaging in concentrated blocks of writing and collaborative…
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.…
Chen, Cheryl Wei-yu; Wang, Hung-chun
This study delineates two Taiwanese TESOL teachers' efforts of combining English writing with entrepreneurship education to cultivate English majors' interdisciplinary competence in academic writing classes. An integrated business-and-writing approach was proposed to foster English majors' academic writing skills and entrepreneurial capacities. In…
Hubbard, Trina; Newell, Michelle
This study describes a program designed to increase academic achievement in reading and writing among first and second grade students in a rural, middle-income area. Evidence for the existence of the problem includes reading comprehension tests, observation checklists for reading skills and reading behaviors, and writing samples. Analysis of…
Malinowski, Patricia A.
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)
Writing is considered to be the most demanding and difficult skill for many college students, since there are some steps to be followed such as prewriting, drafting, editing, revising and publishing. The interesting topic like culture including lifestyle, costume, and custom is necessary to be offered in Academic Writing class. Accordingly, this…
Powell, Sarah R.; Hebert, Michael A.
Mathematics standards expect students to communicate about mathematics using oral and written methods, and some high-stakes assessments ask students to answer mathematics questions by writing. Assumptions about mathematics communication via writing include (a) students possess writing skill, (b) students can transfer this writing skill to…
Robayo Lun, Alma Milena; Hernandez Ortiz, Luz Stella
Advanced students at university level struggle with many aspects of academic writing in English as a foreign language. The purpose of this article is to report on an investigation aimed at analyzing what collaborative writing through project work tells us about students' academic writing development at the tertiary level. The compositions written…
Bosnic-Anticevich, Sinthia; Schneider, Carl R.; Smith, Lorraine
Objectives. To investigate whether reflective-writing skills are associated with academic success. Methods. Two hundred sixty-four students enrolled in a pharmacy practice course completed reflective statements. Regression procedures were conducted to determine whether reflective-writing skills were associated with academic success in different assessment formats: written, oral, and video tasks. Results. Reflective-writing skills were found to be a predictor of academic performance in some formats of assessment: written examination; oral assessment task and overall score for the Unit of Study (UoS). Reflective writing skills were not found to predict academic success in the video assessment task. Conclusions. Possessing good reflective-writing skills was associated with improved academic performance. Further research is recommended investigating the impact of reflective skill development on academic performance measures in other health education. PMID:28289298
Tsingos-Lucas, Cherie; Bosnic-Anticevich, Sinthia; Schneider, Carl R; Smith, Lorraine
Objectives. To investigate whether reflective-writing skills are associated with academic success. Methods. Two hundred sixty-four students enrolled in a pharmacy practice course completed reflective statements. Regression procedures were conducted to determine whether reflective-writing skills were associated with academic success in different assessment formats: written, oral, and video tasks. Results. Reflective-writing skills were found to be a predictor of academic performance in some formats of assessment: written examination; oral assessment task and overall score for the Unit of Study (UoS). Reflective writing skills were not found to predict academic success in the video assessment task. Conclusions. Possessing good reflective-writing skills was associated with improved academic performance. Further research is recommended investigating the impact of reflective skill development on academic performance measures in other health education.
Carlisle, Vicky; Smith, Harriet; Baker, Fred; Ellegood, George; Kopay, Carol; Tanzer, Ward; Young, Diana; Dujordan, Jerome; Webster, Ron; Lewis, Sara Drew
This self-paced text/workbook is designed for the adult learner who needs a review of grammar and writing skills in order to write clearly and concisely on the job. It offers career-minded students 14 individualized instructional modules on grammar, paragraph writing, report writing, letter writing, and spelling. It is designed for both self-paced…
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…
Fernandes, Antonio S. C.
The paper describes a case study in which the main objective is to understand how engineering students can improve their writing skills, regarding spelling and syntax, when taught specifically on these issues. The methodology Writing To Learn is applied in two courses and, making use of the written texts, the students' writing skills are assessed…
Hung, Hui-Chun; Young, Shelley Shwu-Ching
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…
This is an encore presentation of what was presented at the 2012 AGU International Conference. It was entitled: 'ASSESSING CORE COMPETENCIES.' The poster presentation, however, has been redesigned and reorganized with new, revised perspectives. The importance of ASSESSMENT principles has been emphasized. Catherine Palomba and Trudy Banta offer the following definition of assessment, adapted from one provided by Marchese in 1987. Assessment is the systematic collection, review, and use of information about educational programs undertaken for the purpose of improving student learning and development. (Palomba and Banta 1999). Educational institutions are committing substantial resources to the establishment of dedicated technology-based laboratories, so that they will be able to accommodate and fulfill students' desire to master certain of these specific skills. This type of technology-based instruction may raise some fundamental questions about the core competencies of the student learner. Some of the most important questions are : 1. Is the utilization of these fast high-powered computers and user-friendly software programs creating a totally non-challenging instructional environment for the student learner ? 2. Can technology itself all too easily overshadow the learning outcomes intended ? 3. Are the educational institutions simply training students how to use technology rather than educating them in the appropriate field ? 4. Are we still teaching content-driven courses and analysis oriented subject matter ? 5. Are these sophisticated modern era technologies contributing to a decline in the Critical Thinking Capabilities of the 21st century technology-savvy students ? The author tries to focus on technology as a tool and not on the technology itself. He further argues that students must demonstrate that they have the have the ability to think critically before they make an attempt to use technology in a chosen application-specific environment. The author further
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…
Southern Regional Education Board (SREB), 2008
This newsletter focuses on the importance of reading and writing skills in all educational and career pathways. It includes a variety of strategies for integrating reading and writing skills across the curriculum--in academic, career/technical and fine arts courses--in ways that improve student achievement in reading and writing and in the content…
Castello, Montserrat; Mateos, Mar; Castells, Nuria; Inesta, Anna; Cuevas, Isabel; Sole, Isabel
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…
Proske, Antje; Kapp, Felix
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…
Cavdar, Gamze; Doe, Sue
Traditional writing assignments often fall short in addressing problems in college students' writing as too often these assignments fail to help students develop critical thinking skills and comprehension of course content. This article reports the use of a two-part (staged) writing assignment with postscript as a strategy for improving critical…
Brun-Mercer, Nicole; Zimmerman, Cheryl Boyd
Though research has established a relationship between vocabulary knowledge and academic success and identified features to guide the L2 word learner through academic tasks (see Nation, 2013), less is known regarding student perceptions of academic vocabulary and the conscious decision-making process of these learners while they are writing. In…
Walker, Robin; Riu, Carmen Perez
Unhappy with the contradiction of teaching writing skills through a process-genre approach and testing them by means of a timed essay, the authors devised the Extended Writing Project (EWP) as an alternative evaluation mechanism. This requires students to write an extended text in consecutive sections that are drafted and revised with external…
Reviews "Academic Writing: An Interactive Language Based CD-ROM for Teaching Academic Writing Skills to University Students." Suggests language teachers in the tertiary sector are required to accommodate the specific disciplinary needs of their students, and that it is rare for most commercial textbooks to find their way into an English for…
Okari, Florence Mokeira
This paper is an overview of the writing skill in the lower levels of learning in the contemporary society. The following areas of writing are highlighted: the writing programme and its goals, the basic methodology for writing tasks, broad groups of writing skills, the teaching of the writing skills in pre-primary and primary schools where…
Mlynarczyk, Rebecca Williams
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,…
Gaillet, Lynee Lewis
An English 812 class in expository writing at Georgia State University was restructured by the instructor to become a seminar in academic publishing. Often, lengthy assignments are assigned in graduate seminar courses, with professors incorrectly assuming that graduate students already have knowledge of the writing process, when they often do not.…
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…
A study examines current approaches to assessing the academic writing needs of non-native speakers of English (NNSs), first by reviewing recent research into student writing needs and then by a survey of students, tutors, and English-as-a-Second-Language (ESL) teachers. Critical examination of recent studies finds problems in both their approach…
Schuldberg, Jean; Cavanaugh, Lorie; Aguilar, Gabriel; Cammack, Jessica; Diaz, Timmie; Flournoy, Noble, Jr.; Taylor, Kimberly; Olson, Sarah Nicole; Sampson, Christine
A qualitative study of a pilot writing course for baccalaureate social work (BSW) students evaluated the process and development of students' academic and professional writing. The course provided students the opportunity to build writing skills, develop a professional paper, and present at a national social work conference. Students and…
This paper describes a project that aimed to leverage the students' interest and experience of technology and multimodal environments to develop their academic writing skills and second language learning. Students were expected to follow a model, research a topic, and craft a digital video tutorial on an aspect of academic writing which would form…
Background: At a specialist nursing education in intensive care, located at a University college in Sweden, there was a desire among the faculty to develop their ability to support specialist nursing students in their academic development, as well as in their academic writing, to improve the overall quality of the master theses. A quality…
This article asks us to consider what the process of healing and composition pedagogy have to learn from each other. More specifically, it identifies how the therapeutic potential of writing, which has been largely neglected in the academy in recent years, can influence the ways we teach transferable writing skills. The article considers how…
Smith, F. R.
It is suggested that engineers and other technical students be taught three classes of skills in technical writing. First, "Big Picture Things", which includes: the importance of clear writing, the wide scope of writing, the wide scope of writing tasks that will be faced in industry, and the principles of organization of technical materials such as; how to analyze, classify, partition, and interpret. Second, "Writing Procedures", which encompasses: how to get words on paper efficiently and team-write. Third, "Writing Details", in which two considerations are important: how to achieve precision in the use of language and the aspects of style. Three problems in style are cited: the problem of sentence transition, overuse of attributive adjectives, and verbosity in paragraph structure. The most important thing in technical writing is considered to be functionality, economy and clarity.
Ugolini, Dennis W.
Stanford University's Writing in the Major program (WIM) requires every undergraduate degree program to include a writing course specific to its field of study. In the physics department's WIM course, undergraduates learn writing skills by composing laboratory reports in the form of journal articles. While studying such topics as scintillation and population inversion, students also practice techniques for communicating the physics more effectively. Students learn how to select a thesis, organize a complex argument, write concisely, aim their content at the proper audience, prove their assertions, and revise a finished draft. Through clearer writing, students reach a clearer understanding of the physics, and the improvements in both understanding and communication stay with the students through later courses and into their graduate studies. Teaching assistants for the course also notice a marked improvement in their own writing skills.
DiStefano, Philip; Killion, Joellen
Concludes that students whose teachers participated in process-model inservice training performed significantly better on a number of writing evaluation criteria than did those of teachers who had relied on a skills-approach technique.
Weaver, Roslyn; Jackson, Debra
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.
Çetin, Özlem Simsek
The purpose of this work is to analyze the name writing and writing readiness levels of preschoolers in terms of various variables and to identify the relationship between children's name writing skill and writing readiness levels. To that end, name-writing and writing-readiness skills of 204 preschoolers at the ages of 3, 4 and 5 were examined…
Peters, Michael A.
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…
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…
Hyland, Ken; Polly Tse
Metadiscourse is self-reflective linguistic material referring to the evolving text and to the writer and imagined reader of that text. It is based on a view of writing as social engagement and in academic contexts reveals the ways that writers project themselves into their discourse to signal their attitude towards both the propositional content…
Fallahi, Carolyn R.; Wood, Rebecca M.; Austad, Carol Shaw; Fallahi, Hamid
We examined the effects of in-class writing instruction, practice, peer review, and feedback on writing skills of undergraduates enrolled in a general psychology course. We rated writing for grammar, writing style, mechanics, and American Psychological Association referencing style. Significant differences emerged on the 4 writing skill domains (p…
Copeman, Peter; Keightley, Polly
In 2013 the University of Canberra (UC) initiated a program of peer-assisted academic skills help, the Academic Skills Rovers program, with the goal of providing drop-in peer learning support to students at campus locations where they congregate to study. The Academic Skills Rovers were initially recruited from the teacher education discipline,…
Nida, Eugene A.
The technical complexity of the language of academic journals is discussed in terms of graduate students' needs for information, especially in developing countries. An examination of problems in two articles in "Language" and one in "American Anthropologist" points out the nature of the difficulties and some of the solutions. (Author/LB)
Tuan, Luu Trong
"Frequently accepted as being the last language skill to be acquired for native speakers of the language as well as for foreign/second language learners" (Hamp-Lyons and Heasly, 2006: 2), English writing, for a number of EFL learners, appears to be challenging. This paper sought to investigate if learners can grow out of the writing…
Defazio, Joseph; Jones, Josette; Tennant, Felisa; Hook, Sara Anne
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…
Kasper, Loretta F.
Describes three reading/writing lessons on the topics of linguistics, environmental science, and anthropology used in a discipline-based college-level English as a second language course to illustrate how to use film to teach academic writing skills. Discusses how students analyze a film to help articulate the content of an essay or a book. (SR)
Lea, Mary R.; Stierer, Barry
In this article we examine issues of academic identity through the lens of academics' everyday workplace writing, offering a complementary perspective to those already evident in the higher education research literature. Motivated by an interest in the relationship between routine writing and aspects of professional practice, we draw on data from…
Vargas, Marjorie Fink
Describes a 50-minute session designed to improve students' writing of science laboratory reports. Using an improperly worded description of how to make a peanut butter sandwich, the students work in groups to improve "point of view" and "voice." The changes are then used to create better reports. (TW)
Stasz, Cathleen; Brewer, Dominic J.
This document is an exploratory study of issues and evidence related to academic skills, nonacademics, and work along three lines of inquiry. Section 1 is an introduction that explains the three lines of inquiry: literature review to identify empirical studies and salient issues pertinent to academic skill needs; new analysis of existing data from…
Anderson, Debra; Mallo, Alison; Nee, Kari; Wear, Margaret
The proposed study was designed to improve the writing skills of students in the targeted first and fifth grade classrooms in one elementary school located in a Midwestern suburb. The study was designed as an action research project and was conducted by four researchers during the months of September through December 2002 with 118 participants (40…
The aim of written expression studies is to have students explain their knowledge, feelings, ideas and imaginations in a correct and effective manner. Therefore, the purpose of this study is to investigate the effect of story map on story writing skills of first grade teacher candidates who study at the Department of Elementary Education. The…
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.
Mascle, Deanna DeBrine
Writing is an essential professional skill. The goal of writing instruction in business communication classes is to develop the skills and knowledge necessary to successfully meet future writing challenges. However, many writers struggle to transfer skills and knowledge from one context to another. The primary reason for this struggle is that…
Archer, Arlene; Parker, Shabnam
The effectiveness of writing centre interventions on student writing in higher education has been well-documented in academic literacies studies. This paper changes the focus of investigation from student to consultant and, consequently, explores the way in which an academic writing centre can function as a mentoring environment for young…
Chitez, Madalina; Rapp, Christian; Kruse, Otto
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,…
Academic writing, especially the writing of research articles, dissertations and theses, is often viewed in the literature as "writing up". It is as if first comes the research, an active creation of new knowledge, and then comes the writing, a relatively passive assembling of what has already been achieved. It is as if researching and…
Examines the teaching of writing from an intercultural standpoint to see how far the imposed conventions of academic writing conflict with the conventions of native language and culture and self expression. (Author/VWL)
Traditionally, K-5 students' writing has had a primarily academic aim--to help students master concepts and express themselves. Even if students take a professional writing course later, they typically do not have the opportunity to practice--over the long period of time mastery requires--the non-academic writing skills they will be required to…
Md Rahim, Nasrudin; Meon, Hasni
Study skills play an important role in influencing academic performance of university students. These skills, which can be modified, can be used as an indicator on how a student would perform academically in his course of study. The purpose of the study is to determine the study skills profile among Universiti Selangor's (Unisel) students and to find the relationships of these skills with student's academic performance. A sample of seventy-eight (78) foundation studies and diploma students of Unisel were selected to participate in this study. Using Study Skills Inventory instrument, eight skills were measured. They are note taking; test taking; textbook study; concentration and memory; time management; analytical thinking and problem solving; nutrition; and vocabulary. Meanwhile, student's academic performance was measured through their current Grade Point Average (GPA). The result showed that vocabulary skill scored the highest mean with 3.01/4.00, followed by test taking (2.88), analytical thinking and problem solving (2.80), note taking (2.79), textbook study (2.58), concentration and memory (2.54), time management (2.25) and nutrition (2.21). Correlation analysis showed that test taking (r=0.286, p=0.011), note taking (r=0.224, p=0.048), and analytical thinking and problem solving (r=0.362, p=0.001) skills were positively correlated with GPA achievement.
Tardy, Christine M.
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…
The Allied Health Certificate Program at Massachusetts' Bunker Hill Community College has been successfully integrating academic and vocational education since 1986. The integration of English as a Second Language, academic education, and occupational training was a direct response to requests from business and industry for a competitive…
Shaarawy, Hanaa Youssef
Based on writing weekly academic journals and on Bloom's (1984) taxonomy of cognitive critical thinking skills, this article reports on a quasi-experiment where journal writing was an additional task to an academic writing course. The experiment was carried out with first year university students (semester two) in one of the Egyptian private…
Anderson, Betty Marie; And Others
The Academic Skills Center at Black Hills State University provides a peer assistance program comprising both individual tutoring in classes offered in each academic division and credit classes in study skills. The goal of the Center is to respond effectively and quickly to individual educational needs of students and faculty through a…
One of the major goals in deaf education is to teach deaf and hard of hearing students the tools and strategies to solve mathematical word problems. A mathematical word problem curriculum was designed and implemented based on telling, reading and writing number tales in American Sign Language (ASL) and English. The learning experiences helped…
Coyle, James P.
The ability to write well is often critical for effective work performance. Although basic writing courses provide a foundation for college and university students, discipline-specific writing tasks and methods are frequently learned indirectly. Incorporating occupational writing skills in course curriculum better prepares students for future…
King, Keyonna M.; Pardo, Yvette-Janine; Norris, Keith C.; Diaz-Romero, Maria; Morris, D’Ann; Vassar, Stefanie D.; Brown, Arleen F.
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 one year follow-up, participants in phase two 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
King, Keyonna M; Pardo, Yvette-Janine; Norris, Keith C; Diaz-Romero, Maria; Morris, D'Ann; Vassar, Stefanie D; Brown, Arleen F
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.
Northey, Mary; McCutchen, Deborah; Sanders, Elizabeth A.
Morphological skills have previously been found to reliably predict reading skill, including word reading, vocabulary, and comprehension. However, less is known about how morphological skills might contribute to writing skill, aside from its well-documented role in the development of spelling. This correlational study examines whether morphological skill, as measured by a sentence generation task tapping both derivational morphology and meta-syntactic skills, predicts performance on a standardized essay writing task for fifth- and eighth-grade U.S. students (N = 233), after controlling for grade level, comprehension, and writing fluency. Multilevel analyses indicated that morphological skill and writing fluency were each uniquely predictive of essay quality, and this finding was consistent regardless of whether accurate spelling was required in the morphological task. Our results suggest that morphological skills play an important role in writing, as has been previously documented in reading and spelling. PMID:26957783
Three writing development initiatives carried out at King's College London UK are discussed in this article to illustrate the need to draw on different theoretical models to create effective methods of teaching academic writing. The sequence of initiatives resembles a journey: the destination is to develop academic writing programmes suitable for…
Fageeh, Abdulaziz; Mekheimer, Mohamed Amin A.
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…
This paper discusses a study investigating students' opinions and reflections on backwash effects of portfolio assessments applied in Academic Writing course. To obtain the data, the researcher carried out interviews with 70 students of English Education Department (EED) of "Universitas Muria Kudus" (UMK) who took Academic Writing I and…
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…
Baleghizadeh, Sasan; Gordani, Yahya
Investigations into the effect of providing corrective feedback on L2 writing have often produced contradictory results. This study, following a line of research concerned with the role of corrective feedback in writing, contributes to this line of research by analyzing different feedback types in an EFL academic writing context. 45 graduate…
Chukharev-Hudilainen, Evgeny; Saricaoglu, Aysel
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…
Blecher-Sass, Hope Sara; Moffitt, Maryellen
Improve students' writing skills and boost their assessment scores while adding arts education, creativity, and fun to your writing curriculum. With this vibrant resource, improving writing skills goes hand-in-hand with improving test scores. Students learn how to use acting and visualization as prewriting activities to help them connect writing…
Saddler, Bruce; Graham, Steve
One ingredient that may serve as a catalyst for writing development is changes in writing knowledge. This study assessed the veracity of two tenets underlying this proposal: that skilled writers are more knowledgeable than less skilled writers, and that individual differences in knowledge are related to writing performance. Both of these…
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…
Because only 10 percent of students admitted to the University of Washington through the Educational Opportunity Program were able to graduate from the university, a basic writing course using literature to develop students' academic thinking skills was developed. Literature to which students could relate more easily, such as "Farewell to…
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…
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.…
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…
This article provides an examination of the literature on issues surrounding the problems Japanese university students face in learning critical argument in their English academic writing courses. Japanese students' critical thinking skills are criticized as not fostered in their university education, perhaps due to Confucian education ideals,…
Walker, Barbara D.; Shippen, Margaret E.; Houchins, David E.; Cihak, David F.
This study investigated the effects of the Direct Instruction writing program, "Expressive Writing" (Engelmann & Silbert, 1983), for high school students with learning disabilities (LD). The study used a multiple probe design across participants and results indicate the effectiveness of "Expressive Writing" in improving the writing skills of high…
This article looks at the apparent paradox between the demand for strong writing skills and the lack of colleges of business that require their MBA students to complete writing courses. In the past, most approaches to teaching writing proved inadequate in producing graduates with the ability to write clearly, effectively, and efficiently. This…
Smith, Douglas C.; Nelson, Sandra J.; Moncada, Susan M.
Responses from 150 public accountants and 108 management accountants identified communication skills needed in accounting. Top writing skills areas included working papers, memoranda, business letters, instructions and procedures, and systems documentation. (SK)
Alliance for Excellent Education, 2006
Today, less than one-third of America's high school students read or write at grade level. Literacy skills are alarmingly low even among those students who plan to go to college. Clearly, vast numbers of middle and high school students need help with their reading and writing skills. The question is: Whose job should it be to teach them? Among…
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…
Eubanks, Philip; Schaeffer, John D.
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…
Flaherty, Joseph A.; And Others
A three-year study compared entry-level and junior-level clinically oriented reading and writing skills of 231 medical students. Entry-level skills were found to be the best predictors of clinical skills. Inclusion of communication skills training in admission criteria and/or medical curriculum are recommended. (Author/MSE)
Northey, Mary; McCutchen, Deborah; Sanders, Elizabeth A.
Morphological skills have previously been found to reliably predict reading skill, including word reading, vocabulary, and comprehension. However, less is known about how morphological skills might contribute to writing skill, aside from its well-documented role in the development of spelling. This correlational study examines whether…
Zhao, Ruilan; Hirvela, Alan
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,…
Walker, Madeline; Tschanz, Coby
Traditionally, there is very little formal instruction in academic writing for nurses in graduate programs. We, the writing scholar and a nurse educator and PhD student at a major Canadian university, describe how we collaborated on developing and delivering a 1-day academic writing workshop for incoming master of nursing students. By sharing this description, we hope to motivate nursing faculty to offer similar workshops to address the dearth of writing instruction for graduate students in nursing and to improve scholarship outcomes.
May, Gordon S.; Arevalo, Claire
The J. M. Tull School of Accounting at the University of Georgia has developed a program that integrates the teaching of writing skills with the regular accounting courses. Students in a three-course sequence write a total of eight papers--technical, memos, or reports--in assignments that resemble writing tasks encountered by professional…
Assesses the need for good writing skills in large accounting firms that operate in an increasingly competitive environment with new imperatives of client service and business development. Analyzes specific kinds of writing by professional accountants, and examines how firms encourage good writing through training, hiring, and evaluation…
This article introduces an activity based on Standard 12 of the "Standards for Technological Literacy" that will help students develop good writing skills. It also describes the elements of a writing prompt and of a rubric, the advantages of using rubrics, and the writing development process itself. It provides an activity through which students…
The seasonal activities presented are: observing herbs to encourage use of the senses in writing; watching a jack-o'-lantern wither to learn skills in writing details; and building snowmen to learn to explain a string of events in writing. (SM)
Duncan, Annelise M.
Of all the language skills, writing is the most difficult challenge for language teachers because students have less experience with written expression. Stimulated by audio-visual materials throughout their lives, students are novices in the discipline of writing. Making writing an ongoing part of foreign language acquisition from the first day in…
Blankenship, Dianna; Jones, Irma; Lovett, Marvin
This paper reviews the need for grant writing skills within various types of organizations and the resulting proposal for including grant writing within business administration curriculum at the undergraduate and/or graduate levels. An introduction precedes the results of a survey regarding current grant writing courses within AACSB schools of…
Writing a journal is a good way to improve one's English skills. The author, although she did not feel good at writing in English at all, discovered that, once she began keeping a journal in English, she progressively became able to write longer, more accurate, and more detailed sentences. Through keeping a journal she became aware of errors she…
Dixon, L. Quentin
This article describes the phonological awareness and English writing skills among a sample of 297 Singaporean kindergarten children, stratified by ethnicity (Chinese, Malay, and Indian), and examines the relationship between oral language and writing skills in this multilingual population. Overall, Singaporean kindergartners, nearly all of whom…
Borglin, Gunilla; Fagerström, Cecilia
In Sweden, regulations from the National Agency for Higher Education advocate an education that equips students with independence as well as critical, problem-based thinking, i.e. academic literacy skills. However, some research findings indicate that students may leave higher education without mastering these skills effectively. As part of quality-assuring a nursing programme at a university college in south-east Sweden we explored the nursing student's view of crucial academic literacy skills, such as critical thinking and appraisal and academic writing, by conducting a descriptive, qualitative study. Informants were recruited through an advertisement posted on the university's e-learning tool. Eight focused interviews were conducted during autumn 2010. The transcribed interviews were analysed - inspired by content analysis - and two categories became apparent: constantly questioning and formality before substance. The latter revealed a gap between the student's perception of academic writing and that of the educators, thus implying that nursing students might not be equipped with the tools they need to develop within academia. We suggest that students could benefit in their academic endeavours from theoretical educational models that integrate several academic skills simultaneously and which could be incorporated into the development of syllabuses and curriculums.
Seifert, Kyle; Hurney, Carol A.; Wigtil, Clifton J.; Sundre, Donna L.
The Academic Skills Inventory (Kruger and Zechmeister, 2001) was developed at Loyola University of Chicago and originally designed for use with psychology majors. It was later extended for use in a variety of academic programs. The Academic Skills Inventory (ASI) assesses student self-reports of behaviors in 10 skill areas: (1) written and oral…
Lindquist, Ruth; Hadidi, Niloufar
In an era of health care reform and limited financial support, good ideas for changes in clinical practice may await the available time, resources, and attention that are required to test and implement them. Developing grant writing skills is a way to attract resources to explore the feasibility and potential efficacy of changes to improve patient outcomes or efficiencies of care. This article describes the purpose of grant writing by advanced practice nurses (APNs), discusses the needs for and benefits of grant writing, identifies types and sources of available grants, describes potential roles of APNs in grant writing, describes ways to overcome barriers to grant writing, and presents strategies for writing winning grants to develop and improve practice in acute and critical care settings. These strategies will help APNs get started and provide a guide to follow in writing their first grant or will refresh their existing grant writing skills.
Salas-Lopez, Debbie; Deitrick, Lynn; Mahady, Erica T; Moser, Kathleen; Gertner, Eric J; Sabino, Judith N
Expressed barriers to writing for publication include lack of time, competing demands, anxiety about writing and a lack of knowledge about the submission process. These limitations can be magnified for practitioners in non-university environments in which there are fewer incentives or expectations regarding academic publication productivity. However, as members of professional disciplines, practitioners have both the responsibility and, oftentimes, the insights to make valuable contributions to the professional literature. Collaborative writing groups can be a useful intervention to overcome barriers, provide the necessary skills and encouragement as well as produce publications and conference presentations that make worthy additions to the professional body of knowledge. This article discusses the evolution and outcomes of writing groups at Lehigh Valley Health Network and describes how this strategy can be adopted by other academic community hospitals to promote professional development and publication.
McGrath, Lisa; Kaufhold, Kathrin
Academic Literacies and English for Specific Purposes perspectives on the teaching of academic writing tend to be positioned as dichotomous and ideologically incompatible. Nonetheless, recent studies have called for the integration of these two perspectives in the design of writing programmes in order to meet the needs of students in the…
Carbone, Paula M.; Orellana, Marjorie Faulstich
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…
Just as plagiarism is viewed poorly in the academic community, so is plagiarism viewed poorly in student writing, with a range of sanctions and penalties applying for not displaying academic integrity. Yet learning to cite effectively to progress one's argument, position or understandings is a skill that takes time to develop and hone. This paper…
There is an increasing expectation that academic and clinical nurses will contribute to disciplinary and professional discourses through scholarly writing. However, the difficulties and challenges associated with writing for publication mean that many papers will never be written. This current paper describes an innovative approach developed to support skill development and outcomes in writing for publication. Intensive residential writing retreats informed by the principles of servant leadership and incorporating strategies such as mentoring and peer learning were conducted in 2005 and 2007. Positive outcomes and benefits included publications submitted to peer-reviewed journals, as well as positive effects on collegial relationships, and team building. Novice writers benefited from intensive and sustained support and coaching by experienced writers. Organisational benefits included increased participation by staff and research higher degree students in publication activities, enhanced collegial relationships and opportunities for senior established writers to work with inexperienced writers.
McIntosh, Robert D; De Lucia, Natascia; Della Sala, Sergio
Mirror writing is a striking behaviour that is common in children and can reemerge in adults following brain damage. Skilled deliberate mirror writing has also been reported, but only anecdotally. We provide the first quantitative study of skilled deliberate mirror writing. K.B. can write forward or backward, vertically upright or inverted, with the hands acting alone or simultaneously. K.B. is predominantly left handed, but writes habitually with his right hand. Of his writing formats, his left hand mirror writing is by far the most similar in style to his normal handwriting. When writing bimanually, he performs better when his two hands make mirror-symmetrical movements to write opposite scripts than if they move in the same direction to write similar scripts. He has no special facility for reading mirrored text. These features are consistent with prior anecdotal cases and support a motor basis for K.B.'s ability, according to which his skilled mirror writing results from the left hand execution of a low-level motor program for a right hand abductive writing action. Our methods offer a novel framework for investigating the sharing of motor representations across effectors.
Pollack, Herman W.; Godwin, Christine M.
Reports on the origins and development of Orange County Community College's Writing Consultancy Project, which employs an interdisciplinary model for integrating writing instruction into technical courses. Bases project success on teamwork between technical instructors and writing consultants to improve students' writing in required lab notebooks…
Dehghan, Farzaneh; Razmjoo, Seyyed Ayatollah
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,…
Johnson, W. Brad; Mullen, Carol A.
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…
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…
Reviews research on writing and culture, focusing on the collisions of cultures when discourse practices second language writers are expected to reproduce clash with what they know, believe, and value in their first language writing. Describes collisions of culture in writing regarding voice, organization, reader/writer responsibility, topic, and…
Roberts, Susan T; Goss, Gay
Nursing students often struggle with writing style and the presentation of a logical flow of ideas. To help students enhance their scholastic writing skills, nursing faculty implemented an online program to improve syntax, grammar, and presentation of thoughts. The authors discuss a descriptive study and its results, which did demonstrate the effectiveness of the writing tutorial in Web-based nursing courses.
The purpose of this study was to determine the relationship between the phonological awareness skills and writing skills of the first year students at primary school. In the study, the phonological awareness skills and writing skills of the students were measured at the beginning of the term. Students' writing skills were measured in the middle of…
Ruggles, Tosha M.
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…
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…
Shrestha, Prithvi; Coffin, Caroline
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…
Dankoski, Mary E.; Palmer, Megan M.; Banks, Julianna; Brutkiewicz, Randy R.; Walvoord, Emily; Hoffmann-Longtin, Krista; Bogdewic, Stephen P.; Gopen, George D.
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…
California State Dept. of Education, Sacramento.
As a preliminary version of the rationale and content for the English-language arts portion of the "Survey of Academic Skills: Grade 12," this booklet describes elements of the new reading and editing tests to be used to complement a direct writing assessment in this part of the 1987-88 California Assessment Program (CAP). After a brief…
Hanson Diehl, Susan
In what seems to be a universal situation, nurse educators are reading student papers and lamenting the fact that their students cannot write. The author explains a successful model of early intervention aimed at improving academic writing for new graduate students. The model and teaching strategies are helpful to nurse educators who struggle with the quality of their students' written work.
Onwuegbuzie, A J; Collins, K M
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.
Franke, Johannah S.
Describes how two proficient teachers of physical education retrained to become proficient teachers of writing. Discusses the plan for retraining teachers; the connections between writing, tennis, and dance; revision; evaluation; and outcomes. (SR)
Holtzman, Joseph M; Elliot, Norbert; Biber, Cheryl L; Sanders, R Michael
This study tested the feasibility of using computer-based tools for the assessment of written materials produced by dental students. Written assignments produced by three consecutive incoming dental school classes (240 students) were assessed, and the performance among and between classes was analyzed. Computerized assessment of documents produced by students in the context of their regular coursework proved to be an efficient and effective mechanism for assessing performance. Student performance, assessed as a byproduct of this research, was disappointing. The performance of all classes fell below the eleventh grade level, with some students producing written material at a level of sophistication generally expected from middle school children. Existing technology shows promise as a vehicle for enhancing the assessment of dental students' written communication skills. The ease of use and minimal training necessary to apply this technology can help mitigate the time-intensive nature of writing assessment. If this assessment information is then used to enhance instruction--a process inherently available through software such as WebCT--the distance between assessment and instruction may be more readily bridged through an increase in the use of technology.
At many colleges, professors trained in the discipline of rhetoric and composition are finding that the specialized knowledge they bring to teaching writing is held in thrall to older notions of how students learn to write--what Linda Brodkey, an author and director of the Warren College Writing Program at the University of California at San…
A teacher describes how a cardboard box tunnel was used to capitalize on children's fascination with boxes. The finished tunnel offers opportunities for honing math and writing skills. Layouts for tunnels and related activities are suggested. (MT)
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…
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…
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…
Kellogg, Ronald T.; Whiteford, Alison P.
The development of advanced writing skills has been neglected in schools of the United States, with even some college graduates lacking the level of ability required in the workplace (National Commission on Writing, 2003, 2004). The core problem, we argue, is an insufficient degree of appropriate task practice distributed throughout the secondary…
The nine-step grid strategy provides prompts in both structure and content areas to improve the narrative writing skills of students with learning disabilities. The steps include developing a story grid with characters, setting, action, emotion, and so on; planning and writing the story; and completing both cognitive and technical edits. (DB)
This report describes a program for enriching language use in writing. The targeted population consisted of one classroom of fourth grade students in a public elementary school. This school is in the small rural community near a large city in the Midwest. The problem of lack of language skills in writing was documented with teacher and student…
Robinson, Lisa; Feng, Jay
Grammar Instruction has an important role to play in helping students to speak and write more effectively. The purpose of this study was to examine the effects of direct grammar instruction on the quality of student's writing skills. The participants in this study included 18 fifth grade students and two fifth grade teachers. Based on the results…
Firch, Tim; Campbell, Annhenrie; Lindsay, David H.; Garner, Don E.
The CSU, Stanislaus, accounting program is providing a new course that meets the university-wide upper-division writing requirement and offers accounting students additional professional study. While a writing skills course is not unusual in a business program, few offer an alternative centered on the accounting body of knowledge. Undergraduate…
Large corpora such as the British National Corpus and the COBUILD Corpus and Collocations Sampler are now accessible, free of charge, online and can be usefully incorporated into a process writing approach to help develop students' writing skills. This article aims to familiarize readers with these resources and to show how they can be usefully…
Atasoy, Arzu; Temizkan, Mehmet
Developed to evaluate secondary school students' writing fluency skills, this study is descriptive in nature and uses a mixed method approach. During the research, the researcher attempted to identify students' abilities to write in terms of quantity and complexity, on the one hand, and also attempted to identify findings on accuracy, the…
Wernersbach, Brenna M.; Crowley, Susan L.; Bates, Scott C.; Rosenthal, Carol
Although study skills courses improve student retention, the impact of study skills courses on students' academic self-efficacy has not been investigated. The present study examined pre- and posttest levels of academic self-efficacy in college students enrolled in a study skills course (n = 126) compared to students enrolled in a general education…
This study examined faculty views on academic writing and writing instruction. Data reported in this article came from ten qualitative interviews with business and engineering faculty members. Transcripts of the interviews were analyzed inductively and recursively, and two views on academic writing and writing instruction were identified. One view…
Kandel, Sonia; Soler, Olga; Valdois, Sylviane; Gros, Celine
This study examined whether the graphemic structure of words modulates the timing of handwriting production during the acquisition of writing skills. This is particularly important during the acquisition period because phonological recoding skills are determinant in the elaboration of orthographic representations. First graders wrote seven-letter…
Huffman, J. Michelle; Fortenberry, Callie
Early childhood is the most intensive period for the development of physical skills. Writing progress depends largely on the development of fine motor skills involving small muscle movements of the hand. Young children need to participate in a variety of developmentally appropriate activities intentionally designed to promote fine motor control.…
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…
Handforth, Rachel; Taylor, Carol A.
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…
Examines reasons for using essay tests in the direct assessment of writing ability. Reviews the steps in developing a large-scale testing program; e.g., creating a pool of topics or prompts; developing scoring procedures; training raters; field-testing the system; scoring writing samples; assessing reliability; and assessing validity. (DMM)
Blicblau, Aaron S.; McManus, Kerry J.; Prince, Anne
Students from non English-speaking backgrounds and cultures (NESBC) undertaking postgraduate research degrees are expected to write a major thesis and publish conference and journal articles. As novice researchers, they need mentoring through the process of writing a journal article in their specialized area. Experienced supervisors, who have…
Rickard, Claire M; McGrail, Matthew R; Jones, Rebecca; O'Meara, Peter; Robinson, Anske; Burley, Mollie; Ray-Barruel, Gillian
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.
This study investigates the relationship of second language (L2) writing skills proficiency with the first language (L1) writing skills, in light of the language transfer. The study aims to analyze the positive effects of L2 writing proficiency on L1 writing proficiency. Forty native Turkish-speaking university students participated in the study.…
This student guide is intended to assist persons employed as supervisors in developing writing skills. Discussed in the first four sections are the following topics: when to write (writing versus talking, writing as backup, writing for efficiency and to overcome time lags, and passing the message); how to write (making writing simple, clear, and…
Problem statement: Writing an essay is a most difficult creative work and consequently requires detailed instruction. There are in fact two types of instruction that contribute to the development of writing skills: Reading activities analysing texts in content and schematic structure to find out how they are composed and process writing…
Tuscarora Intermediate Unit #11, McVeytown, PA.
This publication contains exercises recommended for use with adult basic education students in a writing skills program. Journal exercises are suggested as an ice-breaking activity for the beginning writer. Topics are listed for directed journal entries that bridge the gap from free writing to a structured approach. "Power verbs" exercises are…
The aim of this research is to determine the effect of creative writing activities on the skill of university students in writing story genre text. Unequaled control group model which is half experimental is used in this research. 1/A section (experimental group) of standard class and 1/B section (control group) of evening class from Turkish…
Writing groups facilitate the development of research students' written communication skills, which are critical for the competent preparation of theses and publications. This paper describes a Thesis Writing Group for social science doctoral students. Participants indicated that the group not only served a practical role, providing an impetus for…
This article describes a classroom technique for improving the writing skills of EFL university students who have chosen English as their major for pursuing future careers as translators from and into English. The technique in question, designed for a creative writing course aimed at such students, was based on: (a) the combination of process and…
Despite the efforts of a number of national organizations focused on improving writing literacy, there has been little improvement in student writing skills over the past decade to keep pace with the growing demands of the workplace. Based on constructivist learning theory and the belief that students become better writers through continuous…
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…
This paper describes a graduate-level scientific/academic writing course for non-native speakers (NNS) of English at Ben-Gurion University of the Negev (BGU), Israel, which is taught in a technology-enhanced or blended learning environment. The use and integration of electronic discourses, such as email and Powerpoint, on-screen marking…
Examines how and why the American academy has employed the social construct of gender in defining the writing center as a site where caring education is promoted according to a cultural ideal of "women's work." Draws on the author's encounters with feminist philosophy, academic professionalism, psycho-sociolinguistics, and child development…
Bakhtiyari, Kaveh; Salehi, Hadi; Embi, Mohamed Amin; Shakiba, Masoud; Zavvari, Azam; Shahbazi-Moghadam, Masoomeh; Ebrahim, Nader Ale; Mohammadjafari, Marjan
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…
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…
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…
Skues, Jason L.; Wise, Lisa
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…
Brown, Gavin T. L.; Marshall, Jennifer C.
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.…
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…
Pineteh, Ernest A.
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…
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…
Diamond, Karen E.; Baroody, Alison E.
Associations among children's writing and alphabetic skills were examined in a sample of 502 prekindergarten children who were at risk of academic failure because they came from poor families, spoke a language other than English at home, or had an identified disability. In this sample of children at risk of school failure, 16% had an identified…
Grabe, William; Zhang, Cui
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…
Rogowsky, Beth A.; Papamichalis, Pericles; Villa, Laura; Heim, Sabine; Tallal, Paula
This study reports an evaluation of the effect of computer-based cognitive and linguistic training on college students’ reading and writing skills. The computer-based training included a series of increasingly challenging software programs that were designed to strengthen students’ foundational cognitive skills (memory, attention span, processing speed, and sequencing) in the context of listening and higher level reading tasks. Twenty-five college students (12 native English language; 13 English Second Language), who demonstrated poor writing skills, participated in the training group. The training group received daily training during the spring semester (11 weeks) with the Fast ForWord Literacy (FFW-L) and upper levels of the Fast ForWord Reading series (Levels 3–5). The comparison group (n = 28) selected from the general college population did not receive training. Both the training and comparison groups attended the same university. All students took the Gates MacGinitie Reading Test (GMRT) and the Oral and Written Language Scales (OWLS) Written Expression Scale at the beginning (Time 1) and end (Time 2) of the spring college semester. Results from this study showed that the training group made a statistically greater improvement from Time 1 to Time 2 in both their reading skills and their writing skills than the comparison group. The group who received training began with statistically lower writing skills before training, but exceeded the writing skills of the comparison group after training. PMID:23533100
Rogowsky, Beth A; Papamichalis, Pericles; Villa, Laura; Heim, Sabine; Tallal, Paula
This study reports an evaluation of the effect of computer-based cognitive and linguistic training on college students' reading and writing skills. The computer-based training included a series of increasingly challenging software programs that were designed to strengthen students' foundational cognitive skills (memory, attention span, processing speed, and sequencing) in the context of listening and higher level reading tasks. Twenty-five college students (12 native English language; 13 English Second Language), who demonstrated poor writing skills, participated in the training group. The training group received daily training during the spring semester (11 weeks) with the Fast ForWord Literacy (FFW-L) and upper levels of the Fast ForWord Reading series (Levels 3-5). The comparison group (n = 28) selected from the general college population did not receive training. Both the training and comparison groups attended the same university. All students took the Gates MacGinitie Reading Test (GMRT) and the Oral and Written Language Scales (OWLS) Written Expression Scale at the beginning (Time 1) and end (Time 2) of the spring college semester. Results from this study showed that the training group made a statistically greater improvement from Time 1 to Time 2 in both their reading skills and their writing skills than the comparison group. The group who received training began with statistically lower writing skills before training, but exceeded the writing skills of the comparison group after training.
Writing skills are considered essential to lifelong success, yet experts cannot agree on one model or set of traits that distinguishes good writing from poor writing. Instructional strategies in developing student writing at the high school level need to include a means by which students receive immediate, specific feedback that acts as a scaffold…
Ingebrand, Sarah Wynonah
The following study was developed to investigate the development of writing skills in second and third grade students. The recent emphasis on writing, specifically writing in multiple genres, made in the Common Core State Standards (CCSS, 2010) has increased the need to further understand how students write. The NAEP (2002) reports that…
De Silva, Radhika
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…
McClenon, James M.
As a means of improving their writing skills, mostly African-American students from Elizabeth City State University gathered reports from African Americans in 16 northeastern North Carolina counties about extrasensory perception, contact with the dead, and other anomalous experiences and compared them to reports from Chinese students and students…
Catanach, Anthony H., Jr.; Golen, Steven
Reviews briefly accounting writing skill research, discusses the subject bias prevalent in that research, and relates this weakness to a potential bias toward grammar and syntax in curriculum development. Argues that the user of accounting information is an important but neglected party in the communication process, whose input should be…
Greenberg, Larrie W.; Jewett, Leslie S.
Described is a program at Childrens Hospital National Medical Center in which the focus is on improving medical students' writing and communication skills as part of a pediatric clerkship. Based on the quality of students' performance and their evaluation of the exercise, this has been a successful innovation. (Author/RH)
This study aims to describe the influence of contextual learning model and critical thinking ability toward argumentative writing skill on university students. The population of the research was 147 university students, and 52 university students were used as sample with multi stage sampling. The results of the research indicate that; group of…
Kim, Young-Suk; Puranik, Cynthia; Al Otaiba, Stephanie
We examined growth trajectories of writing and the relation of children's socioeconomic status and language and/or speech impairment to the growth trajectories. First-grade children (N = 304) were assessed on their written composition in the fall, winter, and spring, and their vocabulary and literacy skills in the fall. Children's SES had a…
Baker, Michael O.
Emphasizing real-life communication skills, this book offers cooperative activities to help teachers supplement their writing programs with easy-to-use critical thinking activities. The 16 activities in the book are suitable for grades 4 through 8, for gifted younger students, or as a remediation tool for older students. The activities expose…
Mayer, Connie; Watson, Linda; Archbold, Sue; Ng, Zheng Yen; Mulla, Imran
Thirty-three young people with cochlear implants, aged between 9 and 16 years, were assessed for use of their implant system, cognitive abilities, vocabulary, reading, and writing skills. The group came from throughout England and included 26 born deaf, six deafened by meningitis, one with auditory neuropathy, and five with additional needs.…
Nasir, Laraib; Naqvi, Syeda Meenoo; Bhamani, Shelina
This research aimed to improve written expression (composition) skills of 5th grade students of an elite private school. The research was designed under the paradigm of action research. A total sample of 39 students' from the same grade was chosen for the study. The baseline assessment was carried out to explore the pre-intervention writing skill…
Stasz, Bird B.; And Others
Describes a two-year literacy project: an innovative adult basic skills class designed and orchestrated by the students themselves, where Head Start mothers and college-student volunteer tutors worked together. Attributes the project's enormous success to combining the whole-language approach with oral history and the writing process, resulting in…
Corson, Sarah L.
The process of writing a play serves as a remediation method for developing writing skills in the learning disabled student. The case of an 11-year-old student, who neither writes nor spells, illustrates this method. (SB)
Cameron, Carrie; Deming, Stephanie P; Notzon, Beth; Cantor, Scott B; Broglio, Kristine R; Pagel, Walter
Research articles are the coin of the realm for anyone working in academia, and success or failure to publish determines a biomedical researcher's career path. At the same time, the dramatic increase in foreign faculty and trainees in U.S. academia, as well as in international scientific collaboration, adds another dimension to this developmental vacuum: limited English-language skills. Paradoxically, few programs exist to develop and support the skills needed to accomplish the vital task of writing English-language research articles, which does not come naturally to most. To better prepare all trainees for research careers, editors in the Department of Scientific Publications at The University of Texas M. D. Anderson Cancer Center created an in-depth training program that would target the writing skills gap effectively. Instruction focused on structure, rhetorical organization, and the conventions of biomedical publishing. More than 300 trainees have participated in 22 workshops. Results of a survey of 46 participants at 6 months to 2.5 years after workshop completion indicated that participants from all language backgrounds believed the course to have improved their writing (97.8% strongly agreed or agreed), made it easier to begin a manuscript (80.4%), and helped them to get published (56.8%), with nonnative speakers of English reporting somewhat greater perceived benefit than native English speakers. On the basis of these results, the authors conclude that researchers of varied linguistic backgrounds appreciate the need for, and benefit from, instruction in the conventions of scientific writing.
Molitor, Stephen J; Langberg, Joshua M; Bourchtein, Elizaveta; Eddy, Laura D; Dvorsky, Melissa R; Evans, Steven W
Students with attention-deficit/hyperactivity disorder (ADHD) often experience a host of negative academic outcomes, and deficits in reading and mathematics abilities contribute to these academic impairments. Students with ADHD may also have difficulties with written expression, but there has been minimal research in this area and it is not clear whether written expression abilities uniquely contribute to the academic functioning of students with ADHD. The current study included a sample of 104 middle school students diagnosed with ADHD (Grades 6-8). Participants were followed longitudinally to evaluate whether written expression abilities at baseline predicted student grade point average (GPA) and parent ratings of academic impairment 18 months later, after controlling for reading ability and additional relevant covariates. Written expression abilities longitudinally predicted both academic outcomes above and beyond ADHD and oppositional defiant disorder symptoms, medication use, reading ability, and baseline values of GPA and parent-rated academic impairment. Follow-up analyses revealed that no single aspect of written expression was demonstrably more impactful on academic outcomes than the others, suggesting that writing as an entire process should be the focus of intervention. (PsycINFO Database Record
Bailey, Annette; Zanchetta, Margareth; Velasco, Divine; Pon, Gordon; Hassan, Aafreen
Several authors have highlighted the importance of writing in developing reflective thinking skills, transforming knowledge, communicating expressions, and filling knowledge gaps. However, difficulties with higher order processing and critical analysis affect students' ability to write critical and thoughtful essays. The Building a Scholar in Writing (BSW) model is a 6-step process of increasing intricacies in critical writing development. Development of critical writing is proposed to occur in a processed manner that transitions from presenting simple ideas (just bones) in writing, to connecting ideas (connecting bones), to formulating a thesis and connecting key components (constructing a skeleton), to supporting ideas with evidence (adding muscle), to building creativity and originality (adding essential organs), and finally, developing strong, integrated, critical arguments (adding brain). This process symbolically represents the building of a scholar. The idea of building a scholar equates to progressively giving life and meaning to a piece of writing with unique scholarly characteristics. This progression involves a transformation in awareness, thinking, and understanding, as well as advancement in students' level of critical appraisal skills.
While several models of adult writing have been proposed and studied, the development of writing skills in young children has only recently garnered attention. Using measures of fine-motor, language, working memory, and attention/executive functions, the current study explored motor and cognitive skills that may contribute to writing skill in…
Hight, Jim D.
Journaling is an effective tool for the development of writing skills and creative thinking; however, research has not revealed how it improves writing skills in the college classroom. The majority of the studies related to journaling are elementary school studies, which do not provide statistics on how journaling can improve writing skills for…
The present study explores four L2 mature writers' development of writing and voices in English between different academic environments, and seeks to create more meaningful grounds for teaching academic ESL writing in the U.S. and college writing in Taiwan. The approach of this study is influenced by Hirvela and Belcher's (2001) reading of terms…
Jones, Carroll J.
Many teachers of students with mild disabilities experience difficulty writing IEPs, and they lack a foundation in the regular education curriculum of academic skills and sequences associated with each grade level. This book was designed to provide this foundation. Presented in the form of scope and sequence charts that can be used as objectives…
Hendrix, C M; Thompson, I K; Mann, C J
In the 1989 report by the Pew National Veterinary Education Program (PNVEP), communication skills topped the list of characteristics the veterinary graduate should possess in order to function effectively in the twenty-first century. To determine the reading, writing, and oral communication requirements and opportunities in veterinary curricula in the US and Canada, and to determine the perceived communication tasks that might be commonly required of practicing veterinarians in the next century, we sent a 15-item communications skills questionnaire to the academic deans of the 31 veterinary curricula in the US and Canada. The results reinforce the importance of communication skills in veterinary medicine, as detailed by the PNVEP over 10 years ago. Based on the responses to our questionnaire and on our own experiences with veterinary medical students, we make several recommendations to enhance communication instruction in veterinary medical curricula.
Uneda, Michio; Ishikawa, Ken-Ichi
One of the important undertakings of student in laboratory education practiced in higher educational institutions, such as universities, is the development of technical communication skills based on training in technical writing for preparing not only bachelor‧s and master‧s theses but also papers to be submitted to society journals. However, technical writing is difficult for students who are not trained in writing papers, and it might become a burden for the teaching staff. Considering this situation, we have examined methods that may enhance the technical writing skills of students and also improve the training efficiency of the teaching staff. Specifically, the methods include distributing checklists to students, providing as few corrections as possible using underlines and adding comments when correcting students‧ writings, and instructing students to exchange their writings to check each other‧s work. In this paper, we summarize and analyze the effects of practicing the above methods on the basis of the answers to a questionnaire provided by students.
Melles, Gavin; Lockheart, Julia
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…
Llosa, Lorena; Beck, Sarah W.; Zhao, Cecilia Guanfang
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…
Writing effectively in a second language can be one of the most challenging tasks second language learners must undertake and master. English teachers are in a good position to implement the types of supports that can move ELLs toward success in academic writing by providing exposure to and practice with different genres of academic writing,…
As computer technology developed, hypertexts emerged as an influential environment for developing language skills. This study aims to evaluate a text prepared in a hypertextual environment and its effects on academic success and comprehension skills. In this study, "preliminary test final test control group experimental pattern" was used…
Richards, Janet C.; Miller, Sharon K.
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…
Lee, Alison; Boud, David
Examines the use of writing groups as a strategy for research development, asserting that writing is best considered a starting point of the research process and that fostering academic writing is a useful place to do research development work. The article describes the use of various writing groups over 3 years, exploring the responses of leaders…
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…
Tessema, Kedir Assefa
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…
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…
Oermann, Marilyn H; Leonardelli, Adrianne K; Turner, Kathleen M; Hawks, Sharon J; Derouin, Anne L; Hueckel, Rémi M
The purpose of this article is to describe the outcomes of a systematic review of educational programs and strategies for developing the writing skills of nursing students and nurses. Of 728 screened citations, 80 articles were included in the review. Writing assignments in nursing courses were the most common, followed by strategies for writing across the curriculum and specific courses to improve the writing skills of nursing students. To improve nurses' writing skills, workshops were used most frequently. Only 28 (35%) of the articles were data based, and most articles described the writing program, strategy, or assignment but did not evaluate its effectiveness.
Japanese English education has focused mainly on teaching passive skills such as reading and listening, whereas actual business activities in society require active skills such as writing and speaking in addition to the passive skills. This educational situation is estimated to be a reason Japanese engineers are less confident in writing and speaking than in reading and listening. This paper focuses on details of the English Technical Writing Test provided by the Japan Society of Technical Communication and emphasizes the importance of the active skills, mainly focusing on what skills should be taught in the future and how to develop these skills. This paper also stresses the necessity of learning rhetoric-related skills, concept of information words, as well as paragraph reading and writing skills based on the concept of the 3Cs (Correct, Clear, and Concise) as a means to develop technical writing skills for engineers.
Mounds View Public Schools, St. Paul, Minn.
Following an organizational outline of specific language skills associated with expository writing (but applicable to creative writing as well), this booklet charts the introductory, teaching/refinement, and mastery levels from kindergarten through grade 12 for writing skills in the categories of sentence structure, paragraph structure,…
Gragson, Derek E.; Hagen, John P.
Writing formal "journal-style" lab reports is often one of the requirements chemistry and biochemistry students encounter in the physical chemistry laboratory. Helping students improve their technical writing skills is the primary reason this type of writing is a requirement in the physical chemistry laboratory. Developing these skills is an…
Altay, Ismail Firat
As is known, writing is an indispensable part of language education. As far as English Language Teaching Departments are concerned, writing courses, especially Advanced Writing Skills, are taken as a course of higher importance. However, forming a syllabus for Advanced Writing Course for English Language Teaching Departments is not an easy matter.…
Motavalli, P. P.; Patton, M. D.; Miles, R. J.
Increased opportunities for undergraduate students in agricultural and natural resource disciplines to write for diverse audiences besides their instructor may increase motivation to write and improve student writing skills. The objectives of this teaching research were to determine and compare the initial writing experience of students enrolled…
Sahbaz, Namik Kemal; Duran, Gozde
The aim of this research is to search the effect of the cluster method on the creative writing skill of 6th grade students. In this paper, the students of 6-A, studying at Ulas Primary School in 2010-2011 academic year, were divided into two groups as experiment and control. Taking into consideration the various variants, pre-test and last-test…
Since its opening in the spring of 1972, the General College Reading/Writing Skills Center has provided students with tutorial help in reading and writing, and communication skills courses for credit. During its three years of operation, the Skills Center has extended its services through satellite centers to student populations other than those…
Stephenson, N. S.; Sadler-McKnight, N. P.
The Science Writing Heuristic (SWH) laboratory approach is a teaching and learning tool which combines writing, inquiry, collaboration and reflection, and provides scaffolding for the development of critical thinking skills. In this study, the California Critical Thinking Skills Test (CCTST) was used to measure the critical thinking skills of…
Hansen, Blake D.; Wills, Howard P.
Writing is one of the primary skills that children learn in school. Interventions that address performance deficits and skill deficits have been shown to improve aspects of elementary school children's writing. This study demonstrates performance-based interventions (goal setting, feedback, and contingent reward) and a skill-based intervention…
Yeung, Pui-sze; Ho, Connie Suk-han; Chan, David Wai-ock; Chung, Kevin Kien-hoa
The present study is a four-year longitudinal study examining the important predictors of writing of 340 Chinese children in elementary grades. Children's transcription skills (handwriting skills and spelling), and syntactic skills in grade 1 were significant predictors of text writing in grade 1-4 while ideation in grade 1 only contributed to…
Hughes, Katherine L.; Moore, David Thornton; Bailey, Thomas R.
A study tested the claim that work-based learning can have positive effects on academic learning. Data were obtained through interviews with faculty, staff, students, and employers, and observation of classroom-based links to the work-based learning components at three sites involved in a work-based learning project. At the three sites, a total of…
Re, Anna Maria; Caeran, Monica; Cornoldi, Cesare
The present study examines the expressive writing abilities of children described by their teachers as having Attention Deficit Hyperactivity Disorder (ADHD) symptoms and of matched controls and the effects of two types of facilitation. A group of 35 ADHD children and matched controls are given the task of composing a letter either under standard instructions or with facilitation (a guide scheme), preceded by a brief training on how to use the facilitation. Results show that both groups drew benefit from the guide scheme. Despite the fact that differences between groups were maintained after the training for the case of spelling errors, the poorer performance of ADHD children vanished. It is concluded that ADHD children have poor expressive writing skills, but this can be improved through the help of a guide scheme preceded by brief training.
Deonandan, Raywat; Sangwa, Nodine; Kanters, Steve; Nsanzimana, Sabin
In 2013, Canadian scholars delivered a 1-week workshop to 30 junior public health professionals in Rwanda. The goal was to improve the Rwandans’ skills and confidence with respect to writing scientific papers for submission to international peer-reviewed global health journals. As a result of the workshop, there was a statistically significant improvement in participants’ reported confidence in many aspects of navigating the publishing process, but no improvement in confidence regarding statistically analyzing their data. Remarkably, as a group, participants were able to write an article for a leading international journal, which was subsequently published. Results indicate that similar interventions would be both successful and well received, especially if targeted to individuals at a similar stage of career progress.
Ashbury, J E; Fletcher, B M; Birtwhistle, R V
Student journals are used at all levels of education to facilitate academic and personal learning. This paper describes the experience of journal writing from both a student and teacher perspective, in a communication skills course for first-year medical students at Queen's University, Kingston, Ontario, Canada. As one of the requirements of the course, students described their individual reactions to each weekly session in a journal. Teachers responded to each journal entry. Guidelines for journal usage in this course are described. The content of the journals includes topic-related information, comments concerning the student's individual experience of the course, and personal thoughts related to life experiences and becoming a doctor. A summary of evaluations of journal writing by teachers and students is presented. We have observed that journal writing facilitates a personal and reflective perspective to the first-year medical curriculum for both students and teachers. Journal writing appears to initiate and encourage self-awareness by providing a safe place for students to describe their experiences and relationships and to question their own values and beliefs. In the journal, through a mutual sharing of thoughts and feelings, barriers between students and teachers are diminished, leading to enhanced rapport and communication.
Ghufron, M. Ali; Saleh, Mursid; Warsono; Sofwan, Ahmad
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…
Wang, Min-Fen; Bakken, Lori L.
Introduction: Academic writing for publication is competitive and demanding for researchers. For the novice English-as-a-second-language (ESL) researcher, the pressure to publish compounds the difficulties of mastering the English language. Very few studies have used ESL graduate and post-graduate students as academic writing research subjects.…
Wardale, D.; Hendrickson, T.; Jefferson, T.; Klass, D.; Lord, L.; Marinelli, M.
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…
Stepanek, Libor; Hradilova, Alena
This paper presents a case study of a course on academic writing for postgraduate studies within a collaborative and interactive information and communication technologies (ICT) based language-learning setting. It describes the structure of an academic writing course for PhD students, focusing on three ICT-enhanced course activities: collaborative…
Schmied, Josef; Nkemleke, Daniel
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…
Without proper linguistic competence in English language, academic writing is one of the most challenging tasks, especially, in various genre specific disciplines by L2 novice writers. This paper examines the role of diction and expression through error analysis in English language of L2 novice writers' academic writing in interdisciplinary texts…
Lindsey, Tommie, Jr.; Mabie, Benjamin
After one failed attempt to buttress the prospects of black males at a racially diverse high school, teachers fashioned a life skills class that was heavy on racial pride and personal insight. In so doing they borrowed liberally from the Motivational Framework for Culturally Responsive Teaching by Margery Ginsberg and Raymond Wlodkowski that leans…
Bickens, Sarah; Bittman, Franny; Connor, David J.
This article provides an overview of the Autobiography Project, listing the topics of the ten chapters and the targeted skills that accompany them. The authors discuss the purposes of each chapter and describe the methods incorporated to promote the four broad components of literacy. This unit also addresses almost all components of the Common…
Ringer, Jeffrey M.
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…
Al-Khairy, Mohamed Ali
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…
Uccelli, Paola; Dobbs, Christina L.; Scott, Jessica
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…
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…
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…
Cons, Andrea Marie
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…
Suggests a way to overcome the difficulty of teaching effective reading skills to students with diverse interests. The approach is based on four specifications: (1) each student studies a text on a topic in his own specialty; (2) reading practice images students' academic contexts; (3) classes are learner centered; and (4) students are evaluated…
Hartzema, Abraham G.
The impact of changing health care systems on the content of pharmaceutical education is examined, including the relationship between basic and applied sciences and between the applied sciences and skill and attitude formation, in both academic and clinical education. The role of pharmacy administration in the curriculum is discussed. (MSE)
Goetzfridt, Nicholas J.
Teaching critical thinking is a relatively new dimension of bibliographic instruction (BI) in the academic environment. It marks a departure from the teaching of "user skills" in which the primary concern is enabling library patrons to determine the appropriateness of reference tools and to use those tools effectively. This report assembles a…
Willison, J. W.
This study considered outcomes when 27 academics explicitly developed and assessed student research skills in 28 regular (non-research methods) semester-length courses. These courses ranged from small (n = 17) to medium-large (n = 222) and included those from first year to masters in business, engineering, health science, humanities and science,…
Bjorn, Piia Maria; Kyttala, Minna
This study investigated whether family structure accounts for adolescent academic performance in Finland in the analysis. The thirteen- to fourteen-year-old (grade 8) students' (N = 171) literacy skills were measured and their mathematical performance was tested. Information about family structure was gathered via a questionnaire sent to their…
A survey of Australian academic reference librarians was conducted as part of an international collaboration seeking to identify the most important knowledge, skills and attributes now and for the next ten years. Librarians working in or managing reference-related services at university and vocational education and training institutions…
Bendt, Lori; Nunan, Jan
This paper examines the impact of the explicit teaching of social skills to enhance academic achievement. The targeted population comprised kindergarten and second grade students in a middle-class community located in central Illinois. The problem of inappropriate behaviors and difficulties interacting with peers and how this may affect academic…
Bowman, Marion; Addyman, Berni
Reflection is widely regarded as important for learning from practice in Nursing. Academic reflective writing (ARW) is increasingly being used to assess reflective practice. However, there is currently scant literature on ARW, which is extremely complex, requiring students to link their own experiences to published literature. There are also concerns in the literature about the validity of ARW as a medium of assessment. In this paper, an exploratory discussion on ARW is illustrated with reference to the views of 8 self-selected students on a course for post-registered nurses. These students found ARW extremely challenging, and highlighted a range of difficulties associated with it. In conclusion, it is argued that the student experience of ARW warrants further investigation. In addition, it is suggested that either scaffolding should be put in place to facilitate the production of successful ARW, or alternatives should be explored.
Heyman, Bob; Cronin, Patricia
This article discusses how to transform material worthy of dissemination into a form that leads to successful publication. It focuses on publication of systematic and literature reviews, empirical studies and conceptual analyses undertaken as part of a course of academic study. An increasing number of nurses and midwives are undertaking healthcare-related courses at BSc, MSc, MPhil and PhD level. Many of their theses are ultimately left to gather dust on library shelves, and are only read by examiners. The authors have worked with many novice writers whose attempts to write up their theses have been unsuccessful for a number of reasons. These are explored in this article. Suggestions for avoiding the many pitfalls that can prevent publication are offered.
Grabe, William; Zhang, Cui
"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…
Harley, John K.
The characteristics of academic writing are examined in this paper, and some remedies are suggested for correcting the "language deformities" that many academic writers persist in creating. Three categories of error to which academic writers are apt to be susceptible are discussed. The first category covers errors that are shortcomings…
Draws on Bakhtin's work on dialogism and research with a group of non-traditional student writers and their specific experiences of academic writing within a number of academic disciplines. Maps out different levels of dialogism in Bahktin's work and illustrates the way these are and are not to be the center of an academic literacies stance.…
Takil, Nazife Burcu
This investigation was done to explore the effectiveness of "Ask, write, throw" (AWT) technique in improving the writing skills of B2 level learners of Turkish as a foreign language compared to traditional teaching technique. To this end, 35 learners at similar levels were recruited. There were 18 learners in the AWT (experimental) group…
The aim of the study is to explore the effect of the creative drama method on pre-service classroom teachers' writing skills and attitudes towards writing. Additionally, the views of the pre-service teachers concerning the creative drama method were also investigated in the study. The participants of the study were 24 pre-service teachers studying…
Tsai, Hsien-Chang; Liu, Shih-Hsiung
Effective time-management skills and interpersonal interactions with familiar friends for learning matters on Facebook are desired characteristics for adolescents attempting to improve their academic achievements. This study identifies the relationships between time-management skills and Facebook interpersonal skills with the academic achievement…
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…
Ettzevoglou, Nathalie; McBride, Jessica
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…
Lu, Zhihong; Li, Xiaowei; Li, Zhenxiao
The effective design and use of Automated Writing Evaluation (AWE) tools in developing English as a Foreign Language (EFL) learners' writing skill and learner autonomy have remained great challenges for system designers, developers, and EFL instructors compared with that of the pencil-paper writing in the context of regular teacher-fronted…
Yamac, Ahmet; Ulusoy, Mustafa
The aim of this action research was to investigate the effects of digital storytelling in improving the writing skills of third grade students enrolled in rural primary schools. The writing performances of the students were measured before and after the teaching procedures of digital storytelling. Then, the process of narrative writing with…
Dewi, Wahyu Rosita
Among the four skills in English teaching and learning, writing has a rather limited portion in high school classes. Requiring several steps, writing has been given less time than what it actually deserves. As a result, it takes a longer period of time for the student to submit their writing products. What we often forget is that the process of…
Woody, Jane D.; Zeleny, Mary G.; D'Souza, Henry J.; Harder, Jeanette; Reiser, Jacqueline; Szto, Peter
Although instructors express concerns about social work students' writing skills, little research has been conducted. One remedy is a social work-focused writing course. This study assessed a required writing course with a sample of 49 baccalaureate students. From online pre- and posttest surveys, 2 student outcomes improved significantly:…
Chen, M.-H.; Huang, S.-T.; Chang, J. S.; Liou, H.-C.
Paraphrasing, or restating information using different words, is critical to successful writing. However, EFL learners have difficulty in making paraphrases to meet their writing demands, and there has been little research on developing automatic reference tools to assist these learners' paraphrasing skills for better writing quality. In this…
Geithner, Christina A.; Pollastro, Alexandria N.
Doing peer review has been effectively implemented to help students develop critical reading and writing skills; however, its application in Human Physiology programs is limited. The purpose of the present study was to determine the impact of peer review on Human Physiology majors' perceptions of their scientific literacy and writing skills.…
Ritchie, Mathy; Black, Catherine
Improving university students' writing skills is always a challenge. In a third-year French composition course, the researchers introduced the use of public Internet discussion forums to see if that would help achieve the argumentative writing skills goals that were set for this study. The results show that participation in the forums had a…
Anderson, Dianne Bruce
Blogging and computerized journaling are effective tools for writing skill development; however, research has not revealed which specific populations of students are aided by blogging or journaling, nor has research revealed the specific writing skills that are most likely to be improved by these practices. The purpose of the study was to discover…
Puerto Rico State Dept. of Education, Hato Rey. Office of Special Education.
As part of the basic special education curriculum of the Department of Public Instruction of Puerto Rico, this teacher's guide, presents, in Spanish, a basic curriculum for writing skills for students with disabilities. Skills for handwriting (the production of writing) and composition are included. Although the student with disabilities needs…
Cabrera Solano, Paola Alexandra; Gonzalez Torres, Paul Fernando; Ochoa Cueva, Cesar Augusto; Quinonez Beltran, Ana Lucia; Castillo Cuesta, Luz Mercedes; Solano Jaramillo, Lida Mercedes; Espinosa Jaramillo, Franklin Oswaldo; Arias Cordova, Maria Olivia
Extensive studies have been conducted regarding mother tongue (L1) interference and developing English writing skills. This study, however, aims to investigate the influence of the Spanish language on second language (L2) writing skills at several Ecuadorian senior high schools in Loja. To achieve this, 351 students and 42 teachers from second…
Cabell, Sonia Q.; Tortorelli, Laura S.; Gerde, Hope K.
Providing preschoolers with rich writing experiences can help to lay a foundation for their later reading and writing success. Early writing experiences can be greatly enhanced by how preschool teachers answer young children's questions about writing and engage them in productive writing instruction. With appropriate scaffolding, early writing…
Hansen, Blake D; Wills, Howard P
Writing is one of the primary skills that children learn in school. Interventions that address performance deficits and skill deficits have been shown to improve aspects of elementary school children's writing. This study demonstrates performance-based interventions (goal setting, feedback, and contingent reward) and a skill-based intervention (instruction) on the writing skills of a 10-year-old child. Results indicated that the performance intervention increased the number of correctly spelled words, and the combination of performance and instructional intervention increased the number of complete sentences.
Discusses several ways to evaluate reading and writing skills in a whole language classroom, including evaluation checklists, holistic evaluation of writing, and miscue analysis. Provides a literacy development checklist for reading and writing. (MM)
Sampson, Victor; Enderle, Patrick; Grooms, Jonathon; Witte, Shelbie
This study examined how students' science-specific argumentative writing skills and understanding of core ideas changed over the course of a school year as they participated in a series of science laboratories designed using the Argument-Driven Inquiry (ADI) instructional model. The ADI model is a student-centered and writing-intensive approach to…
Geithner, Christina A; Pollastro, Alexandria N
Doing peer review has been effectively implemented to help students develop critical reading and writing skills; however, its application in Human Physiology programs is limited. The purpose of the present study was to determine the impact of peer review on Human Physiology majors' perceptions of their scientific literacy and writing skills. Students enrolled in the Scientific Writing course completed multiple writing assignments, including three revisions after receiving peer and instructor feedback. Students self-assessed their knowledge, skills, and attitudes related to science and writing in pre- and postcourse surveys (n = 26 with complete data). Seven survey items related to scientific literacy and writing skills impacted by peer review were selected for analysis. Scores on these survey items were summed to form a composite self-rating score. Responses to two questions regarding the most useful learning activities were submitted to frequency analysis. Mean postcourse scores for individual survey items and composite self-rating scores were significantly higher than precourse means (P < 0.05). Peer review was the most frequently noted among 21 learning activities for increasing scientific literacy and in the top 5 for improving writing skills. In conclusion, peer review is an effective teaching/learning approach for improving undergraduate Human Physiology majors' knowledge, skills, and attitudes regarding science and scientific writing.
Reynolds, Barry Lee
Lack of knowledge in the conventional usage of collocations in one's respective field of expertise cause Taiwanese students to produce academic writing that is markedly different than more competent writing. This is because Taiwanese students are first and foremost English as a Foreign language (EFL) readers and may have difficulties picking up on…
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…
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…
Macbeth, Karen P.
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…
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…
Perpignan, Hadara; Rubin, Bella; Katznelson, Helen
We previously defined the "by-products" of academic writing instruction as "affective and social changes perceived by students, "along with" changes in their writing, reflected in interpersonal and intrapersonal behaviors carried over into other spheres of their lives" [Katznelson, Perpignan, & Rubin, 2001. What…
This paper adopts an academic literacies perspective to argue for a critical approach to the writing practices of the online university classroom. It describes an on-going action research project in an online Masters in Online and Distance Education (MAODE) programme at the UK Open University, which aims to create an online writing resource to…
Escobar Alméciga, Wilder Yesid; Evans, Reid
The purpose of the present pedagogical experience was to address the English language writing needs of university-level students pursuing a degree in bilingual education with an emphasis in the teaching of English. Using mentor texts and coding academic writing structures, an instructional design was developed to directly address the shortcomings…
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…
Peterson-Karlan, George R.
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…
Matsuda, Paul Kei; Tardy, Christine M.
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.…
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…
Gilliland, Elizabeth A.
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…
Sidman-Taveau, Rebekah; Karathanos-Aguilar, Katya
Graduate-level ESL students in Education are future multicultural educators and promising role models for our diverse K-12 students. However, many of these students struggle with academic English and, in particular, writing. Yet little research or program development addresses the specific writing-support needs of this group. This article shares…
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…
Bemer, Amanda Nicole Metz
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…
This article builds on and contributes to work in writing pedagogy, with a particular focus on multimodality. Research on writing and academic literacies have examined changing texts in higher education, yet there has not been a particular emphasis on how these texts are reconfigured in the multimodal moment. This article examines the implications…
This case study of an adjunct-model English for Academic Purposes (EAP) writing course linked to a policy-analysis course describes an effective approach for putting "specificity" into practice in EAP curriculum design. The rationale for interdisciplinary collaboration, the positive learning outcomes from the EAP writing course, the…
Crite, Charles E., Jr.
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…
Mckay, Tracey Morton; Simpson, Zachary
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…
Literary reading skills in a second language (L2) are essential for student success at the advanced levels of collegiate language instruction. This article introduces an instructional approach that fosters the development of L2 literary reading skills through creative writing activities. First, the article identifies those skills that language…
Goodrich, J. Marc; Farrington, Amber L.; Lonigan, Christopher J.
Although there is a growing body of literature on the development of reading skills of Spanish-speaking language minority children, little research has focused on the development of writing skills in this population. This study evaluated whether children's Spanish early reading skills (i.e., print knowledge, phonological awareness, oral language)…
Park, Do-Yong; Logsdon, Cindy
Before science can be completely understood, one of the fundamental skills that must be developed is observation. Improving descriptive writing and investigating students' observational skills in the classroom is the purpose of this study. The study was designed to determine if such skills, practiced through modeling activities, serve as a way to…
Despite its importance of academic language, research on academic language is often limited to academic vocabulary and focused on the English language learners. Informed by systemic functional linguistics, this study examined adolescents' use of academic language and the relationships between its use and students' reading ability and their writing…
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,…
Singh, Manjet Kaur Mehar
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,…
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,…
Plagiarism is regarded as a heinous crime within the academic community, but anecdotal evidence suggests that some writers plagiarize without intending to transgress academic conventions. This article reports a study of the writing of 17 postgraduate students. Source reports in the student-generated texts were compared to the original sources in…
Lillis, Theresa; Magyar, Anna; Robinson-Pant, Anna
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…
The study utilised a fine-grained diagnostic checklist to assess first-year undergraduates in Hong Kong and evaluated its validity and usefulness for diagnosing academic writing in English. Ten English language instructors marked 472 academic essays with the checklist. They also agreed on a Q-matrix, which specified the relationships among the…
Al Fadda, Hind
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…
This study investigates academic literacy imposed in reading and writing for academic purposes in the EAP program. This study uses descriptive design elaborating data from curriculum documents and interviews. Involving 45 participants from IAIN Surakarta and Veteran University, data were analyzed using constant-comparison and inductive analysis…
Calvo, R. A.; O'Rourke, S. T.; Jones, J.; Yacef, K.; Reimann, P.
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…
Ennis, Robin Parks; Jolivette, Kristine
The Common Core State Standards Initiative includes an emphasis on teaching writing and related skills in all subject areas. This study sought to improve the persuasive writing skills and self-efficacy skills of students with emotional and behavioral disorders by implementing self-regulated strategy development with pairs of students in a high…
Kotzee, Ben; Johnston, Roger
Concern exists among both academics and employers regarding the quality of graduates' writing. The complaint, as it is most commonly phrased, is that young graduates can no longer "string a simple sentence together". If true, this is a problem: the quality of students' writing seriously affects their chances in the job market. In this…
Hannonen, Riitta; Komulainen, Jorma; Eklund, Kenneth; Tolvanen, Asko; Riikonen, Raili; Ahonen, Timo
Aim: Basic verbal and academic skills can be adversely affected by early-onset diabetes, although these skills have been studied less than other cognitive functions. This study aimed to explore the mechanism of learning deficits in children with diabetes by assessing basic verbal and academic skills in children with early-onset diabetes and in…
Spandel, Vicki; Stiggins, Richard J.
Intended for educators seeking information on direct writing assessments, this monograph describes general procedures for planning and conducting a writing assessment and strategies for tailoring that assessment to local needs. The introductory chapter offers a brief comparison of direct and indirect writing assessment methods, highlighting those…
McGee, Marie L.
Since the need for better communication in the accounting profession is evident, report writing should be emphasized in the accounting classroom. Three points to consider in writing reports are: (1) interpretation of accounting information, (2) presentation of the report, and (3) writing style. (JOW)
Markel, Geraldine; Woolfolk, Marilyn; Inglehart, Marita Rohr
This article reports the outcomes of an evaluation conducted to determine if an academic skills training program for undergraduate predental students from underrepresented minority backgrounds increased the students' standardized academic skills test scores for vocabulary, reading comprehension, reading rates, spelling, and math as well as subject-specific test results in biology, chemistry, and physics. Data from standardized academic skill tests and subject-specific tests were collected at the beginning and end of the 1998 to 2006 Pipeline Programs, six-week summer enrichment programs for undergraduate predental students from disadvantaged backgrounds. In total, 179 students (75.4 percent African American, 7.3 percent Hispanic, 5.6 percent Asian American, 5 percent white) attended the programs during these nine summers. Scores on the Nelson-Denny Reading Test showed that the students improved their vocabulary scores (percentile ranks before/after: 46.80 percent/59.56 percent; p<.001), reading comprehension scores (47.21 percent/62.67 percent; p<.001), and reading rates (34.01 percent/78.31 percent; p<.001) from the beginning to the end of the summer programs. Results on the Wide Range Achievement Test III showed increases in spelling (73.58 percent/86.22 percent; p<.001) and math scores (56.98 percent/81.28 percent; p<.001). The students also improved their subject-specific scores in biology (39.07 percent/63.42 percent; p<.001), chemistry (20.54 percent/51.01 percent; p<.001), and physics (35.12 percent/61.14 percent; p<.001). To increase the number of underrepresented minority students in the dental school admissions pool, efforts are needed to prepare students from disadvantaged backgrounds for this process. These data demonstrate that a six-week enrichment program significantly improved the academic skills and basic science knowledge scores of undergraduate predental students. These improvements have the potential to enhance the performance of these students
Latham, Christine L; Ahern, Nancy
Contemporary professional nursing requires competency in both oral and written communication. Outside of writing for publication, instructional methods to teach professional writing in baccalaureate nursing programs are not well documented in the literature. The need for professional writing, coupled with the need to diversify the workforce with students from varying ethnic and educational backgrounds, creates some additional challenges to meet programmatic requirements for scholarly, evidence-based writing outcomes. As two new prelicensure programs were initiated, a comprehensive assessment was conducted that included student focus groups and writing assessment tools to assess writing quality and student support needs. As a result of these data, faculty implemented curricular and instructional revisions and created a writing center that was staffed by older adult volunteers who had careers in writing. The processes, tools, and preliminary outcomes of these faculty-initiated changes to improve student support for writing are presented.
Snyder, Delys Waite; Nielson, Rex P.; Kurzer, Kendon
Within the growing field of scholarly literature on foreign language (FL) writing pedagogy, few studies have addressed pedagogical questions regarding the teaching of writing to advanced language learners. Writing fellows peer tutoring programs, although typically associated with first language writing instruction, likely can benefit and support…
Zhang, Chenyi; Hur, Jinhee; Diamond, Karen E.; Powell, Douglas
This study examined the classroom writing environment in 31 Head Start classrooms, and explored the relations between the writing environment, children's (N = 262) name-writing, and children's letter knowledge using pathway analysis. Our analyses showed that Head Start classrooms provided opportunities (i.e., writing materials and teachers'…
Deane, Paul; Odendahl, Nora; Quinlan, Thomas; Fowles, Mary; Welsh, Cyndi; Bivens-Tatum, Jennifer
This paper undertakes a review of the literature on writing cognition, writing instruction, and writing assessment with the goal of developing a framework and competency model for a new approach to writing assessment. The model developed is part of the Cognitively Based Assessments of, for, and as Learning (CBAL) initiative, an ongoing research…
Poe, Roy W.
Describes a situational approach that equips students to be effective managers as well as communicators by developing skills in persuasive expression, human relations, and decision making; emphasis is on business letter and report writing. (Editor/TA)
Writing is a huge part of any research career. We can think of writing as a research tool we find in any research laboratory. Much like any research tool, we have to understand how to calibrate, adjust and apply it in order to achieve the very best experimental outcomes. We can learn how to use this tool with advice from writing workshops, online writing courses, books and so on. Unfortunately, when it comes to working with this tool, we often have to do it alone. But, like in any laboratory, the most rewarding way to learn and to achieve the best results is to interact with others. Through this interaction, we can improve our writing and remain motivated. ClimateSnack aims to help early career scientists understand how they can use writing as an effective research tool. We encourage the formation of writing groups at different universities and institutes. Members write short popular science articles and read them aloud at group meetings. The group uses knowledge from different learning resources to discuss the articles and give feedback. The author then improves their writing further before publishing on the ClimateSnack website. If early-career scientists can successfully increase their control of writing, they will more likely write memorable high-impact scientific articles, and confidently communicate their science via varied media to varied audiences.
Davis, Alan; Solberg, V. Scott; de Baca, Christine; Gore, Taryn Hargrove
This study evaluated the degree to which a range of social emotional learning skills--academic self-efficacy, academic motivation, social connections, importance of school, and managing psychological and emotional distress and academic stress--could be used as an indicator of future academic outcomes. Using a sample of 4,797 from a large urban…
The purpose of this study was to examine whether approaches to learning moderated the association between child care classroom environment and Head Start children's academic skills. The data came from the Head Start Family and Child Experiences Survey (FACES-2003 Cohort). The dataset is a nationally representative longitudinal study of Head Start children. The sample was selected using the stratified 4-stage sampling procedure. Data was collected in fall 2003, spring 2004, spring 2005, and spring 2006 in the first year of kindergarten. Participants included 3- and 4-year-old Head Start children (n = 786; 387 boys, 399 girls; 119 Hispanic children, 280 African American children, 312 Caucasian children). Head Start children's academic skills in letter-word identification, dictation/spelling, and mathematics at the 4 time points were measured by the Woodcock-Johnson Achievement Battery tests. Approaches to learning in fall 2003 was measured by the teacher report of the Preschool Learning Behaviors Scale. Child care classroom quality in fall 2003 was measured by the revised Early Childhood Environment Rating Scale. Results of the linear mixed effects models demonstrated that approaches to learning significantly moderated the effect of child care classroom quality on Head Start children's writing and spelling. Specifically, positive approaches to learning mitigated the negative effect of lower levels of classroom quality on dictation/spelling. Results underscore the important role of approaches to learning as a protective factor. Implications for early childhood educators with an emphasis on learning goals for disengaged children are discussed.
Writing teaching materials is one of the generic pedagogical skills. Teachers and pre-service teachers should be trained to have the skills of writing teaching materials. This study examines the factors that influence the skills of writing in the disciplines among pre-service physics teachers. This study in particular aims to contribute to the development of science writing in the disciplines and to the organization of workshops on writing teaching materials for pre-service teachers. The problems of this research are formulated in the question of what are the factors that influence the skills of pre-service physics teachers in writing teaching materials. The research adopted mixed methods with embedded experimental design. The research subjects were 18 students enrolled in the school physics course. The instruments used consisted of conceptual understanding tests, learning strategy questionnaire, tests of the multiple representation skills, and one-on-one semi- structured interview. Results of data analysis show that the ability and skills of writing physics teaching materials of the pre- service physics teachers are determined by the factors of conceptual understanding of the subject matter with a contribution of 20%, the skills of making multiple representations of concepts with a contribution of 9.8% and students' self-regulation and learning strategy with a contribution of 33.5%. There are other factors that have not been investigated in this study; therefore, it is recommended that future research conduct further investigation on other factors that influence pre-service teachers' skills in writing physics teaching materials.
Sinaga, Parlindungan; Suhandi, Andi; Liliasari
Result of field studies showed low writing skill of teachers in teaching material. The root of the problem lies in their inability on translating description of teaching material into writing. This research focused on the effectiveness of scaffolding design. The scaffolding design was tested in the selected topics of physics courses for…
Radcliffe, Rich A.; Stephens, Liz C.
Young adolescents' low scores on the National Assessment of Educational Progress (NAEP) force the question of whether these students will be ready for college in four years. Our efforts to build a college-going culture emphasize strengthening students' writing skills by using preservice teachers to lead writing marathons for at-risk middle school…
Voogt, Joke; McKenney, Susan
This study examines how technology can support the development of emergent reading and writing skills in four- to five-year-old children. The research was conducted with PictoPal, an intervention which features a software package that uses images and text in three main activity areas: reading, writing, and authentic applications. This article…
Breland, Hunter M.
Direct assessment of writing skill, usually considered to be synonymous with assessment by means of writing samples, is reviewed in terms of its history and with respect to evidence of its reliability and validity. Reliability is examined as it is influenced by reader inconsistency, domain sampling, and other sources of error. Validity evidence is…
Fields, Tina T.; Hatala, Jeffrey J.
College students have difficulty in written communication, despite attempts by universities to place English courses in the "core curriculum." Although many companies indicate that writing is an expected competency, and many companies consider writing when they promote, students still enter the workforce with poor grammar skills. Clear…
Lingwall, Andrew; Kuehn, Scott
This study explored student self-perceptions of writing skills in journalism and mass communication programs at thirteen public state universities in the mid-Atlantic region. Factor analysis revealed seven sets of perceptions among 860 students. A Media Writing Self-Perception Scale was constructed and found to be reliable. The authors propose…
Grise-Owens, Erlene; Crum, Kimberly
This article describes one MSW program's innovative and informed response to the pervasive problem of inadequate professional writing skills. We articulate the rationale, implementation, and assessment of our systemic response, which includes (a) requiring a professional writing course, (b) implementing curricular infusion of a standard writing…
Jarvis, Mary I.; Hale, Yulonda
This course is designed to enhance reading and writing skills. It is tied to an interactive computer program (The New Reading Disc) that provides opportunities for reading, hearing sentences read, and writing letters and memos. Special emphasis is placed on workers' understanding of the importance of their jobs and how they fit into the total…
Wiener, Diane R.
Human Behavior in the Social Environment (HBSE) is an ideal location in which graduate social work students can enhance their critical reflection and writing skills while integrating social work theories with practice, research, and policy. A writing-intensive, learner-centered model using specific strategies is described via a framework of…
Erginer, Ergin; Yar, Veda
One of the four basic language skills of children, writing, is central to expressing themselves and to developing high level thinking capabilities. Competence in writing is a rather complex learning structure in which cognitive and, especially, psycho-motor learning processes are intensively employed and it further needs to be fed by perceptive…
Pelger, Susanne; Sigrell, Anders
Background: Feedback is one of the most significant factors for students' development of writing skills. For feedback to be successful, however, students and teachers need a common language--a meta-language--for discussing texts. Not least because in science education such a meta-language might contribute to improve writing training and…
Smith-Lock, Karen M.; Nickels, Lyndsey; Mortensen, Lynne
The purpose of this study was to investigate the story writing skills of adults with a history of oral language impairment. It was hypothesized that writing text would pose difficulty for adults with a history of language impairment (LI), and that this difficulty would manifest itself as reduced grammatical complexity and increased errors in…
Pershing, James A., Ed.
This collection of six papers discusses various aspects of teaching basic skills in connection with vocational education. The six papers are the following: "Basic Academic Skills in the Workplace and the Classroom: The Work-Education Bridge" (James A. Pershing, Scott W. Gillie); "Basic Literacy and Communication Skills for Vocational Training"…
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…
Apps, Linda; Mamchur, Carolyn
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…
Wingate, Ursula; Andon, Nick; Cogo, Alessia
The benefits of embedding the teaching of writing into the curriculum have been advocated by educators and researchers. However, there is currently little evidence of embedded writing instruction in the UK's higher education context. In this article, we present a case study in which we report the design, implementation and evaluation of an…
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
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.
Carolan, Fergal; Kyppö, Anna
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…
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…
Limpo, Teresa; Alves, Rui A.; Fidalgo, Raquel
Background: It is well established that the activity of producing a text is a complex one involving three main cognitive processes: Planning, translating, and revising. Although these processes are crucial in skilled writing, beginning and developing writers seem to struggle with them, mainly with planning and revising. Aims: To trace the…
Grohe, B.; Schroeder, J.; Davis, S. R. B.
Cheating and plagiarism are significant problems in higher education because they occur often and interfere with learning. Plagiarism creates shortcuts that bypass the time and effort required to develop the writing and analytical skills necessary to produce evidence of progress in mastering course content. The purpose of a two-semester writing…
Walker, Barbara; Shippen, Margaret E.; Alberto, Paul; Houchins, David E.; Cihak, David F.
The complex nature of written expression presents difficulty for many students, particularly those with learning disabilities (LD). The literature in the area of written expression and students with learning disabilities indicates that explicit, rule-based instruction can enhance the writing skills of struggling students. Research in Direct…
Walker, Barbara; Shippen, Margaret E.; Alberto, Paul; Houchins, David E.; Cihak, David F.
The complex nature of written expression presents difficulty for many students, particularly those with learning disabilities (LD). The literature in the area of written expression and students with learning disabilities indicates that explicit, rule-based instruction can enhance the writing skills of struggling students. Research in Direct…
Eisenberg, Nancy; Sadovsky, Adrienne; Spinrad, Tracy L.
Research suggests that the development of emotional regulation in early childhood is interrelated with emotional understanding and language skills. Heuristic models are proposed on how these factors influence children's emerging academic motivation and skills. (Contains 2 figures.)
A kindergarten parent workshop series on the developmental stages of writing was created and assessed. The intended outcome was to empower parents with writing knowledge and writing skills so that they could apply this knowledge and skills at home with their child. The researcher developed the workshops from parent involvement research,…
Molfese, Victoria J.; Beswick, Jennifer L.; Jacobi-Vessels, Jill L.; Armstrong, Natalie E.; Culver, Brittany L.; White, Jamie M.; Ferguson, Melissa C.; Rudasill, Kathleen Moritz; Molfese, Dennis L.
The writing skills of 286 children (157 female and 129 male) were studied by comparing name writing and letter writing scores from preschool to kindergarten with letter and word reading scores over the same time period. Two rubrics for scoring writing were compared to determine if scores based on multiple components (i.e., letter formation,…
Manitoba Dept. of Education, Winnipeg. Bureau of French Education.
The report summarizes an assessment of the extent to which Manitoba schools are meeting the learning objectives for speaking and writing skills specified for senior (secondary) levels 1 and 4 in the basic French curriculum for the province. For each level and skill area, a random sample of students representing urban and rural school populations…
Medina, Muriel; And Others
This module is the ninth of 10 in the Essential Communication and Documentation Skills curriculum. It develops the ability to write logs and reports, a workplace literacy skill identified as being directly related to the job of the direct care worker. The curriculum is designed to improve the competence of New York State Division for Youth direct…
Wallace, G W; Bott, D A
This study investigated the effects of teaching a metacognitive text structure strategy upon the paragraph writing skills of eighth-grade students with learning disabilities. The technique, called Statement-Pie (Hanau, 1974), teaches students to understand the relationship of supporting details to a main idea. Four students were taught to use an outline as a paragraph planning guide, which they then used to convert information into written expository paragraphs. All subjects reached instructional outcome criterion on the writing of comparison/contrast and sequence paragraphs. One week after reaching mastery in the special education classroom, students generalized their paragraph writing skills to other teachers and to different classrooms. The results of this investigation indicate that when provided with direct, intensive instruction in a text structure strategy, adolescents with learning disabilities can improve their skills in paragraph writing.
Howard, Z R; Donalson, L M; Kim, W K; Li, X; Zabala Díaz, I; Landers, K L; Maciorowski, K G; Ricke, S C
Because food and poultry industries are demanding an improvement in written communication skills among graduates, research paper writing should be an integral part of a senior undergraduate class. However, scientific writing assignments are often treated as secondary to developing the technical skills of the students. Scientific research paper writing has been emphasized in an undergraduate course on advanced food microbiology taught in the Poultry Science Department at Texas A& M University (College Station, TX). Students' opinions suggest that research paper writing as part of a senior course in Poultry Science provides students with scientific communication skills and useful training for their career, but more emphasis on reading and understanding scientific literature may be required.
Mason, Linda H.; Kubina, Richard M., Jr.; Taft, Raol J.
Two multiple-baseline, across-participants design studies were used to examine persuasive quick write (10-minute writing responses) performance of seventh-grade students with disabilities. In the first study, 6 students were taught by a graduate research assistant; in the second study, 10 students were taught by their special education teacher. In…
Koffler, Stephen L.
This research examined the results from direct and indirect writing assessments to determine the most effective method of discrimination. The New Jersey State Department of Education developed a test for ninth-grade students which was designed to measure the ability to apply writing mechanics to written text and to communicate effectively in…
Hackett, Kimberly; Wilson, Theresa
A study investigated the effectiveness of an intervention for improving adolescent writing and speaking using mathematical language. The targeted population consists of high school students in a growing, middle- and upper-middle-class, suburban community located west of Chicago, Illinois. The problems of writing and speaking using mathematical…
Rahilly, Leonard J.
To alleviate problems associated with free composition as a method of foreign language writing instruction, the directed writing method was adapted for use in a college French composition course. High-quality French texts, often of only a page or two and written by native speakers, are used as a basis for grammatical analysis and discussion and a…
Stoddard, Elizabeth Pelton; Renzulli, Joseph S.
Sentence combining by itself or teamed with creative thinking activities resulted in higher holistic ratings of writing samples for gifted fifth- and sixth-graders. Results further revealed that the writing quality was significantly higher for sessions within the classroom than for "pull-out" sessions. Four specific educational implications were…
Describes a year-long study of five fifth grade students with learning disabilities with written language deficits that used a specially designed computer program, ROBO-Writer, as a writing tool to assist them in a weekly writing curriculum. Discusses effects on the students' behavior, attitudes, and their written products. (Contains 32…
An experimental composition project focused on a correspondence method of teaching writing. Composition and Literature students at the Florida campus of Embry-Riddle University exchanged papers and critiques with students on the Arizona campus of Embry-Riddle. This correspondence method insisted on the nature of writing as a form of dialogue.…
Wolbers, Kimberly; Miller, John
One of the greatest challenges teachers of deaf students face is how to teach students to write effectively. Teachers want them to plan, organize, and relay meaning in a coherent way, but teachers also expect them to develop a sense of control over English writing conventions and mechanics. It is probably no surprise that teachers are constantly…
Orthopedically impaired (OI) students face a formidable challenge during the writing process due to their limited or non-existing ability to use their hands to hold a pen or pencil or even to press the keys on a keyboard. While they may have a clear mental picture of what they want to write, the biggest hurdle comes well before having to tackle…
Jones, Cindy D.; Reutzel, D. Ray
The purpose of this study was to examine whether the code-related features used in current methods of writing instruction in kindergarten classrooms transfer reading outcomes for kindergarten students. We randomly assigned kindergarten students to 3 instructional groups: a writing workshop group, an interactive writing group, and a control group.…
Alves, Rui Alexandre; Castro, São Luís; Olive, Thierry
At the behavioural level, the activity of a writer can be described as periods of typing separated by pauses. Although some studies have been concerned with the functions of pauses, few have investigated motor execution periods. Precise estimates of the distribution of writing processes, and their cognitive demands, across periods of typing and pauses are lacking. Furthermore, it is uncertain how typing skill affects these aspects of writing. We addressed these issues, selecting writers of low and high typing skill who performed dictation and composition tasks. The occurrences of writing processes were assessed through directed verbalization, and their cognitive demands were measured through interference in reaction times (IRT). Before writing a narrative, 34 undergraduates learned to categorize examples of introspective thoughts as different types of activities related to writing (planning, translating, or revising). Then, while writing, they responded to random auditory probes, and reported their ongoing activity according to the learned categories. Convergent with previous findings, translating was most often reported, and revising and planning had fewer occurrences. Translating was mostly activated during motor execution, whereas revising and planning were mainly activated during pauses. However, none of the writing processes can be characterized as being typical of pauses, since translating was activated to a similar extent as the other two processes. Regarding cognitive demands, revising is likely to be the most demanding process in narrative writing. Typing skill had an impact on IRTs of motor execution. The demands of execution were greater in the low than in the high typing skill group, but these greater demands did not affect the strategy of writing processes activation. Nevertheless, low typing skill had a detrimental impact on text quality.
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…
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…
Molitor, Stephen J.; Langberg, Joshua M.; Bourchtein, Elizaveta; Eddy, Laura D.; Dvorsky, Melissa R.; Evans, Steven W.
Students with attention-deficit/hyperactivity disorder (ADHD) often experience a host of negative academic outcomes, and deficits in reading and mathematics abilities contribute to these academic impairments. Students with ADHD may also have difficulties with written expression, but there has been minimal research in this area and it is not clear…
Thomas, John V; Sanyal, Rupan; O'Malley, Janis P; Singh, Satinder P; Morgan, Desiree E; Canon, Cheri L
The academic educator's portfolio is a collection of materials that document academic performance and achievements, supplementing the curriculum vitae, in order to showcase a faculty member's most significant accomplishments. A decade ago, a survey of medical schools revealed frustration in the nonuniform methods of measuring faculty's medical education productivity. A proposed solution was the use of an academic educator's portfolio. In the academic medical community, compiling an academic portfolio is always a challenge because teaching has never been confined to the traditional classroom setting and often involves active participation of the medical student, resident, or fellow in the ongoing care of the patient. Diagnostic radiology in addition requires a knowledge base that encompasses basic sciences, imaging physics, technology, and traditional and molecular medicine. Teaching and performing research that involves this complex mix, while providing patient care that is often behind the scenes, provides unique challenges in the documentation of teaching, research, and clinical service for diagnostic radiology faculty. An academic portfolio is seen as a way to explain why relevant academic activities are significant to promotions committee members who may have backgrounds in unrelated academic areas and may not be familiar with a faculty member's work. The academic portfolio consists of teaching, research, and service portfolios. The teaching portfolio is a collection of materials that document teaching performance and documents the educator's transition to a more effective educator. A research portfolio showcases the most significant research accomplishments. The service portfolio documents service responsibilities and highlight any service excellence. All portfolios should briefly discuss the educator's philosophy, activities, methods used to implement activities, leadership, mentoring, or committee roles in these respective areas. Recognizing that academic
Salem, Ashraf Atta M. S.
The present study aimed at investigating the effects of using a program based on the writing workshop approach on developing basic writing skills of prospective teachers of English in Hurgada faculty of Education. For that purpose, the researcher constructed and validated a teaching program based on the writing workshop approach, checklist of the…
Badrasawi, Kamal J. I.; Zubairi, Ainol; Idrus, Faizah
Writing skill is seen as a cornerstone of university students' success in both academic and career life. This qualitative study was conducted to further explore the teachers' and students' perceptions on the relationship between writing apprehension and writing performance, contributing factors of writing apprehension, and strategies to reduce…
Cons, Andrea M.
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…
Gute, Deanne; Gute, Gary
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,…
Hopgood, Debra C.
In fall 2000, Eastern Illinois University implemented an electronic writing portfolio (EWP) to assess students' writing skills. Students who were freshmen in fall 2000 and transfer students enrolling under the fall 2000 catalogue or subsequent catalogues must submit materials to the EWP. The EWP submissions come from each academic level as…
Bindman, Samantha W.; Hindman, Annemarie H.; Aram, Dorit; Morrison, Frederick J.
Parental writing support was examined over time and in relation to children’s language and literacy skills. Seventy-seven parents and their preschoolers were videotaped writing an invitation together twice during one year. Parental writing support was coded at the level of the letter to document parents’ graphophonemic support (letter–sound correspondence), print support (letter formation), and demand for precision (expectation for correcting writing errors). Parents primarily relied on only a couple print (i.e., parent writing the letter alone) and graphophonemic (i.e., saying the word as a whole, dictating letters as children write) strategies. Graphophonemic and print support in preschool predicted children’s decoding skills, and graphophonemic support also predicted children’s future phonological awareness. Neither type of support predicted children’s vocabulary scores. Demand for precision occurred infrequently and was unrelated to children’s outcomes. Findings demonstrate the importance of parental writing support for augmenting children’s literacy skills. PMID:25045186
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…
Konrad, Moira; Clark, Kelly A.; Test, David W.
Students with disabilities trail behind their peers without disabilities while in school, as well as in post-secondary outcome areas. Given that self-determination and enhanced academic skills are associated with improved post-school outcomes, one possible solution is to identify interventions that teach self-determination and academic skills…
McCarthy, Lucille Parkinson
To discover how one student learned to produce writing in different academic contexts, a study documented a Loyola College (Maryland) student's experiences with writing for a poetry class and a biology class during his sophomore year. The subject was interviewed several times, observed, and his voice taped during "writing aloud" sessions…
Troia, Gary A.; Olinghouse, Natalie G.; Mo, Ya; Hawkins, Lisa; Kopke, Rachel A.; Chen, Angela; Wilson, Joshua; Stewart, Kelly A.
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…
Uccelli, Paola; Galloway, Emily Phillips; Kim, Ha Yeon; Barr, Christopher D.
Despite a longstanding awareness of academic language as a pedagogically-relevant research area, the construct of academic language proficiency--understood as a more comprehensive set of skills than just academic vocabulary--has remained only vaguely specified. This study examines the potential--for both research and practice--of a more inclusive…
Roberts, Jane E.; Schaaf, Jennifer M.; Skinner, Martie; Wheeler, Anne; Hooper, Stephen; Hatton, Deborah D.; Bailey, Donald B., Jr.
The academic achievement of boys with fragile X syndrome and the relation between several predictive factors and academic performance are reported. Boys with fragile X syndrome displayed significant deficits in all academic skill areas. Relative strengths were observed in general knowledge, reflecting the ability to integrate experiential…
The five studies presented in this special issue offer unique evidence, analyses, and theoretical rationales for assessment tasks that involve writing in reference to information from source material with substantial content. I review the five studies in respect to five "promises" and five "perils," concluding that, collectively, the promises were…
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 argues that…
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…
Argues that Slavoj Zizek's writings show why the turn to theory could actually hurt the field of composition by increasing the discipline's level of ideological misrecognition concerning the economics and politics of higher education. Argues that educators should stop using theory as a virtual way of escaping their own real practices. (SG)
Le Ha, Phan
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…
Finn, Heather B.; Avni, Sharon
This qualitative study offers critical insight into how language policy interacts with daily classroom decisions at a large and highly diverse urban community college in the United States. Specifically, it examines the challenges that faculty teaching developmental writing courses for English language learners experience when determining what…
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…
Paley, Karen Surman
The author had the pleasure of being in an academic setting where students of color were in the majority. That was the summer of 2004 as she observed African-American Literature 1900-Present, a writing intensive class in the Special Program in Talent Development (SPTD) at the University of Rhode Island (URI). The author wants to tell the story of…
Que, Hua; Li, Xuemei
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…
Most previous studies on disciplinary academic writing focused on the structures in research articles or linguistic realizations of each move (Lau, 2004; Hyland, 2000). Few have been conducted to address the interpersonal aspect of disciplinary discourse texts. The purpose of this study was to measure the effect of lexical bundles' (LBs) awareness…
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…
Alavinia, Parviz; Hassanlou, Adel
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…
Divan, Aysha; Bowman, Marion; Seabourne, Anna
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…
Sharma, Bal Krishna
Using conversation analysis as a methodological and analytical framework, this study presents a sequential analysis of disagreement episodes in small group interactions in an advanced academic writing class. Closer scrutiny of the sequences reveals that in order to bring disagreements to a close, participants make use of an array of interactional…
Allwright, R. L.; And Others
Describes how reformulation can be used as a strategy for teaching academic writing to non-native language users (especially in the research context) and applies the strategy to two examples of research written by non-natives. (Author/CB)
Mastrangelo, Lisa S.; Tischio, Victoria
"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…
Maringe, Felix; Jenkins, Jennifer
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…
Aull, Laura L.; Lancaster, Zak
This article uses corpus methods to examine linguistic expressions of stance in over 4,000 argumentative essays written by incoming first-year university students in comparison with the writing of upper-level undergraduate students and published academics. The findings reveal linguistic stance markers shared across the first-year essays despite…
This study is the 10th in a series of reports from the Reading-to-Write Project, a collaborative study designed to examine the cognitive processes of college freshmen in the act of entering a university-level academic discourse community and to present a model of that transition. Subjects, 17 freshmen (of a total of 72 participating either as…
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…
This paper argues that all students, whatever their linguistic identities, can benefit from an explicit and structured introduction to academic writing. It argues that this tuition should no longer be seen as support, and therefore marginalised, but as a transformative process of acculturation that needs to be located in the mainstream of the…
Donohue, James P.
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…
Kessler, Greg; Bikowski, Dawn; Boggs, Jordan
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…
Court, Krista; Johnson, Helen
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…
Singh, Manjet Kaur Mehar
The aim of this research is to examine graduate students' needs and preferences for written feedback on academic writing from their lecturers and thesis supervisors. Quantitative method via survey questionnaire was used to collect data from 21 respondents. The data collection involved Master and Doctorate students at a tertiary level institution…
Bair, Mary A.; Mader, Cynthia E.
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…
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…
Brown, Les M.
This paper focuses on the efforts at Gardner-Webb University in North Carolina to extend the writing efforts of a writing across the curriculum (WAC) retreat into a greater matrix of scholarly activity, not only in the classroom but outside as well. Noting that the initial idea was that an intensive year of emphasizing scholastic activity could…
Lucas, Ursula; Cox, Paul; Croudace, Christopher; Milford, Peter
Bennett et al. (2000) refer to the notion of 'core skills' as an 'unfulfilled concept' (p. 48). Thus it is possible that different interpretations and values at the level of actual degree programmes may be hidden within this term. This study enquires into students' tacit notions of skills development within a specific degree programme and at a…
Sjogren, Elaine; Ragnemalm, Eva L.; Tingstrom, Pia; Uhlin, Lars; Abrandt Dahlgren, Madeleine
Evaluation of university teachers' performativity has become a common feature of university policies. The Swedish Higher Education Ordinance states that equal attention should be paid to pedagogical skills and research skills when appointing academic staff. Hence, the definition and documentation of pedagogical skills have become increasingly…
Prieur, Annick; Jensen, Sune Qvotrup; Laursen, Julie; Pedersen, Oline
The article traces the origin and development of the concept of social skills in first and foremost American academic discourse. As soon as the concept of social skills was coined, the concern for people lacking such skills started and has been on the increase ever since (now sharing public attention with related concepts such as self-control,…
Elrod, G. Franklin
A survey completed by 270 vocational teachers identified skills considered prerequisite to success in vocational courses. Important academic skills appear to be (1) basic math, (2) written communication, and (3) measurement. Social skills considered important include (1) getting along with others, (2) taking criticism constructively, and (3)…
Bowman, Harry L.; And Others
Noting that the program is primarily a reading and verbal skills program for adult learners, this paper describes the Academic Remedial Training (ART) Program of the U.S. Navy. The first section of the paper discusses the historical background of the program. The second section describes the reading skills component and the verbal skills component…
Cabell, Sonia Q.; Justice, Laura M.; Konold, Timothy R.; McGinty, Anita S.
The purpose of this study was to explore patterns of within-group variability in the emergent literacy skills of preschoolers who are at risk for academic difficulties. We used the person-centered approach of cluster analysis to identify profiles of emergent literacy skills, taking into account both oral language and code-related skills.…
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…
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…
Atasavun Uysal, Songül; Aki, Esra
The purpose of this study was to investigate the relationship between handwriting skills and visual motor control among students with low vision and to compare this with the performance of their normal sighted peers. 42 students with low vision and 26 normal sighted peers participated. The Bruininks-Oseretsky Motor Proficiency Test-Short Form (BOTMP-SF), Jebsen Taylor Hand Function Test's writing subtest, and a legibility assessment were administered. Significant differences were found between groups for students' writing speed, legibility, and visual motor control. Visual motor control was correlated both writing speed and legibility. Students with low vision had poorer handwriting performance, with lower legibility and slower writing speed. Writing performance time was related to visual motor control in students with low vision.
Lundgren, Solveig M; Robertsson, Barbro
Generic skills or transferable skills have been discussed in terms of whether or not skills learned in one context can be transferred into another context. The current study was aimed to explore nurses' self-perceptions of the knowledge and skills they had obtained while writing a Bachelor's thesis in nursing education, their experience of the extent of transfer and utilization in their current work. Responding nurses (N=42) had all worked from 1 to 1.5 years after their final examination and had completed a questionnaire that was structured with open-ended questions. Only five nurses reported that they were unable to use any of the knowledge and skills they had obtained from writing a thesis. A majority of the nurses (37/42) could give many examples of the practical application of the skills and knowledge they had obtained. Our findings indicate that writing a thesis as part of an undergraduate degree program plays a major role in the acquisition and development of knowledge and skills which can subsequently be transferred into and utilized in nursing practice.
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…
In this article, the author talks about fan fiction, which is defined by Jenkins (2008) as "original stories and novels which are set in the fictional universe of favorite television series, films, comics, games or other media properties." Fan fiction generally involves writing stories with a combination of established characters and established…
Johansson, Bo S.
The paper reports three studies addressing the role of numeral writing for arithmetic performance. About 650 children in the age range 5-7 years participated in the studies. The results demonstrate a positive correlation between number of digits correctly written and number of arithmetic problems solved. The correlations between number of reversed…
Harold Herber's self-paced, self-teaching book, "Teaching Reading in the Content Area," can be used by social studies teachers to develop lessons that help students read, write, and think. A sample U.S. history lesson which uses techniques from Herber's book to help students learn about the Declaration of Independence is presented. (RM)
Thomas, Theda Ann
Employers want students who are able to work effectively as members of a team, and expect universities to develop this ability in their graduates. This paper proposes a framework for a collaborative writing assignment that specifically develops students' ability to work in teams. The framework has been tested using two iterations of an action…
Re, Anna Maria; Caeran, Monica; Cornoldi, Cesare
The present study examines the expressive writing abilities of children described by their teachers as having Attention Deficit Hyperactivity Disorder (ADHD) symptoms and of matched controls and the effects of two types of facilitation. A group of 35 ADHD children and matched controls are given the task of composing a letter either under standard…
Parker, David C.; McMaster, Kristen L.; Burns, Matthew K.
The instructional level is helpful when identifying an intervention for math or reading, but researchers have yet to investigate whether the instructional-level concept can be applied to early writing. The purpose of this study was to replicate and extend previous research by examining technical features of potential instructional-level criteria…
A study examined how teachers help students to write with greater precision. Subjects, 160 freshman students, wrote a single sentence describing a wordless Peanuts cartoon. They were asked to express specific semantic relationships (sequence/cotemporality, intention/instrument, and intention/enablement) between the actions in two contrasting…
This paper describes the implementation of a poster assignment in a writing and information literacy course required for undergraduate Life Sciences and Environmental Biology majors with the Faculty of Agricultural and Environmental Sciences at McGill University. The assignment was introduced in response to weaknesses identified through course…
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…
Levitt, Roberta; Kramer-Vida, Louisa; Palumbo, Anthony; Kelly, Susan P.
In this era of globalization, students need to know how to write well. Faculty development needs to focus on assisting primary teachers as they prepare students for a twenty-first-century world. Strategic curriculum reform and professional development can be achieved by partnerships between district administrators and professional consultants. Two…
Delano, Monica E.
More empirical studies are needed that evaluate interventions to improve the academic functioning of students with Asperger syndrome (AS). The purpose of this exploratory study was to evaluate the use of Self-Regulated Strategy Development (SRSD) writing instruction (Graham, Harris, MacArthur, & Schwartz, 1991) with an adolescent with AS. A…
Zaini, A.; Mazdayasna, G.
The current study investigated the application and effectiveness of computer assisted language learning (CALL) in teaching academic writing to Iranian EFL (English as a Foreign Language) learners by means of Microsoft Word Office. To this end, 44 sophomore intermediate university students majoring in English Language and Literature at an Iranian…
Walker, Olga L; Henderson, Heather A
The goals of the current study were to examine whether children's social problem solving (SPS) skills are a mechanism through which temperament influences later academic achievement and whether sex moderates these associations. Participants included 1,117 children enrolled in the NICHD Early Child Care Study. During preschool, mothers and childcare providers rated children's temperamental shyness and inhibitory control, and SPS was assessed using a hypothetical-reflective measure during a laboratory visit. During kindergarten and first grade, teacher-report of math and language skills was collected. Results indicated that high ratings of inhibitory control in preschool, but not shyness, predicted better kindergarten and first grade academic skills. Furthermore, children's SPS competence mediated the relations between both shyness and inhibitory control on later academic skills. The child's sex did not moderate these associations. Results suggest that preventative efforts targeting early SPS skills may buffer against later academic adjustment problems among temperamentally extreme children.
Kaufman, Alan S; Kaufman, James C; Liu, Xin; Johnson, Cheryl K
Educational attainment and gender differences on fluid intelligence (Gf), crystallized intelligence (Gc), and academic skills in reading, math, and writing were analyzed for stratified adult samples ranging in age from 22 to 90 years. The data sources were the adult portions of the standardization samples of the second editions of Kaufman Brief Intelligence Test (N = 570) and the Kaufman Test of Educational Achievement-Brief Form (N = 555). Five univariate analysis of covariance were conducted with age as the covariate. Correlational analysis supplemented the covariate analyses to better understand the relationship of the five variables to education. All variables related significantly and substantially to years of formal schooling, an important finding in view of the key nature of this background variable for conducting neuropsychological assessments, as elaborated by Heaton and his colleagues. Surprisingly, Gf related just as strongly to education as did the school-related Gc. Among academic skill areas, math correlated higher with years of formal schooling than did either reading or writing. Women significantly outperformed men on the writing test and the reverse was true for the math test; other gender differences were not significant. These analyses fill a gap in the literature regarding the nature of gender and education differences in academic skills for heterogeneous samples of normal adults between young adulthood and old age and have practical implications for neuropsychological assessment.
Yahnke, Christopher J.; Dewey, Tanya; Myers, Phil
Most teachers agree that writing is an important skill for students to master, yet not all teachers incorporate writing assignments in their courses. Employers agree that written communication is important for college graduates, yet in a survey, less than 10% of employers thought that colleges did a good job preparing students for work. Writing an…
North Carolina State Dept. of Public Instruction, Raleigh. Div. of Research.
This report describes the North Carolina Annual Testing Programs writing task which was administered in 1985-86. Grade six students were tested on their ability to write a clarification composition; while grade 8 students were evaluated on their skills in writing a persuasive composition. The timed composition (50 minutes) was scored by two…
Cerda, Carissa A.; Im, Myung Hee; Hughes, Jan N.
Using an academically at-risk, ethnically diverse sample of 744 first-grade children, this study tested a multi-method (i.e., child performance measures, teacher ratings, and peer ratings) measurement model of learning-related skills (i.e., effortful control [EC], behavioral self-regulation [BSR], and social competence [SC]), and their shared and unique contributions to children's reading and math achievement, above the effect of demographic variables. The hypothesized correlated factor measurement model demonstrated relatively good fit, with BSR and SC correlated highly with one another and moderately with EC. When entered in separate regression equations, EC and BSR each predicted children's reading and math achievement; SC only predicted reading achievement. When considered simultaneously, neither EC, BSR, nor SC contributed independently to reading achievement; however, EC had a direct effect on math achievement and an indirect effect on reading achievement via both BSR and SC. Implications for research and early intervention efforts are discussed. PMID:25908886
Carlson, Abby G; Rowe, Ellen; Curby, Timothy W
Recent research has established a connection between children's fine motor skills and their academic performance. Previous research has focused on fine motor skills measured prior to elementary school, while the present sample included children ages 5-18 years old, making it possible to examine whether this link remains relevant throughout childhood and adolescence. Furthermore, the majority of research linking fine motor skills and academic achievement has not determined which specific components of fine motor skill are driving this relation. The few studies that have looked at associations of separate fine motor tasks with achievement suggest that copying tasks that tap visual-spatial integration skills are most closely related to achievement. The present study examined two separate elements of fine motor skills--visual-motor coordination and visual-spatial integration--and their associations with various measures of academic achievement. Visual-motor coordination was measured using tracing tasks, while visual-spatial integration was measured using copy-a-figure tasks. After controlling for gender, socioeconomic status, IQ, and visual-motor coordination, and visual-spatial integration explained significant variance in children's math and written expression achievement. Knowing that visual-spatial integration skills are associated with these two achievement domains suggests potential avenues for targeted math and writing interventions for children of all ages.
Pelger, Susanne; Sigrell, Anders
Background: Feedback is one of the most significant factors for students' development of writing skills. For feedback to be successful, however, students and teachers need a common language - a meta-language - for discussing texts. Not least because in science education such a meta-language might contribute to improve writing training and feedback-giving. Purpose: The aim of this study was to explore students' perception of teachers' feedback given on their texts in two genres, and to suggest how writing training and feedback-giving could become more efficient. Sample: In this study were included 44 degree project students in biology and molecular biology, and 21 supervising teachers at a Swedish university. Design and methods: The study concerned students' writing about their degree projects in two genres: scientific writing and popular science writing. The data consisted of documented teacher feedback on the students' popular science texts. It also included students' and teachers' answers to questionnaires about writing and feedback. All data were collected during the spring of 2012. Teachers' feedback, actual and recalled - by students and teachers, respectively - was analysed and compared using the so-called Canons of rhetoric. Results: While the teachers recalled the given feedback as mainly positive, most students recalled only negative feedback. According to the teachers, suggested improvements concerned firstly the content, and secondly the structure of the text. In contrast, the students mentioned language style first, followed by content. Conclusions: The disagreement between students and teachers regarding how and what feedback was given on the students texts confirm the need of improved strategies for writing training and feedback-giving in science education. We suggest that the rhetorical meta-language might play a crucial role in overcoming the difficulties observed in this study. We also discuss how training of writing skills may contribute to
Bindman, Samantha W.; Skibbe, Lori E.; Hindman, Annemarie H.; Aram, Dorit; Morrison, Frederick J.
The current study examines the nature and variability of parents' aid to preschoolers in the context of a shared writing task, as well as the relations between this support and children's literacy, vocabulary, and fine motor skills. In total, 135 preschool children (72 girls) and their parents (primarily mothers) in an ethnically diverse, middle-income community were observed while writing a semi-structured invitation for a pretend birthday party together. Children's phonological awareness, alphabet knowledge, word decoding, vocabulary, and fine motor skills were also assessed. Results revealed that parents provided variable, but generally low–level, support for children's approximation of sound-symbol correspondence in their writing (i.e., graphophonemic support), as well as for their production of letter forms (i.e., print support). Parents frequently accepted errors rather than asking for corrections (i.e., demand for precision). Further analysis of the parent-child dyads (n = 103) who wrote the child's name on the invitation showed that parents provided higher graphophonemic, but not print, support when writing the child's name than other words. Overall parental graphophonemic support was positively linked to children's decoding and fine motor skills, whereas print support and demand for precision were not related to any of the child outcomes. In sum, this study indicates that while parental support for preschoolers' writing may be minimal, it is uniquely linked to key literacy-related outcomes in preschool. PMID:25284957
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…
Albertini, J; Bochner, J; Dowaliby, F; Henderson, J
One way to improve students' access to and retention in post-secondary degree progams is to assess their readiness for such programs accurately. To place deaf and hard-of-hearing students in preparatory courses and to determine their readiness for degree programs more accurately, a direct measure of writing was developed for deaf and hard-of-hearing students at a large technical university. The purpose of this study was to estimate the concurrent and predictive validity of this measure. The Test of Written English (Educational Testing Service, 1992) served as the criterion in the concurrent validity study, and student success in the university's gateway freshman composition course served as the criterion in the predictive validity study. Results provide evidence of the concurrent and predictive validity of the measure, supporting its use for course placement and early planning purposes.
Heitmann, Patricia; Hecht, Martin; Schwanewedel, Julia; Schipolowski, Stefan
The ability to build arguments is a crucial skill and a central educational goal in all school subjects including science as it enables students to formulate reasoned opinions and thus to cope with the increasing complexity of knowledge. In the present cross-sectional study, we examined the domain-specificity of argumentative writing in science by…
Ololube, Nwachukwu Prince; Briggs, Teinye; Kpolovie, Peter James; Ezindu, Salome Uwaoma
This study dwells upon communicative approach as a tool for relating reading and writing skills in early childhood education in a developing economy. The quantitative data was gathered through the use of structured questionnaires and was analysed using SPSS version 17. This study confirms that teachers in the selected early childhood education…
Farshi, Sina Soltanabadi; Safa, Saeedeh Khalili
The purpose of this study was to compare the effects of two types of corrective feedback on EFL learners' writing skill. Thirty five advanced learners in three groups participated in this study. Structures of written texts were taught in all three classes during fourteen sessions of treatment; and each session, a related topic was given and the…
Nikou, Farahnaz Rimani; Bonyadi, Alireza; Amirikar, Negin
The current study intended to find out the relationship between critical thinking skills and the quality of Iranian TEFL (Teaching English as a Foreign Language) students' writing. One-hundred forty students who were homogeneous in their language proficiency were selected non-randomly. The researcher asked students to take part in a proficiency…
Janfaza, Abusaied; Shahsavari, Khadijeh; Soori, Afshin
The need for the application of technology in education has been increased. One of the new approaches in technology is using email for learning a second or a foreign language. The present study aimed at investigating the effectiveness of using email in improving writing skills among Iranian EFL students. The participants of the study were 42…
Ortiz, Robert W.; Stile, Stephen W.
The potential benefits of father participation in their children's reading and writing activities include improved literacy skills, increased bonding, and heightened self-esteem of both fathers and children. This paper identifies a training model for working with fathers--Project DADS. Using this model, early childhood professionals can foster…
Silverman, Rebecca D.; Coker, David; Proctor, C. Patrick; Harring, Jeffrey; Piantedosi, Kelly W.; Hartranft, Anna M.
The purpose of this study was to explore relationships between language variables and writing outcomes with linguistically diverse students in grades 3-5. The participants were 197 children from three schools in one district in the mid-Atlantic United States. We assessed students' vocabulary knowledge and morphological and syntactical skill as…
Curto, Karen; Bayer, Trudy
A collaborative effort between biology and communication instructors to facilitate speaking skills for senior biology majors resulted in improved organization, clarity and confidence in delivering an oral scientific presentation. But this instruction also favorably impacted students' scientific writing. This benefit seems best attributed to…
Bowers, Lisa M.; Dostal, Hannah; McCarthy, Jillian H.; Schwarz, Ilsa; Wolbers, Kimberly
Numerous studies have shown that spelling presents unique challenges for children who are deaf or hard of hearing (d/hh), and most do not develop age appropriate spelling skills. Spelling errors from 29 middle school d/hh students were analyzed from writing samples that were gathered at the beginning, middle, and end of a year-long writing…
This study sought to examine the development of paragraph writing skills of 116 English as a second language university students over the course of 12 weeks and the relationship between the linguistic features of students' written texts as measured by Coh-Metrix--a computational system for estimating textual features such as cohesion and…
Albertus, Karen; And Others
Emphasizing real-life communication skills, this book offers cooperative activities to help teachers supplement their writing programs with easy-to-use critical thinking activities. The activities in the book are suitable for grades 4 through 8, for gifted younger students, or as a remediation tool for older students. The activities are aimed at…
Ochoa Alpala, Dayra Piedad; Medina Peña, Nieves
This article reports an action research that intended to study to what extent students shape their writing skill in English through the use of a virtual room. As the study, we randomly selected six ninth graders in high school from thirty two students at a Colombian private institution. Three instruments were used, namely, interviews, students'…
Yunus, Melor Md; Nordin, Norazah; Salehi, Hadi; Embi, Mohamed Amin; Salehi, Zeinab
Despite the existence of many studies showing positive effects of using Information and Communication Technology (ICT) in the teaching and learning process in general, the use of ICT in teaching writing skills in English as a Second Language (ESL) classrooms is still not very encouraging. This study attempts to seek findings on the use of ICT in…
Iwashita, Noriko; Sekiguchi, Sachiyo
The paper presents preliminary findings of a project which investigated whether learner background, in terms of instruction mode (i.e., school or intensive first-year course at university) and first language (i.e., character based or non-character based), has an impact on the development of writing skills in Japanese as a second language (JSL).…
Carr, Jeremy M.
The technique, termed "collaborative critiquing", was developed to teach fundamental technical writing skills to analytical chemistry students for the preparation of laboratory reports. This exercise, which can be completed prior to peer-review activities, is novel, highly interactive, and allows students to take responsibility for their…
Greenberg, Kathleen P.
A detailed rubric initially designed as a scoring instrument for grading APA-style empirical research reports was tested for its ability to help students improve their scientific writing skills. Students who used the rubric while preparing their reports wrote a higher quality report than did students who did not. Students also improved the quality…
Javaherbakhsh, Mohammad Reza
Self-assessment has gained much attention in recent years owing to graving emphasis on learner independence and learner autonomy and self-assessment has significant pedagogic value (Mrudula, 2002). The present study was an attempt to investigate whether self-assessment impact Iranian EFL learners' writing skill. To fulfil the purpose of the study,…
Prinz, Philip M.; Nelson, Keith E.
Reports research which investigated the effects of microcomputer technology on the acquisition of writing and reading skills in 32 deaf children. The learning mechanism underlying the instructional system used is responsive, interactional and exploratory, reflective of the way most children acquire a first language. (SED)
Albertus, Karen; And Others
Emphasizing real-life communication skills, this book offers cooperative activities to help teachers supplement their writing programs with easy-to-use critical thinking activities. The activities in the book are suitable for grades 4 through 8, for gifted younger students, or as a remediation tool for older students. The activities in the book…
Pinto, Giuliana; Bigozzi, Lucia; Tarchi, Christian; Gamannossi, Beatrice Accorti; Canneti, Laura
The present study examined the relationship between reading (i.e., rapidity and accuracy) and writing competences (i.e., fluency, accuracy, and composition skills) of Italian children in the first and second grade. The performance of seventy-five children was longitudinally assessed over a 2-year period. Results demonstrated that reading and…
A study investigated how writing skills were taught and learned in one low-SES, urban, whole language primary classroom. Participants were three teachers who team-taught a group of primary-age children and 11 children who were considered conventional writers, 3 of whom had learning disabilities. Teachers and children were observed twice a month…
This study focuses on the difficulties experienced by the instructors while teaching writing skill to Arabians from Syria, and how these difficulties could be overcome. The study group of the research includes 11 instructors working in Turkish Teaching Centers (TTCs) of Cukurova University and Adana Science and Technology University. The data…
Prvinchandar, Sunita; Ayub, Ahmad Fauzi Mohd
This study compared the effectiveness of two types of computer software for improving the English writing skills of pupils in a Malaysian primary school. Sixty students who participated in the seven-week training course were divided into two groups, with the experimental group using the StyleWriter software and the control group using the…
Kleanthous, Angela; Cardoso, Walcir
There has been a growing interest in incorporating social media in education and in language teaching in general. From a pedagogical perspective, as mentioned in Kleanthous (2016), blogs (or weblogs) appear to be effective in enhancing writing and/or reading skills, as their interactive platforms enable learners to exchange comments and offer…
Aziz, Muhammad Noor Abdul; Yusoff, Nurahimah Mohd.
This study aimed at discussing the benefits of portfolio assessment in assessing students' writing skills. The study explores the use of authentic assessment in the classroom. Eleven primary school children from Year 4 in a rural school in Sabah participated in this study. Data were collected by observing them during the English Language lessons…
Mohammed Abdel Raheem, Azza Ashraf
The present study attempted to examine the effect of using computer edutainment on developing 2nd graders' writing skills. The study comprised thirty-second year primary stage enrolled in Bani Hamad primary governmental school, Minia governorate. The study adopted the quasi-experimental design. Thirty participants were randomly assigned to one…
Büyükikiz, K. Kaan
The purpose of this study is to learn about the impact of dictation practice on B1 level Turkish as a foreign language learners' writing skills. In this study, a pretest-posttest quasi-experimental design with control group was used. The study was carried out with 24 B1 level students enrolled in Gaziantep University Turkish and Foreign Languages…
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…
Rothstein, Andrew; Rothstein, Evelyn
The academic silos that house mathematics, science, and language skills must be broken down to better replicate how those disciplines mix in the real world. This article discusses the benefits of linking writing with mathematics, the challenges of integrating mathematics and writing, and the strategies for mathematics writing. Combining…
Harris, Maverick Marvin
A questionnaire was sent to English instructors in 134 Texas colleges and universities to ascertain their perceptions of entering freshmen's skills in written composition. The variables were type of institution, admission policy, enrollment, and teaching experience. Respondents were asked to indicate their perceptions of the number of entering…
Cannella-Malone, Helen I.; Konrad, Moira; Pennington, Robert C.
The purpose of this article is to provide teachers with tools that they can use to teach written expression to school-age students with intellectual disabilities. These tools are presented around the mnemonic ACCESS: accommodations and assistive technologies, concrete topics, critical skills, explicit instruction, strategy instruction, systematic…
García, Eduardo; Crespo, Patricia; Bermúdez, Ivana
The main objective of this research was to analyze the impact of transcription skills of Spanish writers when writing an independently composed sentence within a writing-level design. The free-writing sentence task from the Early Grade Writing Assessment (Jiménez, in press) was used to examine the production, accuracy, speed, syntactic complexity, quality, and fluency of children with poor transcription skills (PTS). The results showed that there were significant differences between children with PTS and peers who had good transcription skills. The PTS group members were less accurate, slower, and less fluent or even dysfluent. Furthermore, their sentences were less complex and contained lower quality content. These results suggest that transcription skills play a crucial role in early written expression in Spanish, and poor transcription abilities hamper the acquisition and normal development of sentence composition.
Uneda, Michio; Ishikawa, Ken-Ichi
One of the important undertakings of student in laboratory education practiced in higher educational institutions, such as universities, is the development of technical communication skills based on training in technical writing for preparing not only theses but also papers to be submitted to society journals. However, technical writing is difficult for students who study at a technical university. Moreover, it might become a burden for the teaching staff, when a teaching staff trains many students. With the background of this situation, we have examined four effective methods described in this paper from year 2006. This paper describes the effects of practicing our four methods on the basis of the answers to questionnaires provided by students in years 2006 and 2007.
Threeton, Mark D.; Pellock, Cynthia
Career and Technical Student Organizations (CTSOs) assert they are assisting students in developing leadership, teamwork, citizenship, problem solving, communication, and academic skills for workplace success, but with limited research on their outcomes, are these empty claims? With integration of academics being a major Career and Technical…
Cemaloglu, Necati; Filiz, Sevil
The aim of this study is to determine the relationship between the time management skills and academic achievement of students who are potential teachers studying in faculties of education. The research was conducted in the 2007-08 academic term among 849 graduate students in the Faculty of Education at Gazi University. The "Time Management…
Saunders, Ashley N.
Recent research has shown that students who enter kindergarten with prior academic knowledge are more successful later in their school careers. Yet, pre-school teachers face the problem of limited time in a day to focus on the academic skills of students, as well as work on their basic needs. The goal of this study was to find out if students can…
Baker, Courtney N.; Tichovolsky, Marianne H.; Kupersmidt, Janis B.; Voegler-Lee, Mary Ellen; Arnold, David H.
Preschool teachers have important impacts on children's academic outcomes, and teachers' misperceptions of children's academic skills could have negative consequences, particularly for low-income preschoolers. This study utilized data gathered from 123 preschool teachers and their 760 preschoolers from 70 low-income, racially diverse centers.…
A study investigated the consistency of criteria for academic English skills as applied by teachers of academic English and science lecturers in a South African historically black university. Both groups were asked to evaluate first-year students' essays on the greenhouse effect. Results indicated a wide variation in scores and judgments within…
This report describes a program designed to enhance social studies skills and knowledge. The target areas for enhancement are geography, economics, history, and core democratic values. The need for strengthening these skills was documented by literature, and surveys. An analysis of probable cause for lack of social studies skills revealed that…
El Tantawi, M; Al-Ansari, A; Sadaf, S; AlHumaid, J
Better knowledge is needed about the effectiveness of preparatory English language courses for the health professions. This study evaluated the scientific writing skills of students finishing their preparatory year of a bachelor of dentistry programme in Saudi Arabia. A cross-sectional study was conducted in 2014-15 among first-year dental students at the University of Dammam. Students were asked to write a 150-word English language assignment that was analysed for writing statistics and problems using Microsoft Word and plagiarism detection software. Of the 89 respondents, female students used a significantly greater number of words than did male students and their assignments had significantly lower Flesch reading ease scores. Male students had significantly lower odds of using references (OR 0.04) and higher odds of making punctuation and grammar mistakes (OR 2.63 and 3.91 respectively). One course of scientific writing in the preparatory year may not be enough to develop adequate writing skills among undergraduate dental students.
Vanniarajan, Swathi M.
Scholarship in applied linguistics has not sufficiently addressed learner motivation in mandatory writing classes in postsecondary settings. The data collected through short interviews from 20 students enrolled in a mandatory academic writing program at the junior/senior level in a California State University indicated that learner motivation in…