Assessing Elementary Students' Writing Skills. Publication No. 78.74.

ERIC Educational Resources Information Center

Friedman, Myron; Fowler, Elaine

An instrument was developed for use in the evaluation of a pilot program to improve the writing skills of elementary school students in the Austin (Texas) Independent School District. Called the "Assessment of Writing Skills" (AWS), the instrument assesses writing maturity, productivity, and writing mechanics by collecting a holistic evaluation…

The Challenge of Evaluating Students' Scientific Literacy in a Writing-to-Learn Context

ERIC Educational Resources Information Center

Tomas, Louisa; Ritchie, Stephen M.

2015-01-01

This paper reports on the challenge of evaluating students' scientific literacy in a writing-to-learn context, as illustrated by our experience with an online science-writing project. In this mixed methods study, year 9 students in a case study class (13-14 year olds, n?=?26) authored a series of two "hybridised" short stories that…

Using Multimodal Writing to Motivate Struggling Students to Write

ERIC Educational Resources Information Center

Darrington, Brett; Dousay, Tonia

2014-01-01

One of the reasons that many secondary students fail English classes is because they are not motivated to write. This literature review was conducted to look into the use of multimodal works to increase the motivation for struggling students to write. Change theory was used to evaluate the benefits of multimodal works compared to more traditional…

Construction of meaning in the authentic science writing of deaf students.

PubMed

Lang, H G; Albertini, J A

2001-01-01

This study examines how students construct meaning through writing during authentic science activities. To determine how well students understood science concepts, we analyzed 228 writing samples from deaf students in grades 6 through 11 as well as the explanatory and reflective comments of their teachers. The analyses indicate that certain process writing strategies were differentially useful in helping deaf students to construct meaning and in allowing teachers to evaluate the constructed meaning. Three instructional conditions and two teacher variables were found to play roles in determining the accuracy and adequacy of the writing: (1) the writing prompts the teachers used, (2) the focus for the writing, (3) follow-up to the initial writing activity, (4) the teacher's content knowledge, and (5) the teacher's ability to interpret student writing. The authors recommend future applications of writing-to-learn strategies and suggest directions for further research and changes in teacher education.

Using gamification to develop academic writing skills in dental undergraduate students.

PubMed

El Tantawi, Maha; Sadaf, Shazia; AlHumaid, Jehan

2018-02-01

To assess the satisfaction of first-year dental students with gamification and its effect on perceived and actual improvement of academic writing. Two first-year classes of dental undergraduate students were recruited for the study which extended over 4 months and ended in January 2015. A pre-intervention assessment of students' academic writing skills was performed using criteria to evaluate writing. The same criteria were used to evaluate the final writing assignment after the intervention. Students' satisfaction with game aspects was assessed. The per cent change in writing score was regressed on scores of satisfaction with game aspects controlling for gender. Perceived improvement in writing was also assessed. Data from 87 (94.6%) students were available for analysis. Students' overall satisfaction with the gamified experience was modest [mean (SD) = 5.9 (2.1)] and so was their overall perception of improvement in writing [mean (SD) = 6.0 (2.2)]. The per cent score of the first assignment was 35.6 which improved to 80 in the last assignment. Satisfaction with playing the game was significantly associated with higher percentage of improvement in actual writing skills [regression coefficient (95% confidence interval) = 21.1 (1.9, 40.2)]. Using gamification in an obligatory course for first-year dental students was associated with an improvement in academic writing skills although students' satisfaction with game aspects was modest and their willingness to use gamification in future courses was minimal. © 2016 John Wiley & Sons A/S. Published by John Wiley & Sons Ltd.

The Use of Basic Writing Materials in ESL Writing Classes.

ERIC Educational Resources Information Center

England, Lizabeth

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

Critical Evaluation as an Aid to Improved Report Writing: A Case Study

ERIC Educational Resources Information Center

Walker, Mirabelle; Williams, Judith

2014-01-01

Report writing is an important employability skill for Engineers and Technologists, and this case study describes how a Technology degree module took a novel approach to developing students' report writing skills. Students learned how to use a criterion-referenced critical evaluation framework for reports and other technological documents. They…

Writing to Learn: An Evaluation of the Calibrated Peer Review™ Program in Two Neuroscience Courses

PubMed Central

Prichard, J. Roxanne

2005-01-01

Although the majority of scientific information is communicated in written form, and peer review is the primary process by which it is validated, undergraduate students may receive little direct training in science writing or peer review. Here, I describe the use of Calibrated Peer Review™ (CPR), a free, web-based writing and peer review program designed to alleviate instructor workload, in two undergraduate neuroscience courses: an upper- level sensation and perception course (41 students, three assignments) and an introductory neuroscience course (50 students; two assignments). Using CPR online, students reviewed primary research articles on assigned ‘hot’ topics, wrote short essays in response to specific guiding questions, reviewed standard ‘calibration’ essays, and provided anonymous quantitative and qualitative peer reviews. An automated grading system calculated the final scores based on a student’s essay quality (as determined by the average of three peer reviews) and his or her accuracy in evaluating 1) three standard calibration essays, 2) three anonymous peer reviews, and 3) his or her self review. Thus, students were assessed not only on their skill at constructing logical, evidence-based arguments, but also on their ability to accurately evaluate their peers’ writing. According to both student self-reports and instructor observation, students’ writing and peer review skills improved over the course of the semester. Student evaluation of the CPR program was mixed; while some students felt like the peer review process enhanced their understanding of the material and improved their writing, others felt as though the process was biased and required too much time. Despite student critiques of the program, I still recommend the CPR program as an excellent and free resource for incorporating more writing, peer review, and critical thinking into an undergraduate neuroscience curriculum. PMID:23493247

Teaching Grant Writing with Service Learning

ERIC Educational Resources Information Center

Griffith, James D.; Hart, Christian L.; Goodling, Morgan M.

2006-01-01

Grant writing experience can be a valuable asset for students completing masters-level degree programs across a variety of disciplines. A service learning grant writing project was incorporated in a multidisciplinary program evaluation course as part of a writing requirement. Twelve students served as "ghost writers" and wrote grant…

Repeatable Writing Assignments to Enhance Student Writing.

ERIC Educational Resources Information Center

Wiebold, W. J.; And Others

1990-01-01

Discussed is the use of two short writing assignments and a peer review system in an undergraduate agronomy course to improve writing skills and the learning of agronomic principles. Provided is a course description and procedures used in the course. Student evaluation in the course is reviewed. (CW)

Implicit theories of writing and their impact on students' response to a SRSD intervention.

PubMed

Limpo, Teresa; Alves, Rui A

2014-12-01

In the field of intelligence research, it has been shown that some people conceive intelligence as a fixed trait that cannot be changed (entity beliefs), whereas others conceive it as a malleable trait that can be developed (incremental beliefs). What about writing? Do people hold similar implicit theories about the nature of their writing ability? Furthermore, are these beliefs likely to influence students' response to a writing intervention? We aimed to develop a scale to measure students' implicit theories of writing (pilot study) and to test whether these beliefs influence strategy-instruction effectiveness (intervention study). In the pilot and intervention studies participated, respectively, 128 and 192 students (Grades 5-6). Based on existing instruments that measure self-theories of intelligence, we developed the Implicit Theories of Writing (ITW) scale that was tested with the pilot sample. In the intervention study, 109 students received planning instruction based on the self-regulated strategy development model, whereas 83 students received standard writing instruction. Students were evaluated before, in the middle, and after instruction. ITW's validity was supported by piloting results and their successful cross-validation in the intervention study. In this, intervention students wrote longer and better texts than control students. Moreover, latent growth curve modelling showed that the more the intervention students conceived writing as a malleable skill, the more the quality of their texts improved. This research is of educational relevance because it provides a measure to evaluate students' implicit theories of writing and shows their impact on response to intervention. © 2014 The British Psychological Society.

Evaluating Writing Instruction through an Investigation of Students' Experiences of Learning through Writing

ERIC Educational Resources Information Center

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

2005-01-01

Learning through writing is a way of learning not only the appropriate written expression of disciplinary knowledge, but also the knowledge itself through reflection and revision. This study investigates the quality of a writing experience provided to university students in a first-year biology subject. The writing instruction methodology used is…

Integrating Scientific Argumentation to Improve Undergraduate Writing and Learning in a Global Environmental Change Course

DOE Office of Scientific and Technical Information (OSTI.GOV)

Koffman, Bess G.; Kreutz, Karl J.; Trenbath, Kim

We present a strategy for using scientific argumentation in an early undergraduate laboratory course to teach disciplinary writing practices and to promote critical thinking, knowledge transformation, and understanding of the scientific method. The approach combines targeted writing instruction; data analysis and interpretation; formulation of a hypothesis; and construction of an argument. Students submit and receive feedback on two drafts of two different argumentation essays, providing the opportunity for guided practice. Each written argument is intended to draw on several weeks' course material, including short lectures, discussions, readings, and problem sets. Thus our aim with these writing assignments is to helpmore » students synthesize content and concepts, deepening their learning. We have found that this inquiry-based approach to writing engages students in course material, and significantly improves both writing and learning. We observed the greatest improvement among students with the lowest initial scores, suggesting that lower-achieving students benefitted disproportionately from this approach. Students have responded positively to the use of writing in the course, many stating on course evaluations that this is the first time they have received instruction in scientific writing. They have also pointed to a greater 'big-picture' understanding of the course gained through writing. We describe the course and our curriculum, and provide suggestions for implementation as well as rubrics used to evaluate problem sets and student argumentation essays.« less

Implementing and Evaluating a Writing Course for Psychology Majors

ERIC Educational Resources Information Center

Goddard, Perilou

2003-01-01

In this article, I describe Writing in Psychology, a semester-length 3-credit elective course designed to improve students' writing skills, familiarize them with psychology's writing conventions, and teach them American Psychological Association (APA) style. Students produced a case report, a report of an empirical study, a conference abstract,…

More than Writing-to-Learn

ERIC Educational Resources Information Center

McDermott, Mark

2010-01-01

Writing-to-learn activities are designed to use writing as a process in which students generate and clarify understanding of scientific concepts for themselves, rather than simply communicating with a teacher for evaluation. Instead of having students parrot science facts back to the instructor, writing-to-learn activities focus on the production…

Student Performance across the Domain of School Writing.

ERIC Educational Resources Information Center

Lamb, Hilary

Students in New Zealand and several other countries were tested in writing skills near the end of their formal (secondary) education, as part of the International Evaluation of Educational Achievement (IEA) tests. Among the categories tested were functional letter writing and narrative, persuasive, and reflective essay writing. New Zealand student…

Teaching Technical and Business Writing: Strategies and Evaluation.

ERIC Educational Resources Information Center

Alexander, Clara

1985-01-01

Describes a course that gives students the kinds of writing and oral communication experiences they will need on the job. The course gives students information about effective speaking and teaches them how to write business letters, prepare simple visuals for written and oral reports, and write formal proposals. (EL)

A Peer-Reviewed Research Assignment for Large Classes.

ERIC Educational Resources Information Center

Henderson, LaRhee; Buising, Charisse

2000-01-01

Introduces a writing exercise students work on in collaborative groups. Aims to enhance students' scientific research paper writing skills and provide experience working in collaborative groups. Presents evaluation criteria for peer-group evaluation of a poster presentation, intra-group evaluation of peer performance, and peer-group evaluation of…

Point-of-view writing: A method for increasing medical students' empathy, identification and expression of emotion, and insight.

PubMed

Shapiro, Johanna; Rucker, Lloyd; Boker, John; Lie, Desiree

2006-03-01

Although interest exists among medical educators in using writing that reflects on clinical experience to enhance medical students' communication skills, empathy, and overall professionalism, little empirical research documents the value of this approach. This study explored whether students trained in one type of writing would first demonstrate increased awareness of emotional aspects of a clinical encounter in their writing; and second, be evaluated more positively in an OSCE situation by standardized patients. Ninety-two students were assigned to either a point-of-view writing or a clinical reasoning condition as part of a second year doctoring course. At the end of the year, students were evaluated in an OSCE format on 3 cases, and completed a writing assignment about an ER death from cardiac arrest. Student essays were scored according to presence or absence of various themes. A linguistic analysis of the essays was also performed. Point-of-view and clinical reasoning group scores were compared on both measures, as well as on the standardized patient OSCE ratings. Students trained in point-of-view writing demonstrated significantly more awareness of emotional and spiritual aspects of a paper case in a writing assignment than did students trained in clinical reasoning. By contrast, students in the clinical reasoning group were more likely to distance from the scenario. The two groups did not differ on SP OSCE ratings. Training in point-of-view writing can improve medical students' written skills on certain affective dimensions. It is not clear that these skills can translate into clinical behavior.

Bilingual Student Writers: A Question of Fair Evaluation.

ERIC Educational Resources Information Center

Reyes, Maria de la Luz

1991-01-01

Discusses issues of fairness in the evaluation of bilingual writers. Warns of problems posed for them by the process approach to writing instruction. Describes a case study which suggests that even assessment procedures claimed to be holistic are biased against bilingual students. Compares one student's Spanish and English writing samples, noting…

Informing Automated Writing Evaluation Using the Lens of Genre: Two Studies

ERIC Educational Resources Information Center

Burstein, Jill; Elliot, Norbert; Molloy, Hillary

2016-01-01

Genre serves as a useful lens to investigate the range of evidence derived from automated writing evaluation (AWE). To support construct-relevant systems used for writing instruction and assessment, two investigations were conducted that focused on postsecondary writing requirements and faculty perceptions of student writing proficiency. Survey…

What Is Good Writing? Proceedings of a Conference at the University of Connecticut (Storrs, Connecticut, December 6, 1980).

ERIC Educational Resources Information Center

Sheidley, William E., Ed.; And Others

The focus of the conference proceedings in this booklet was evaluation of student writing at various levels and in various fields. The booklet contains a schedule of activities; a description of the morning session, which included a panel discussion on evaluating writing in college freshman composition courses; examples of students' papers, with…

Evaluating Fifth- and Sixth-Grade Students' Expository Writing: Task Development, Scoring, and Psychometric Issues

ERIC Educational Resources Information Center

Kulikowich, Jonna M.; Mason, Linda H.; Brown, Scott W.

2008-01-01

Drawing from multiple theoretical frameworks representing cognitive and educational psychology, we present a writing task and scoring system for measurement of students' informative writing. Participants in this study were 72 fifth- and sixth-grade students who wrote compositions describing real-world problems and how mathematics, science, and…

The Evolution of a Writing Program.

PubMed

White, Bonnie J; Lamson, Karen S

2017-07-01

Scholarly writing is required in nursing, and some students are unable to communicate effectively through writing. Faculty members may struggle with the grading of written assignments. A writing team, consisting of a nursing faculty member, the school of nursing library liaison, and members from academic support services, implemented strategies including workshops, handouts, and use of exemplars to improve student writing and to provide support to faculty. Few students sought help from the writing team. An online writing center within the existing learning management system was developed to address nursing students' and faculty's scholarly writing needs. The writing center includes guides, tutorials, and exemplars. Anecdotal evidence indicates the use of the writing center during afternoons and evenings and prior to due dates of written assignments. Online writing resources were used more frequently than face-to-face support. Further research is needed to evaluate the effectiveness of the program. [J Nurs Educ. 2017;56(7):443-445.]. Copyright 2017, SLACK Incorporated.

A Three-Year Reflective Writing Program as Part of Introductory Pharmacy Practice Experiences

PubMed Central

Vaughn, Jessica; Kerr, Kevin; Zielenski, Christopher; Toppel, Brianna; Johnson, Lauren; McCauley, Patrina; Turner, Christopher J.

2013-01-01

Objectives. To implement and evaluate a 3-year reflective writing program incorporated into introductory pharmacy practice experiences (IPPEs) in the first- through third-year of a doctor of pharmacy (PharmD) program. Design. Reflective writing was integrated into 6 IPPE courses to develop students’ lifelong learning skills. In their writing, students were required to self-assess their performance in patient care activities, identify and describe how they would incorporate learning opportunities, and then evaluate their progress. Practitioners, faculty members, and fourth-year PharmD students served as writing preceptors. Assessment. The success of the writing program was assessed by reviewing class performance and surveying writing preceptor’s opinions regarding the student’s achievement of program objectives. Class pass rates averaged greater than 99% over the 8 years of the program and the large majority of the writing preceptors reported that student learning objectives were met. A support pool of 99 writing preceptors was created. Conclusions. A 3-year reflective writing program improved pharmacy students’ reflection and reflective writing skills. PMID:23788811

Writing-to-Learn: Attitudes of nursing students at Sultan Qaboos University.

PubMed

Balachandran, Shreedevi; Venkatesaperumal, Ramesh; Clara, Jothi; Shukri, Raghda K

2014-02-01

The objectives of this study were to assess the attitude of Omani nursing students towards writing-to-learn (WTL) and its relationship to demographic variables, self-efficacy and the writing process. A cross-sectional design was used to evaluate attitudes towards WTL by Sultan Qaboos University nursing students. A convenience sample of 106 students was used and data collected between October 2009 and March 2010. A modified version of the WTL attitude scale developed by Dobie and Poirrier was used to collect the data. Descriptive and inferential statistics were used for analysis. Senior and junior students had more positive attitudes to WTL than mid-level students who tended to have negative attitudes towards writing. Although 52.8% students had negative attitudes towards the writing process, the median was higher for attitudes to the writing process compared to the median for self-efficacy. There was a positive correlation between self-efficacy and writing process scores. Overall, students had negative attitudes towards WTL. Attitudes are learnt or formed through previous experiences. The incorporation of WTL strategies into teaching can transform students' negative attitudes towards writing into positive ones.

Listening for the Squeaky Wheel: Designing Distance Writing Program Assessment

ERIC Educational Resources Information Center

Tucker, Virginia M.

2012-01-01

Distance writing programs still struggle with assessment strategies that can evaluate student writing as well as their ability to communicate about that writing with peers at a distance. This article uses Kim, Smith and Maeng's 2008 distance education program assessment scheme to evaluate a single distance writing program at Old Dominion…

Writing Skills of Hearing-Impaired Students Who Benefit from Support Services at Public Schools in Turkey

ERIC Educational Resources Information Center

Karasu, H. Pelin

2017-01-01

Support services provide an essential role for hearing-impaired students attending public schools, in terms of improving their language and academic skills. In this study, the writing skills of hearing-impaired students enrolled in public schools were evaluated, and the relationship between the writing scores, audiological variables and…

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

ERIC Educational Resources Information Center

Land, Martha Ann

2012-01-01

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

Environmental Change Science Literacy Through Writing: Successes in an Undergraduate Writing and Composition Course

NASA Astrophysics Data System (ADS)

Small, J. D.

2007-12-01

Basic science literacy, especially with regards to environmental change science, is often lacking in traditional K- 12 and undergraduate education. This generally leads to broad misconceptions based on distorted presentations of science in the media. Current educational research suggests that the teaching and learning of science can happen in many ways, whether it is through lectures, labs, research, inquiry or informal learning activities. This study was motivated by the desire to investigate the ability to teach environmental change science content in the non-traditional mode of an undergraduate composition and writing course. This technique offers educators another option for the integration of climate and environmental change material into their curriculum. The study incorporates the assessment and evaluation of student writing, in-class participation and student self- evaluations from "Writing about Change: Global Environmental Change and Society" a writing course that fulfils a requirement to graduate from the University of California - Santa Cruz. The course was taught Winter Quarter 2007 with a total of 28 days of instruction and the participation of 20 undergraduate students. The overarching goals of this study can be broadly classified as attitudinal, skills development and content retention. This study was designed to address three broad questions related to the above broad goals: i) Did students leave the class more comfortable and confident with environmental change issues and content? ii) Did students develop skills that are useful for reading and writing about scientific material? iii) What did students learn (retain): more general concepts or specific facts regarding climate and environmental change? Preliminary analysis and coding of student work clearly show that students were successful in developing skills for understanding and utilizing scientific information via writing and making thoughtful judgments regarding the reliability of environmental change science in various media. More detailed analysis of student work and responses are necessary in order to fully evaluate the depth and breadth of student understanding and retention of scientific content and concepts.

Effectiveness of an integrated handwriting program for first-grade students: a pilot study.

PubMed

Case-Smith, Jane; Holland, Terri; Bishop, Beth

2011-01-01

We developed and piloted a program for first-grade students to promote development of legible handwriting and writing fluency. The Write Start program uses a coteaching model in which occupational therapists and teachers collaborate to develop and implement a handwriting-writing program. The small-group format with embedded individualized supports allows the therapist to guide and monitor student performance and provide immediate feedback. The 12-wk program was implemented with 1 class of 19 students. We administered the Evaluation of Children's Handwriting Test, Minnesota Handwriting Assessment, and Woodcock-Johnson Fluency and Writing Samples test at baseline, immediately after the Write Start program, and at the end of the school year. Students made large, significant gains in handwriting legibility and speed and in writing fluency that were maintained at 6-mo follow-up. The Write Start program appears to promote handwriting and writing skills in first-grade students and is ready for further study in controlled trials.

Moving from technical to critical reflection in journalling: an investigation of students' ability to incorporate three levels of reflective writing.

PubMed

Usher, K; Tollefson, J; Francis, D

2001-01-01

This paper outlines a research project aimed at changing the levels of reflection of preregistration nursing students in a tertiary institution. Whilst reflection is widely espoused now in nursing, few studies have been found that identify whether the level of reflective writing can be identified or developed by students. Anecdotal and research evidence (Powell 1989; van Manen 1977) however indicates that most student reflective writing occurs at the technical level. A descriptive exploratory study using both qualitative and quantitative techniques was undertaken to apply van Manen's (1977) levels in a structured way in an attempt to facilitate the student's understanding and use of the levels in their reflective writing. The findings of the study indicate that student self evaluation and identification of the levels in their own writing can lead to change in the levels of critical reflective writing achieved by undergraduate students.

The Language of the Pharaohs.

ERIC Educational Resources Information Center

Treat, Marcia

1991-01-01

This article describes a course in ancient Egyptian studies for gifted elementary students. The course incorporates social studies, science, math, language, reading/writing, and art activities. Students study history and development of Egyptian culture, reading and writing with glyphs, and analyzing and evaluating Egyptian hieroglyphic writing.…

Computer Writing Skills for Limited English Proficiency Students: Project COMPUGRAFIA.LEP 1988-89. OREA Evaluation Section Report.

ERIC Educational Resources Information Center

Berney, Tomi D.; Keyes, Jose L.

The Computer Writing Skills for Limited English Proficient Students (Project COMPUGRAFIA.LEP), bilingual special education classes totalling 375 Spanish-speaking students at 10 elementary schools in the Bronx, is evaluated. The project proposed to assist site teachers in developing appropriate lesson plans and effective teaching techniques and…

Evaluation Checklist for Student Writing in Grades K-3, Ottawa County.

ERIC Educational Resources Information Center

Ottawa County Office of Education, OH.

Developed to assist teachers in Ottawa County, Ohio, in monitoring students' pupil performance objectives (PPOs) in grades K-3, this writing evaluation form is the primary record keeping tool in the Competency Based Education (CBE) Program. The form consists of: (1) the evaluation checklist; (2) the intervention code; and (3) record keeping…

Computer Instruction in Handwriting, Spelling, and Composing for Students with Specific Learning Disabilities in Grades 4 to 9.

PubMed

Berninger, Virginia W; Nagy, William; Tanimoto, Steve; Thompson, Rob; Abbott, Robert D

2015-02-01

Effectiveness of iPad computerized writing instruction was evaluated for 4 th to 9 th graders ( n =35) with diagnosed specific learning disabilities (SLDs) affecting writing: dysgraphia (impaired handwriting), dyslexia (impaired spelling), and oral and written language learning disability (OWL LD) (impaired syntax composing). Each of the 18 two-hour lessons had multiple learning activities aimed at improving subword - (handwriting), word - (spelling), and syntax - (sentence composing) level language skills by engaging all four language systems (listening, speaking, reading, and writing) to create a functional writing system. To evaluate treatment effectiveness, normed measures of handwriting, spelling, and composing were used with the exception of one non-normed alphabet writing task. Results showed that the sample as a whole improved significantly from pretest to posttest in three handwriting measures, four spelling measures, and both written and oral syntax construction measures. All but oral syntax was evaluated with pen and paper tasks, showing that the computer writing instruction transferred to better writing with pen and paper. Performance on learning activities during instruction correlated with writing outcomes; and individual students tended to improve in the impaired skill associated with their diagnosis. Thus, although computers are often used in upper elementary school and middle school in the United States (US) for accommodations (alternatives to pen and paper) for students with persisting SLDs affecting writing, this study shows computers can also be used for Tier 3 instruction to improve the writing skills of students in grades 4 to 9 with history of persisting writing disabilities.

Computer Instruction in Handwriting, Spelling, and Composing for Students with Specific Learning Disabilities in Grades 4 to 9

PubMed Central

Berninger, Virginia W.; Nagy, William; Tanimoto, Steve; Thompson, Rob; Abbott, Robert D.

2014-01-01

Effectiveness of iPad computerized writing instruction was evaluated for 4th to 9th graders (n=35) with diagnosed specific learning disabilities (SLDs) affecting writing: dysgraphia (impaired handwriting), dyslexia (impaired spelling), and oral and written language learning disability (OWL LD) (impaired syntax composing). Each of the 18 two-hour lessons had multiple learning activities aimed at improving subword- (handwriting), word- (spelling), and syntax- (sentence composing) level language skills by engaging all four language systems (listening, speaking, reading, and writing) to create a functional writing system. To evaluate treatment effectiveness, normed measures of handwriting, spelling, and composing were used with the exception of one non-normed alphabet writing task. Results showed that the sample as a whole improved significantly from pretest to posttest in three handwriting measures, four spelling measures, and both written and oral syntax construction measures. All but oral syntax was evaluated with pen and paper tasks, showing that the computer writing instruction transferred to better writing with pen and paper. Performance on learning activities during instruction correlated with writing outcomes; and individual students tended to improve in the impaired skill associated with their diagnosis. Thus, although computers are often used in upper elementary school and middle school in the United States (US) for accommodations (alternatives to pen and paper) for students with persisting SLDs affecting writing, this study shows computers can also be used for Tier 3 instruction to improve the writing skills of students in grades 4 to 9 with history of persisting writing disabilities. PMID:25378768

Effect of a coteaching handwriting program for first graders: one-group pretest-posttest design.

PubMed

Case-Smith, Jane; Holland, Terri; Lane, Alison; White, Susan

2012-01-01

We examined the effects of a cotaught handwriting and writing program on first-grade students grouped by low, average, and high baseline legibility. The program's aim was to increase legibility, handwriting speed, writing fluency, and written expression in students with diverse learning needs. Thirty-six first-grade students in two classrooms participated in a 12-wk handwriting and writing program cotaught by teachers and an occupational therapist. Students were assessed at pretest, posttest, and 6-mo follow-up using the Evaluation Tool of Children's Handwriting-Manuscript (ETCH-M) and the Woodcock-Johnson Writing Fluency and Writing Samples tests. Students made large gains in ETCH-M legibility (η² = .74), speed (η²s = .52-.65), Writing Fluency (η² = .58), and Writing Samples (η² = .59). Students with initially low legibility improved most in legibility; progress on the other tests was similar across low-, average-, and high-performing groups. This program appeared to benefit first-grade students with diverse learning needs and to increase handwriting legibility and speed and writing fluency. Copyright © 2012 by the American Occupational Therapy Association, Inc.

Writing-to-Learn

PubMed Central

Balachandran, Shreedevi; Venkatesaperumal, Ramesh; Clara, Jothi; Shukri, Raghda K.

2014-01-01

Objectives: The objectives of this study were to assess the attitude of Omani nursing students towards writing-to-learn (WTL) and its relationship to demographic variables, self-efficacy and the writing process Methods: A cross-sectional design was used to evaluate attitudes towards WTL by Sultan Qaboos University nursing students. A convenience sample of 106 students was used and data collected between October 2009 and March 2010. A modified version of the WTL attitude scale developed by Dobie and Poirrier was used to collect the data. Descriptive and inferential statistics were used for analysis. Results: Senior and junior students had more positive attitudes to WTL than mid-level students who tended to have negative attitudes towards writing. Although 52.8% students had negative attitudes towards the writing process, the median was higher for attitudes to the writing process compared to the median for self-efficacy. There was a positive correlation between self-efficacy and writing process scores. Conclusion: Overall, students had negative attitudes towards WTL. Attitudes are learnt or formed through previous experiences. The incorporation of WTL strategies into teaching can transform students’ negative attitudes towards writing into positive ones. PMID:24516740

The Word Writing CAFE: Assessing Student Writing for Complexity, Accuracy, and Fluency

ERIC Educational Resources Information Center

Leal, Dorothy J.

2005-01-01

The Word Writing CAFE is a new assessment tool designed for teachers to evaluate objectively students' word-writing ability for fluency, accuracy, and complexity. It is designed to be given to the whole class at one time. This article describes the development of the CAFE and provides directions for administering and scoring it. The author also…

The evaluation of a peer-led question-writing task.

PubMed

Nwosu, Amara; Mason, Stephen; Roberts, Anita; Hugel, Heino

2013-06-01

  Novel studies have previously highlighted the educational benefits of peer-led learning and peer marking of examinations. Limited data exist about the educational value of students writing their own exam questions and sharing these with other students.   To evaluate the potential for medical students to learn about palliative care through the process of writing examination questions. methods:  Fourth-year medical students on a palliative medicine rotation were invited to write a short-answer exam question in a similar format to the official examination run by the medical school. The questions were checked for accuracy and applicability by the coordinator, and were then distributed to students. The answers to the student-generated questions were discussed in a feedback forum at the end of the rotation.   Twenty students took part in the exercise. All agreed the exercise was beneficial to their learning. Eighteen (90%) students did not feel the task was too much additional work. Eight (40%) students felt more confident in passing the official medical school exams. Students enjoyed the exercise, with 19 (95%) indicating that they were keen to repeat this in the future.   Peer-led examination question writing could complement the delivery of palliative care teaching for medical students. © 2013 John Wiley & Sons Ltd.

Effects of Learning Strategy Training on the Writing Performance of College Students with Asperger's Syndrome.

PubMed

Jackson, Lynn G; Duffy, Mary Lou; Brady, Michael P; McCormick, Jazarae

2018-03-01

Individuals with autism spectrum disorders (ASD) are increasingly entering institutions of higher education. However, many are not prepared for the academic and social demands of postsecondary environments. Although studies have evaluated academic and social interventions for children and adolescents with ASD, little research exists on the college population. The current study utilized a multiple baseline across participants design to evaluate the effectiveness of a writing learning strategy on the writing performance of three college students with ASD. Results indicated that the quality of writing performance improved following strategy instruction. In addition, participants were able to generalize strategy use to content specific writing tasks.

Validating Automated Essay Scoring for Online Writing Placement

ERIC Educational Resources Information Center

Ramineni, Chaitanya

2013-01-01

In this paper, I describe the design and evaluation of automated essay scoring (AES) models for an institution's writing placement program. Information was gathered on admitted student writing performance at a science and technology research university in the northeastern United States. Under timed conditions, first-year students (N = 879) were…

Writing Matters to Urban Middle Level Students

ERIC Educational Resources Information Center

Yost, Deborah S.; Vogel, Robert

2012-01-01

This article provides an overview of the Writers Matter program, which allows adolescents to use their life stories as a vehicle for self-expression and writing skill development. Evaluations of the program have show increased writing skills among participating students in the areas of focus, content, organization, and grammar. Additional benefits…

Producing Better Writers in Sociology: A Programmatic Approach

ERIC Educational Resources Information Center

Migliaccio, Todd; Carrigan, Jacqueline

2017-01-01

High-quality undergraduate student writing is a common and important objective for sociology programs while at the same time a continuous challenge. Programs often struggle to address writing adequately because of the difficulty of fully evaluating student writing and responding to any identified limitations, largely because of the impact on…

Connecting Theory to Practice: Evaluating a Brain-Based Writing Curriculum

ERIC Educational Resources Information Center

Griffee, Dale T.

2007-01-01

This 10 week longitudinal evaluation study evaluated a brain-based learning curriculum proposed by Smilkstein (2003) by comparing student performance in a traditional basic writing curriculum with NHLP-oriented basic writing curriculum. The study included two classes each of experimental and traditional methods. Results of the data, gathered by…

Enhancing Fourth Grade Students' Writing Achievement through Purposeful Experiential Learning: An Action Research Study

ERIC Educational Resources Information Center

McManus, Michael S.; Thiamwong, Ladda

2015-01-01

This study focuses on the effects of involving fourth grade students in an experiential learning task that improves the school and requires the students to call on community agency, area business, and high school student support. Data related to students' learning were collected by using evaluative writing surveys, student and parent conferences,…

The Short-Term and Maintenance Effects of Self-Regulated Strategy Development in Writing for Middle School Students

ERIC Educational Resources Information Center

Hacker, Douglas J.; Dole, Janice A.; Ferguson, Monica; Adamson, Sharon; Roundy, Linda; Scarpulla, Laura

2015-01-01

Our purpose for this quasi-experimental study was to evaluate the short-term and maintenance effects of the self-regulated strategy development writing instructional model by Graham and Harris with 7th-grade students in an urban, ethnically diverse Title I middle school. We compared the writing skills of our intervention students with those of…

"Building the Perfect Beast": Assessing the Effects of CMI (Computer-Managed Instruction) on the Teaching of, and Student Writing about, Literature.

ERIC Educational Resources Information Center

Widdicombe, Richard Toby

Measuring the effects of computer-managed instruction (CMI) on the teaching of and student writing about literature involves more than having students write and then evaluating their performance. Measurement is made difficult by the fact that the computer technology used in instruction is in a state of flux. Variation of computer technology,…

The Common Core Writing Standards: A Descriptive Study of Content and Alignment with a Sample of Former State Standards

ERIC Educational Resources Information Center

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

2016-01-01

Many students do not meet expected standards of writing performance, despite the need for writing competence in and out of school. As policy instruments, writing content standards have an impact on what is taught and how students perform. This study reports findings from an evaluation of the content of a sample of seven diverse states' current…

Evaluation of Teacher Candidates Writing Skills

ERIC Educational Resources Information Center

Bagci Ayranci, Bilge; Mete, Filiz

2017-01-01

In this study, 200 volunteer students who were in Faculty of Education printed free essay compositions and the compositions were evaluated by descriptive statistics and content analysis. Content analysis is to interpret similar data within specific contexts and themes. The students were free to choose their own writing topic. The reason for this…

Automated Scoring in Context: Rapid Assessment for Placed Students

ERIC Educational Resources Information Center

Klobucar, Andrew; Elliot, Norbert; Deess, Perry; Rudniy, Oleksandr; Joshi, Kamal

2013-01-01

This study investigated the use of automated essay scoring (AES) to identify at-risk students enrolled in a first-year university writing course. An application of AES, the "Criterion"[R] Online Writing Evaluation Service was evaluated through a methodology focusing on construct modelling, response processes, disaggregation, extrapolation,…

The Effects of Writing Anxiety and Motivation on EFL College Students' Self-Evaluative Judgments of Corrective Feedback.

PubMed

Tsao, Jui-Jung; Tseng, Wen-Ta; Wang, Chaochang

2017-04-01

Feedback is regarded as a way to foster students' motivation and to ensure linguistic accuracy. However, mixed findings are reported in the research on written corrective feedback because of its multifaceted nature and its correlations with learners' individual differences. It is necessary, therefore, to conduct further research on corrective feedback from the student's perspective and to examine how individual differences in terms of factors such as writing anxiety and motivation predict learners' self-evaluative judgments of both teacher-corrected and peer-corrected feedback. For this study, 158 Taiwanese college sophomores participated in a survey that comprised three questionnaires. Results demonstrated that intrinsic motivation and different types of writing anxiety predicted English as foreign language learners' evaluative judgments of teacher and peer feedback. The findings have implications for English-writing instruction.

Evaluating undergraduate nursing students' self-efficacy and competence in writing: Effects of a writing intensive intervention.

PubMed

Miller, Louise C; Russell, Cynthia L; Cheng, An-Lin; Skarbek, Anita J

2015-05-01

While professional nurses are expected to communicate clearly, these skills are often not explicitly taught in undergraduate nursing education. In this research study, writing self-efficacy and writing competency were evaluated in 52 nontraditional undergraduate baccalaureate completion students in two distance-mediated 16-week capstone courses. The intervention group (n = 44) experienced various genres and modalities of written assignments set in the context of evidence-based nursing practice; the comparison group (n = 8) received usual writing undergraduate curriculum instruction. Self-efficacy, measured by the Post Secondary Writerly Self-Efficacy Scale, indicated significant improvements for all self-efficacy items (all p's = 0.00). Writing competency, assessed in the intervention group using a primary trait scoring rubric (6 + 1 Trait Writing Model(®) of Instruction and Assessment), found significant differences in competency improvement on five of seven items. This pilot study demonstrated writing skills can improve in nontraditional undergraduate students with guided instruction. Further investigation with larger, culturally diverse samples is indicated to validate these results. Copyright © 2014 Elsevier Ltd. All rights reserved.

The Effectiveness of Professional Development in Teaching Writing-to-Learn Strategies for Science: An Evaluative Case Study

NASA Astrophysics Data System (ADS)

Kravchuk, Deborah A.

With the adoption of the Common Core Learning Standards and the release of the Next Generation Science Standards, New York State students are expected to write in science classes with science writing assessments becoming an indicator of grade level literacy proficiency. The introduction of these assessments raises questions concerning the readiness of teachers to help students learn the skills needed in order to be successful on standardized tests. While such mandates stress the need for incorporating writing into the classroom, few secondary science teachers receive content-specific training in how to teach writing strategies; rather, they often receive the same professional development as their non-science colleagues. This evaluative case study examined how eight secondary science teachers in the Hyde Park Central School District perceived student outcomes as they focused on identifying the challenges encountered and overcome by transferring writing-to-learn (WTL) strategies into the classroom. Targeted professional development (PD) allowed the group of eight secondary science teachers to research WTL strategies, practice them in the classroom, and assess their success through personal and collegial reflection. The results of this study showed a positive correlation between introducing low-stakes writing in the science classroom and increased student understanding of the content presented, that short low-stakes writing prompts helped the students focus on thinking and organizing their thoughts in the science settings (Totten, 2005), and that the secondary science teachers participating in this study perceived the inclusion writing in the classroom to have a positive effect on student outcomes.

Web-Based Interactive Writing Environment: Development and Evaluation

ERIC Educational Resources Information Center

Yang, Jie Chi; Ko, Hwa Wei; Chung, I. Ling

2005-01-01

This study reports the development and evaluation of a web-based interactive writing environment designed for elementary school students. The environment includes three writing themes, "story pass on", "story chameleon" and "thousand ideas", to encourage reading comprehension, creativity and problem-solving skills of…

Training Teachers to Evaluate Emerging Bilingual Students' Biliterate Writing

ERIC Educational Resources Information Center

Butvilofsky, Sandra Adriana; Sparrow, Wendy Lynn

2012-01-01

The purpose of this mixed-methods study was to explore and identify issues related to training teachers to use a bilingual writing rubric designed to examine the biliterate writing of emerging bilingual students who are participating in a biliteracy model. Findings indicate the need to provide clarifications on the rubric rating criteria and the…

Avoiding the Struggle: Instruction That Supports Students' Motivation in Reading and Writing about Content Material

ERIC Educational Resources Information Center

Mason, Linda H.; Meadan, Hedda; Hedin, Laura R.; Cramer, Anne Mong

2012-01-01

We conducted a mixed methods study to evaluate motivation among 20 fourth-grade students who struggle with reading and writing prior to and after receiving either self-regulated strategy development (SRSD) instruction for expository reading comprehension or SRSD instruction for expository reading comprehension plus informative writing. We…

Teaching Students with Emotional and Behavior Disorder How to Write Persuasive Essays Fluently

ERIC Educational Resources Information Center

Cerar, Nancy Irby

2012-01-01

A multiprobe, multiple baseline design was used to evaluate the effectiveness of persuasive writing strategy instruction. Six middle school students with emotional and behavioral disabilities (EBD) received two instructional phases of Self-Regulated Strategy Development (SRSD) instruction for writing persuasive essays over 33 days of intervention.…

Tier 3 Specialized Writing Instruction for Students with Dyslexia

ERIC Educational Resources Information Center

Berninger, Virginia W.; Winn, William D.; Stock, Patricia; Abbott, Robert D.; Eschen, Kate; Lin, Shin-Ju; Garcia, Noelia; Anderson-Youngstrom, Marci; Murphy, Heather; Lovitt, Dan; Trivedi, Pamala; Jones, Janine; Amtmann, Dagmar; Nagy, William

2008-01-01

Two instructional experiments used randomized, controlled designs to evaluate the effectiveness of writing instruction for students with carefully diagnosed dyslexia, which is both an oral reading and writing disorder, characterized by impaired "word" decoding, reading, and spelling. In Study 1 (4th to 6th grade sample and 7th to 9th grade…

Students' Evaluation of Writing Assignments in an Abnormal Psychology Course.

ERIC Educational Resources Information Center

Procidano, Mary E.

1991-01-01

Presents a study in which students in an abnormal psychology class rated the usefulness of drafts for two writing assignments. Reports that a research proposal was more effective than a case study in generating interest in psychology and opportunity for creativity. Concludes that writing assignments should reflect important aspects of a…

Encouraging Good Writing Practice in First-Year Psychology Students: An Intervention Using Turnitin

ERIC Educational Resources Information Center

Betts, Lucy R.; Bostock, Stephen J.; Elder, Tracey J.; Trueman, Mark

2012-01-01

There is growing concern among many regarding plagiarism within student writing. This has promoted investigation into both the factors that predict plagiarism and potential methods of reducing plagiarism. Consequently, we developed and evaluated an intervention to enhance good practice within academic writing through the use of the plagiarism…

Writing and reading training effects on font type and size preferences by students with low vision.

PubMed

Atasavun Uysal, Songül; Düger, Tülin

2012-06-01

The effect of writing and reading training on preferred font type and size in low-vision students was evaluated in 35 children. An ophthalmologist confirmed low vision according to ICD-10-CM. Children identified the font type and size they could best read. The writing subtest of the Jebsen-Taylor Hand Function Test, read in 1 min., and legibility as measured by the number of readable written letters were used in evaluating the children. A writing and reading treatment program was conducted, beginning with the child's preferred font type and size, for 3 months, 2 days per week, for 45 min. per day at the child's school. Before treatment, the most preferred font type was Verdana; after treatment, the preferred font type and size changed. Students had gained reading and writing speed after training, but their writing legibility was not significantly better. Training might affect the preferred font type and size of students with low vision. Surprisingly, serif and sans-serif fonts were preferred about equally after treatment.

Integrating Critical Thinking into the Assessment of College Writing

ERIC Educational Resources Information Center

McLaughlin, Frost; Moore, Miriam

2012-01-01

When writing teachers at any level get together to assess student essays, they often disagree in their evaluations of the writing at hand. This is no surprise as writing is a complex process, and in evaluating it, teachers go through a complex sequence of thoughts before emerging with an overall assessment. Critical thinking, or the complexity of…

Argument-Driven Inquiry as a Way to Help Undergraduate Students Write to Learn by Learning to Write in Chemistry

NASA Astrophysics Data System (ADS)

Sampson, Victor; Phelps Walker, Joi

2012-07-01

This exploratory study examined how undergraduate students' ability to write in science changed over time as they completed a series of laboratory activities designed using a new instructional model called argument-driven inquiry. The study was conducted in a single section of an undergraduate general chemistry lab course offered at a large two-year community college located in the southeast USA. The intervention took place over a 15-week semester and consisted of six laboratory activities. During each laboratory activity, the undergraduates wrote investigation reports, participated in a double-blind group peer review of the reports, and revised their reports based on the reviews. The reports written during each laboratory activity were used to examine changes in the students' writing skills over time and to identify aspects of scientific writing that were the most difficult for the undergraduates in this context. The reviews produced by the students during each report were used to evaluate how well undergraduates engage in the peer-review process. The results of a quantitative and qualitative analysis of the reports and reviews indicate that the participants made significant improvements in their ability to write in science and were able to evaluate the quality of their peers' writing with a relatively high degree of accuracy, but they also struggled with several aspects of scientific writing. The conclusions and implications of the study include recommendations for helping undergraduate students learn to write by writing to learn in science and new directions for future research.

Faculty role modeling of professional writing: one baccalaureate nursing program's experience.

PubMed

Newton, Sarah E

2008-01-01

According to The Essentials of Baccalaureate Education for Professional Nursing Practice (American Association of Colleges of Nursing, 1998), professional writing is an important outcome of baccalaureate nursing education. Most baccalaureate nursing programs in the United States expect formally written student papers to adhere to the style requirements outlined in the Publication Manual of the American Psychological Association (APA, 2001). It is essential for the baccalaureate nursing faculty members who evaluate student papers to be role models for the desired writing behaviors to facilitate student attainment of professional writing outcomes. However, to what extent nursing faculty members' writing behaviors and knowledge of the APA style requirements impact student writing outcomes is not known because the issue has not been addressed in the literature. The purpose of this article is to describe one Midwestern baccalaureate nursing program's faculty development efforts to assess faculty familiarity with the APA style requirements and how such knowledge may impact baccalaureate nursing students' writing outcomes.

Etiquette for medical students' email communication with faculty members: a single-institution study.

PubMed

Kim, Do-Hwan; Yoon, Hyun Bae; Yoo, Dong-Mi; Lee, Sang-Min; Jung, Hee-Yeon; Kim, Seog Ju; Shin, Jwa-Seop; Lee, Seunghee; Yim, Jae-Joon

2016-04-27

Email is widely used as a means of communication between faculty members and students in medical education because of its practical and educational advantages. However, because of the distinctive nature of medical education, students' inappropriate email etiquette may adversely affect their learning as well as faculty members' perception of them. Little data on medical students' competency in professional email writing is available; therefore, this study explored the strengths and weaknesses of medical students' email etiquette and factors that contribute to professional email writing. A total of 210 emails from four faculty members at Seoul National University College of Medicine were collected. An evaluation criteria and a scoring rubric were developed based on the various email-writing guidelines. The rubric comprised 10 items, including nine items for evaluation related to the email components and one item for the assessment of global impression of politeness. Three evaluators independently assessed all emails according to the criteria. Students were identified as being 61.0% male and 52.8% were in the undergraduate-entry program. The sum of each component score was 62.21 out of 100 and the mean value for global impression was 2.6 out of 4. The results demonstrated that students' email etiquettes remained low-to-mediocre for most criteria, except for readability and honorifics. Three criteria, salutation (r=0.668), closing (r=0.653), and sign-off (r=0.646), showed a strong positive correlation with the global impression of politeness. Whether a student entered a graduate-entry program or an undergraduate-entry program significantly contributed to professional email writing after other variables were controlled. Although students in the graduate-entry program demonstrated a relatively superior level of email etiquette, the majority of medical students did not write emails professionally. Educating all medical students in email etiquette may well contribute to the improvement of student-faculty relationships as well as their email writing.

Students' Use of Evaluative Language in L2 English to Talk and Write about History in a Bilingual Education Programme

ERIC Educational Resources Information Center

Morton, Tom; Llinares, Ana

2018-01-01

This article reports on a four-year longitudinal study which investigates students' use of evaluative language in English as a second language (L2) to talk and write about history in a bilingual education programme. We focus on how four students use linguistic resources to adopt a stance to the content they are learning and develop an…

Principled Eclecticism: Approach and Application in Teaching Writing to ESL/EFL Students

ERIC Educational Resources Information Center

Alharbi, Sultan H.

2017-01-01

The principal purpose of this paper is to critically examine and evaluate the efficacy of the principled eclectic approach to teaching English as second/foreign language (ESL/EFL) writing to undergraduate students. The paper illustrates that this new method adapts mainstream writing pedagogies to individual needs of learners of ESL/EFL in order to…

Preparing High School Students for College-Level Writing: Using ePortfolio to Support a Successful Transition

ERIC Educational Resources Information Center

Acker, Stephen; Halasek, Kay

2008-01-01

Seniors submitted and revised essays within ePortfolios for evaluation by high school faculty and university first-year writing instructors. The project also examined differences between high school and college teachers' responses and effects on students' assumptions about the writing expected and valued in college. Results suggest techniques…

A Study on Critical Thinking Assessment System of College English Writing

ERIC Educational Resources Information Center

Dong, Tian; Yue, Lu

2015-01-01

This research attempts to discuss the validity of introducing the evaluation of students' critical thinking skills (CTS) into the assessment system of college English writing through an empirical study. In this paper, 30 College English Test Band 4 (CET-4) writing samples were collected and analyzed. Students' CTS and the final scores of collected…

Using Simultaneous Prompting to Teach Computer-Based Story Writing to a Student with Autism

ERIC Educational Resources Information Center

Pennington, Robert C.; Stenhoff, Donald M.; Gibson, Jason; Ballou, Kristina

2012-01-01

Writing is a critical skill because it is used to access reinforcement in a variety of contexts. Unfortunately, there has been little research on writing skills instruction for students with intellectual disabilities and autism spectrum disorders. The purpose of this study was to evaluate the effects simultaneous prompting and computer-assisted…

A Study on Creating Writing Strategy and Evaluation Tool for Book Summary

ERIC Educational Resources Information Center

Konuk, Sümeyye; Ören, Zeyneb; Benzer, Ahmet; Sefer, Aysegül

2016-01-01

Summarizing is restating the most important ideas from an original text briefly. Students often need summary writing skill along the education life since it provides understanding and remembering the reading material. This study aims to apply book summary writing strategy which is based on in-class implementations, and to develop the students book…

Beyond Portfolios: Looking at Students' Projects as Teaching and Evaluation Devices.

ERIC Educational Resources Information Center

Sokolik, Maggi; Tillyer, Anthea

1992-01-01

Based on classroom experience, this article discusses the advantages of research project writing rather than "portfolio" writing. Projects are more focused and can prepare students for study in their field. (eight references) (KM)

Teaching Effective Communication Skills with ACE: Analyzing, Composing, & Evaluating

ERIC Educational Resources Information Center

Snyder, Lisa Gueldenzoph; Shwom, Barbara

2011-01-01

Most business communication classes teach students to use a writing process to compose effective documents. Students practice the process by applying it to various types of writing with various purposes-reports, presentations, bad news letters, persuasive memos, etc. However, unless students practice that process in other contexts outside of the…

An Evaluation of Research Students' Writing Support Intervention

ERIC Educational Resources Information Center

O'Mahony, Barry; Verezub, Elena; Dalrymple, John; Bertone, Santina

2013-01-01

Purpose: Achieving quality standards in postgraduate education, particularly among Higher Degree by Research (HDR) students, can be challenging. In addition to the diverse educational and cultural backgrounds of these students, thesis writing frequently involves the development of new skills associated with the comprehension of a large volume of…

Measuring the Measurements: A Study of Evaluation of Writing: An Annotated Bibliography.

ERIC Educational Resources Information Center

Scherer, Darlene Lienau

Intended to make the educational community aware of how research has defined acceptable practice in writing assessment, this annotated bibliography examines research about writing evaluation. Divided into five sections, the first section of the bibliography surveys some psychological and linguistic studies of the development of students' writing…

The Evaluation of Students' Written Reflection on the Learning of General Chemistry Lab Experiment

ERIC Educational Resources Information Center

Han, Ng Sook; Li, Ho Ket; Sin, Lee Choy; Sin, Keng Pei

2014-01-01

Reflective writing is often used to increase understanding and analytical ability. The lack of empirical evidence on the effect of reflective writing interventions on the learning of general chemistry lab experiment supports the examination of this concept. The central goal of this exploratory study was to evaluate the students' written…

Developing Essay Writing Skills: An Evaluation of the Modelling Behaviour Method and the Influence of Student Self-Efficacy

ERIC Educational Resources Information Center

Callinan, Carol J.; van der Zee, Emile; Wilson, Garry

2018-01-01

Social cognitive learning theory has shown that observational learning positively influences essay writing development in high-school students, and that self-efficacy impacts on motivation. This study investigated the relative contribution of model observation, model evaluation, post-submission feedback, and factors relating to self-efficacy, as…

Automated Writing Evaluation in an EFL Setting: Lessons from China

ERIC Educational Resources Information Center

Tang, Jinlan; Rich, Changhua Sun

2017-01-01

This paper reports a series of research studies on the use of automated writing evaluation (awe) in secondary and university settings in China. The secondary school study featured the use of awe in six intact classes of 268 senior high school students for one academic year. The university study group comprised 460 students from five universities…

Utility in a Fallible Tool: A Multi-Site Case Study of Automated Writing Evaluation

ERIC Educational Resources Information Center

Grimes, Douglas; Warschauer, Mark

2010-01-01

Automated writing evaluation (AWE) software uses artificial intelligence (AI) to score student essays and support revision. We studied how an AWE program called MY Access![R] was used in eight middle schools in Southern California over a three-year period. Although many teachers and students considered automated scoring unreliable, and teachers'…

The Effects of Self-Regulated Strategy Development on the Writing of Expository Essays for Adults with Written Expression Difficulties: Preparing for the GED

ERIC Educational Resources Information Center

Berry, Ann Bassett; Mason, Linda H.

2012-01-01

A multiple-probe, multiple-baseline, across-subjects design was used to examine the writing performance of four low-achieving adult students with and without disabilities enrolled in general equivalency diploma (GED) preparatory classes. Students' writing was evaluated before instruction and after self-regulated strategy development (SRSD)…

The Influence of Audience on the Assessment of Student Writing.

ERIC Educational Resources Information Center

Plasse, Lorraine A.

To determine the extent of influence that a reader's perspective as a member of a specific audience has on the assessment of student writing, a study examined the holistic judgment and the positive and negative comments made by four different types of writing evaluators on 40 different letters, each of which was written to one of four audience…

Peer and Teacher Assessment in EFL Writing Compositions: The Case of Advanced English Major Students in Jendouba, Tunisia

ERIC Educational Resources Information Center

Ayachi, Zeineb

2017-01-01

This study investigated the difference between peer and teacher assessment of writing compositions of advanced university students in English. Besides, it investigated the likely effect this type of evaluation might have on the learners' writing skill. To this end, 17 participants were surveyed over seven weeks. During every session, the…

The composing process in technical communications

NASA Technical Reports Server (NTRS)

Hertz, V. L.

1981-01-01

The theoretical construct under which technical writing exercises operate and results from a survey distributed to a random sample of teachers of technical writing are described. The survey, part of a study to develop materials that did not stress prescriptive formats, drew on diverse elements in report writing to enhance writing as a process. Areas of agreement and disagreement related to problem solving, paper evaluation, and individualizing instruction were surveyed. Areas of concern in contemplating the composition process include: (1) the need to create an environment that helps students want to succeed, (2) the role of peer group activity in helping some students who might not respond through lecture or individual study, and (3) encouraging growth in abilities and helping motivate students' interest in writing projects through relevant assignments or simulations students perceive as relevant.

Reading/Writing and Mathematics Instruction. CIPP Planning/Evaluation Report 95-018. Focus on Program Evaluation.

ERIC Educational Resources Information Center

Des Moines Public Schools, IA. Dept. of Information Management.

The Chapter 1 reading, writing, and mathematics instruction programs of the Des Moines (Iowa) public schools were evaluated for the 1993-94 school year. These programs provided supplemental instruction for about 2,968 students in 1993-94 through six components: (1) schoolwide projects; (2) the Reading Recovery Program; (3) the Reading/Writing Lab…

Student Engagement with Computer-Generated Feedback: A Case Study

ERIC Educational Resources Information Center

Zhang, Zhe

2017-01-01

In order to benefit from feedback on their writing, students need to engage effectively with it. This article reports a case study on student engagement with computer-generated feedback, known as automated writing evaluation (AWE) feedback, in an EFL context. Differing from previous studies that explored commercially available AWE programs, this…

Can Process Portfolios Affect Students' Writing Self-Efficacy?

ERIC Educational Resources Information Center

Nicolaidou, Iolie

2012-01-01

Can process portfolios that support students in goal setting, reflection, self-evaluation and feedback have a positive impact on students' writing self-efficacy? This article presents the findings of a yearlong study conducted in three 4th grade elementary classes in Cyprus where paper-based and web-based portfolios were implemented to help…

Integrated Reading and Writing Interventions for Students with Learning Disabilities: A Review of the Literature

ERIC Educational Resources Information Center

Kang, Eun Young; McKenna, John William; Arden, Sarah; Ciullo, Stephen

2016-01-01

In this systematic review of literature that spans 1975-2015, integrated reading and writing interventions for students with learning disabilities (LD) or students with academic difficulties were evaluated to understand the extant research, identify encouraging practices, and guide future research. Ten studies met inclusion criteria and each study…

Using Problem-Solving to Think and Write: Tagmemics for High School Students.

ERIC Educational Resources Information Center

Brostoff, Anita

Secondary school and college students can learn how to shape thought through shaping language by using tagmemic heuristics. To approach writing as a thinking process, students apply three heuristics: one for identifying and stating problems, one for exploring problems, and one for evaluating hypotheses or solutions. Guided by a series of…

Dual processing and discourse space: Exploring fifth grade students' language, reasoning, and understanding through writing

NASA Astrophysics Data System (ADS)

Yoon, Sae Yeol

The purpose of this study was to explore the development of students' understanding through writing while immersed in an environment where there was a strong emphasis on a language-based argument inquiry approach. Additionally, this study explored students' spoken discourse to gain a better understanding of what role(s) talking plays in the development of understanding through writing. Finally, the study proposed a new concept of Discourse Space, which enabled researchers to improve their understanding of the characteristics of the development of student cognition through writing, and of the roles talking plays in cognitive development through writing. This study was guided by the research question: What patterns of the development of fifth grade students' cognition over time emerge in their private and public negotiations under a teacher who is ranked as a low-level implementer of the SWH approach? This question was divided into two sub-questions: (a) Throughout a unit, Ecosystems, what patterns emerge regarding the development of six fifth grade students' understanding through writing, and b) What patterns of the development of Discourse Space emerge through talking in three different contexts. In order to answer these questions, this qualitative research employed a generic qualitative study. Twenty-one fifth grade students participated in this study, and six students were purposefully selected through which to further investigate the development of an understanding of science through private negotiation while immersed in a language-based argument inquiry approach. Major data sources included students' writing samples, informal conversations with the teacher, researcher's field notes, and classroom videos. Additionally, the teacher's modified RTOP scores and semi-structured interviews were used to deepen the contextual understanding of the learning environment and the teacher's instructional performance. The data analysis was conducted by utilizing discourse analysis of writing and talking. The results showed (1) students' low level of engagement in evaluation impacted their reasoning and use of sources for making meanings, as well as their understanding of the topic. Compared to the results of a previous study, students' complexity of reasoning was relatively less developed, and similarly students' use of reflective sources was generally observed relatively less often. (2) The teacher and students in this study engaged in limited public negotiation, which focused more on articulating than on evaluating ideas. The limited public negotiation that was represented by the dialogical patterns in this study cannot support the development of understanding through writing or the practice of the roles of constructor and critiquer, which play a core function in the comprehension of scientific practice. This study has several implications for teacher education and research. Teacher education needs to be centered more on how to encourage students' engagement in the process of evaluation, since this plays an important function not only in the development of understanding, but also in providing opportunities to perform the roles of both constructor and critiquer. Teachers can use writing as an argumentative activity to encourage or foster students' engagement in the process of evaluation or critique. Additionally, this study provides insight into the importance of the learning environment in which the teacher and students create and develop; this learning environment needs to provide not only opportunities but also demands for students to engage in both constructing and critiquing ideas.

Learning Self-Evaluation: Challenges for Students.

ERIC Educational Resources Information Center

MacGregor, Jean

1993-01-01

Self-evaluation is unfamiliar to most college students. Teachers can use varied approaches to support students in overcoming unfamiliarity with self-evaluation, lack of confidence in describing learning, writing difficulties, evaluation difficulties, discomfort discussing academic problems, cultural bias against self-evaluation, emotional…

A Heuristic Tool for Teaching Business Writing: Self-Assessment, Knowledge Transfer, and Writing Exercises

ERIC Educational Resources Information Center

Ortiz, Lorelei A.

2013-01-01

To teach effective business communication, instructors must target students’ current weaknesses in writing. One method for doing so is by assigning writing exercises. When used heuristically, writing exercises encourage students to practice self-assessment, self-evaluation, active learning, and knowledge transfer, all while reinforcing the basics…

The Power Approach to Writing.

ERIC Educational Resources Information Center

Witt, Elaine B.

This course of study presents a competency-based approach to teaching effective writing. It is intended to give the adult educator a tool that can be used for any level of student at any point in writing instruction. The first section contains 48 competencies that address 5 domains of writing--planning, organizing, writing, evaluating, and…

Multimodal Composing as Healing: Toward a New Model for Writing as Healing Courses

ERIC Educational Resources Information Center

Molloy, Cathryn

2016-01-01

The course the author describes here, WRTC 426: Rhetorical "Ethos" and Personal Disclosures: Explorations in Trauma Writing and Writing as Healing, asks students to explore the "writing as healing" movement in English studies and beyond in order to evaluate the efficacy of claims that writing personal narratives can heal…

Writing, Evaluating and Assessing Data Response Items in Economics.

ERIC Educational Resources Information Center

Trotman-Dickenson, D. I.

1989-01-01

Describes some of the problems in writing data response items in economics for use by A Level and General Certificate of Secondary Education (GCSE) students. Examines the experience of two series of workshops on writing items, evaluating them and assessing responses from schools. Offers suggestions for producing packages of data response items as…

Critical Competitors. Evaluation of the Bay Area Writing Project. Technical Report.

ERIC Educational Resources Information Center

Thomas, Susan; Watson, Patti

Prepared as part of the evaluation of the Bay Area Writing Project (BAWP), this report compares BAWP to its "critical competitors" (other inservice teacher programs and programs for improving student writing). The BAWP model and ten other program descriptions are presented in identical descriptive formats. Three types of competitors are…

A Review of Self-Regulated Strategy Development for Writing for Students with EBD

ERIC Educational Resources Information Center

Sreckovic, Melissa A.; Common, Eric A.; Knowles, Meagan M.; Lane, Kathleen Lynne

2014-01-01

In this systematic review, we evaluated the evidence base of self-regulated strategy development (SRSD; Harris & Graham, 1992) for writing with students with and at risk for emotional or behavioral disorders (EBD). First, we evaluated the quality of studies identified (n 5 13) by applying the quality indicators for single case (Horner et al.,…

Interventions for Supporting and Assessing Science Writing Communication: Cases of Asian English Language Learners

PubMed Central

Smith-Keiling, Beverly L.; Swanson, Lidia K.; Dehnbostel, Joanne M.

2018-01-01

In seeking to support diversity, one challenge lies in adequately supporting and assessing science cognitions in a writing-intensive Biochemistry laboratory course when highly engaged Asian English language learners (Asian ELLs) struggle to communicate and make novice errors in English. Because they may understand advanced science concepts, but are not being adequately assessed for their deeper scientific understanding, we sought and examined interventions. We hypothesized that inquiry strategies, scaffolded learning through peer evaluation, and individualized tools that build writing communication skills would increase confidence. To assess scientific thinking, Linguistic Inquiry Word Count (LIWC) software measured underlying analytic and cognitive features of writing despite grammatical errors. To determine whether interventions improved student experience or learning outcomes, we investigated a cross-sectional sample of cases within experimental groups (n = 19) using a mixed-methods approach. Overall trends of paired t-tests from Asian ELLs’ pre/post surveys showed gains in six measures of writing confidence, with some statistically significant gains in confidence in writing skill (p=0.025) and in theory (p≤0.05). LIWC scores for Asian ELL and native-English-speaking students were comparable except for increased cognitive scores for Asian ELLs and detectable individual differences. An increase in Asian ELLs’ cognitive scores in spring/summer over fall was observed (p = 0.04), likely as a result of greater cognitive processes with language use, inquiry-related interventions, and peer evaluation. Individual cases further elucidated challenges faced by Asian ELL students. LIWC scores of student writing may be useful in determining underlying understanding. Interventions designed to provide support and strengthen the writing of Asian ELL students may also improve their confidence in writing, even if improvement is gradual. PMID:29904544

Assessing the writing of deaf college students: reevaluating a direct assessment of writing.

PubMed

Schley, Sara; Albertini, John

2005-01-01

The NTID Writing Test was developed to assess the writing ability of postsecondary deaf students entering the National Technical Institute for the Deaf and to determine their appropriate placement into developmental writing courses. While previous research (Albertini et al., 1986; Albertini et al., 1996; Bochner, Albertini, Samar, & Metz, 1992) has shown the test to be reliable between multiple test raters and as a valid measure of writing ability for placement into these courses, changes in curriculum and the rater pool necessitated a new look at interrater reliability and concurrent validity. We evaluated the rating scores for 236 samples from students who entered the college during the fall 2001. Using a multiprong approach, we confirmed the interrater reliability and the validity of this direct measure of assessment. The implications of continued use of this and similar tests in light of definitions of validity, local control, and the nature of writing are discussed.

Do writing and storytelling skill influence assessment of reflective ability in medical students' written reflections?

PubMed

Aronson, Louise; Niehaus, Brian; DeVries, Charlie D; Siegel, Jennifer R; O'Sullivan, Patricia S

2010-10-01

Increasingly, students are asked to write reflections as part of their medical education, but some question the influence of other factors on the evaluation of these reflections. In this pilot study, the investigators determined whether scores from a validated rubric to measure reflective ability were affected by irrelevant variance resulting from writing or storytelling ability. Students in clerkships wrote reflections on professionalism. All were given identical prompts, with half receiving additional structured guidelines on reflection. Sixty reflections, 30 from each group, were randomly chosen and scored for reflection, writing, and storytelling by trained raters using validated rubrics. There was no correlation between reflection and either writing (r = 0.049, P = .35) or storytelling (r = 0.14, P = .13). The guidelines increased reflection, but not writing or storytelling scores. Reflection is a distinct construct unaffected by learners' writing or storytelling skills. These findings support reflective ability as a distinct skill.

A Study of Students' Assessment in Writing Skills of the English Language

ERIC Educational Resources Information Center

Javed, Muhammad; Juan, Wu Xiao; Nazli, Saima

2013-01-01

This paper addresses to evaluate and assess the students' competency in writing skills at Secondary school level in the English Language focusing five major content areas: word completion, sentence making/syntax, comprehension, tenses/ grammar and handwriting. The target population was the male and female students of grade 10 of urban and rural…

A Study of Students' Assessment in Writing Skills of the English Language

ERIC Educational Resources Information Center

Javed, Muhammad; Juan, Wu Xiao; Nazli, Saima

2013-01-01

This paper addresses to evaluate and assess the students' competency in writing skills at Secondary school level in the English Language focusing five major content areas: word completion, sentence making/syntax, comprehension, tenses/grammar and handwriting. The target population was the male and female students of grade 10 of urban and rural…

Impact Evaluation of the National Writing Project's College-Ready Writing Project in High Poverty Rural Districts

ERIC Educational Resources Information Center

Gallagher, H. Alix; Arshan, Nicole; Woodworth, Katrina

2016-01-01

Writing is an essential skill for participating in modern American society. Although it is crucial to careers and civic engagement, student writing falls far short of national expectations (College Board, 2004; NCES, 2012; Persky, Daane, & Jin, 2003). The Common Core State Standards (CCSS) seek to increase the rigor of writing instruction…

What Is "Good" Technical Communication? A Comparison of the Standards of Writing and Engineering Instructors.

ERIC Educational Resources Information Center

Smith, Summer

2003-01-01

Presents the results of an empirical study comparing writing and engineering instructors' responses to students' technical writing. Indicates that the gap between engineering and writing teachers' standards for evaluating technical writing is not as wide as is generally assumed. Concludes that the differences that do emerge suggest ways that the…

Impact of a Braille-Note on Writing: Evaluating the Process, Quality, and Attitudes of Three Students Who Are Visually Impaired

ERIC Educational Resources Information Center

Kamei-Hannan, Cheryl; Lawson, Holly

2012-01-01

Educators of students with visual impairments have long advocated that children who read and write in braille benefit from access to and use of a braille note-taker (BNT) with refreshable braille display. However, little research exists that evaluates whether using a BNT impacts literacy. In this single-subject study, authors investigated if using…

Quality theory paper writing for medical examinations.

PubMed

Shukla, Samarth; Acharya, Sourya; Acharya, Neema; Shrivastava, Tripti; Kale, Anita

2014-04-01

Aim & Objectives: Developing a tactful paper writing skill, through delivery and depiction of the necessary expressions required for in standard or superior essay writing. Understanding relevance and tact of theoretical expression in exam paper writing Learning Indices of standard or quality theory/essay answer (SAQ/LAQ). Applying knowledge and skill gained through these theory writing exercises and assignments to achieve high or better scores in examinations. The study subjects were divided into two groups- Group A (17 students) and Group B students (10students). The students were selected from II M.B.B.S 4(th) term. Students of Group A were sensitized on how to write a theory paper and went through 4 phases namely pre-sensitization test, sensitization (imparting them with skills of good theory paper writing through home assignments and deliberations/ guidance), post-sensitization test and Evaluation. Students of Group A (17 students) undertook theory tests (twice, i.e. before and after sensitization) and Students of Group B (10 students) who were not sensitized and took the theory test with post sensitized Group A students (random 10 students). Both groups were given general pathology as the test syllabus, taught to both groups in didactic lectures during the last 6 months. The results of pre and Post-sensitization tests from both groups were analyzed. Intra group comparisons (pre sensitized Group A with Post sensitized Group A) and inter group comparisons (Non-sensitized group B with Sensitized Group A) were made. Significant results were found between results of pre and Post-sensitization tests in Group A (intra group analysis) and inter group (Group A and B) Post-sensitization tests, as there was remarkable improvement in student theory paper writing skills post sensitizing the students of Group A. Medical students should be mandatorily guided and exposed to the nuances and tact of writing the theory paper for their examinations, as it definitely gives them better understanding of presentations ultimately improving their score in the theory exams.

Easing Your Pain: A Method for Evaluating Research Writing from Students

ERIC Educational Resources Information Center

Jensen, Barbara E.; Martin, Kathleen A.; Mann, Betty L.; Fogarty, Tracey

2004-01-01

Throughout their undergraduate and graduate careers, students are assigned various types of papers that require scientific writing style. The scope of these assignments include laboratory reports that require only graphing and statements of findings; abstract assignments with critical summaries included; abbreviated research papers, including…

Responding to Student Essays: A Conversation.

ERIC Educational Resources Information Center

Teichmann, Sandra Gail; Fike, Darrell

Two college writing teachers share their viewpoint that people outside the academic setting often misunderstand the time-consuming activities involved with responding to student writing. They agree that teachers should envision evaluation as conducting a conversation with the writer of the essay. The key component of this conversation, depending…

The Effects of a Modified Cover, Copy, Compare on Spelling Tests and in Written Compositions for Three Students with Specific Learning Disabilities

ERIC Educational Resources Information Center

Goodman, Ashley; McLaughlin, T. F.; Derby, K. Mark; Everson, Mary

2015-01-01

Spelling skills are vital in teaching students to read and write effectively. One method to help students learn to spell words correctly is called cover, copy, and compare (CCC). This study was designed to evaluate the effects of using CCC on the spelling and writing skills of three students with learning disabilities. These skills were measured…

“Writing in Neuroscience”: A Course Designed for Neuroscience Undergraduate Students

PubMed Central

Adams, Joyce

2011-01-01

Although neuroscience students may learn to write in a generic fashion through university writing courses, they receive little training in writing in their field. Here I describe a course that was created at the request of a Neuroscience Department with the intent to teach neuroscience students how to write well in their discipline. I explain the purpose for creating the “Writing in Neuroscience” course and offer a brief overview of the course curriculum, including pertinent pedagogical outcomes for such a course. I describe in depth the major assignment for the course, the literature review, and provide examples of paper titles that students wrote to fulfill the assignment. I briefly describe other relevant course assignments. I evaluate the course and include an overview of who should teach such a course, what support might be helpful, and what can be learned from formative assessment of the course. Using these insights can help others determine whether such a course is a good fit for them. PMID:23626493

The use of poetry writing in nurse education: An evaluation.

PubMed

Jack, Kirsten

2015-09-01

Arts based approaches have been used in health education in various ways e.g. to develop emotional awareness, reduce anxiety and stress and assess communication skills. This evaluation aimed to explore the use of poetry writing as a way for undergraduate nursing students to consider their feelings about important practice issues. 42 first year undergraduate nursing students were asked to write a poem which focussed on an important nursing issue e.g. compassion, communication or the therapeutic role of the nurse. They were then asked to read the poem aloud to a small group and discuss its meaning. 60% (n=24) of students reported that the exercise had increased understanding of their chosen subject, 75% (n=30) stated that they had learned something about themselves and 65% (n=26) of students stated that they had enjoyed the poetry writing exercise. Qualitative comments suggested that the use of poetry enabled greater understanding of others' experiences, promoted open and honest reflection on feelings and supported the development of confidence. There is a need for teaching methods which engage and develop students' imagination, if they are going to be adequately prepared for the demands of nursing practice. Poetry writing and discussion supports the development of confidence, therapeutic communication skills and the ability to think creatively. Copyright © 2015 Elsevier Ltd. All rights reserved.

What a Difference a Writing Centre Makes: A Small Scale Study

ERIC Educational Resources Information Center

Yeats, Rowena; Reddy, Peter; Wheeler, Anne; Senior, Carl; Murray, John

2010-01-01

Purpose: Academic writing is often considered to be a weakness in contemporary students, while good reporting and writing skills are highly valued by graduate employers. A number of universities have introduced writing centres aimed at addressing this problem; however, the evaluation of such centres is usually qualitative. The paper seeks to…

Slaying the Writing Monsters: Scaffolding Reluctant Writers through a Writing Workshop Approach

ERIC Educational Resources Information Center

Gair, Marina

2015-01-01

Drawing on four years of anecdotal data and student feedback on course evaluations, this paper provides a retrospective account of the author's experience with teacher candidates in an elementary writing instruction course as first-time authors of children's books, in particular focusing on a writing workshop approach as an effective pedagogical…

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

ERIC Educational Resources Information Center

Yeh, Hui-Chin

2015-01-01

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

An Experimental Examination of Quick Writing in the Middle School Science Classroom

ERIC Educational Resources Information Center

Benedek-Wood, Elizabeth; Mason, Linda H.; Wood, Philip H.; Hoffman, Katie E.; McGuire, Ashley

2014-01-01

A staggered A-B design study was used to evaluate the effects of Self- Regulated Strategy Development (SRSD) instruction for quick writing in middle school science across four classrooms. A sixth-grade science teacher delivered all students' writing assessment and SRSD instruction for informative quick writing. Results indicated that performance…

Coherence in the Assessment of Writing Skills

ERIC Educational Resources Information Center

Walker, Robin; Riu, Carmen Perez

2008-01-01

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…

The Evaluation of a Teaching Intervention in Iranian EFL Writing

ERIC Educational Resources Information Center

Naghdipour, Bakhtiar; Koç, Sabri

2015-01-01

The curriculum for teaching undergraduate university students in Iran majoring in English generally includes paragraph writing in the second year and essay writing (4-5 paragraphs) in the third year. The first-year course 'Grammar and Writing (I & II)' offered in two consecutive semesters covers grammar only, despite the inclusion of writing…

Writing: Clearing the Mind for Action.

ERIC Educational Resources Information Center

Neff, Bonita Dostal

Many communication majors expect to do little written communication, since skill in oral communication is more developed if not preferred. Before a student writes or becomes engaged in the rational and logical process of evaluating writing, he or she is in the stage of clearing the mind for action. A non-rationalistic approach to writing seeks to…

The Writing Experience: A New Dimension.

ERIC Educational Resources Information Center

Levy, Connie

With the encouragement of an English instructor for whom English was a second language and who was consequently enthusiastic about writing experiences, English students in a Texas high school put together an anthology of literary criticism on the modern American novel. Honor students read American novels of their choice and wrote evaluations of…

Author! Author! Colleges Struggle to Evaluate Applicants' Writing

ERIC Educational Resources Information Center

Gose, Ben

2007-01-01

The dreaded personal essay used to be the toughest part of the college-admissions process for the applicant. These days it's admissions officers who fret about student writing--and not just because they fall asleep reading endless takes on "overcoming adversity." They've got weightier concerns--plagiarized essays, students who receive…

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

PubMed

Clabough, Erin B D; Clabough, Seth W

2016-01-01

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

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

PubMed Central

Clabough, Erin B.D.; Clabough, Seth W.

2016-01-01

Scientific writing is an important communication and learning tool in neuroscience, yet it is a skill not adequately cultivated in introductory undergraduate science courses. Proficient, confident scientific writers are produced by providing specific knowledge about the writing process, combined with a clear student understanding about how to think about writing (also known as metacognition). We developed a rubric for evaluating scientific papers and assessed different methods of using the rubric in inquiry-based introductory biology classrooms. Students were either 1) given the rubric alone, 2) given the rubric, but also required to visit a biology subject tutor for paper assistance, or 3) asked to self-grade paper components using the rubric. Students who were required to use a peer tutor had more negative attitudes towards scientific writing, while students who used the rubric alone reported more confidence in their science writing skills by the conclusion of the semester. Overall, students rated the use of an example paper or grading rubric as the most effective ways of teaching scientific writing, while rating peer review as ineffective. Our paper describes a concrete, simple method of infusing scientific writing into inquiry-based science classes, and provides clear avenues to enhance communication and scientific writing skills in entry-level classes through the use of a rubric or example paper, with the goal of producing students capable of performing at a higher level in upper level neuroscience classes and independent research. PMID:27980476

Multiple goals, writing strategies, and written outcomes for college students learning English as a second language.

PubMed

He, Tung-Hsien; Chang, Shan-Mao; Chen, Shu-Hui Eileen

2011-04-01

This study examined relations of achievement goals of writers who are speakers of English as a foreign language (EFL), the frequency of their writing strategy use, and the quality of their writing from a multiple goals perspective. The goal profiles of 57 EFL college students with similar writing proficiency were based on rating items of an unpublished scale; Group 1 had strong mastery and strong performance-approach goals, and two groups included students with only one strong mastery (Group 2) or performance (Group 3) goal. Think-aloud protocols indicated that the participants adopted 21 strategies in an argumentative writing task, classified into five categories. Group 1 was found to use writing strategies of monitoring or evaluating, revising, and compensating significantly more often than the other two groups, and produced better essays. Strong mastery and performance-approach goals might be beneficial for EFL college writers.

Learning to Improve: Using Writing to Increase Critical Thinking Performance in General Education Biology

PubMed Central

Kurtz, Martha J.

2007-01-01

Increasingly, national stakeholders express concern that U.S. college graduates cannot adequately solve problems and think critically. As a set of cognitive abilities, critical thinking skills provide students with tangible academic, personal, and professional benefits that may ultimately address these concerns. As an instructional method, writing has long been perceived as a way to improve critical thinking. In the current study, the researchers compared critical thinking performance of students who experienced a laboratory writing treatment with those who experienced traditional quiz-based laboratory in a general education biology course. The effects of writing were determined within the context of multiple covariables. Results indicated that the writing group significantly improved critical thinking skills whereas the nonwriting group did not. Specifically, analysis and inference skills increased significantly in the writing group but not the nonwriting group. Writing students also showed greater gains in evaluation skills; however, these were not significant. In addition to writing, prior critical thinking skill and instructor significantly affected critical thinking performance, whereas other covariables such as gender, ethnicity, and age were not significant. With improved critical thinking skill, general education biology students will be better prepared to solve problems as engaged and productive citizens. PMID:17548876

PubMed, The New York Times and The Chicago Tribune as Tools for Teaching Genetics

PubMed Central

Strauss, Bernard S.

2005-01-01

An elementary course in human heredity for students not planning to major in the sciences can be based on current scientific literature and on the popular media. Examinations are constructed from questions on recent abstracts obtained from PubMed. The course is designed to promote writing skills in the sciences, and students write two papers in the course of a quarter. In the first paper, students trace the primary source of media reports on genetics and attempt to evaluate the reporter's translation. In a second paper, students write popular articles on the basis of current primary sources. PMID:16143615

Refining scientific writing skills with feedback that works for students and instructors

NASA Astrophysics Data System (ADS)

Kiani, Leily S.; Menke, Carrie

2015-10-01

Evaluation of student learning through assessment of communication skills is a generally important component of undergraduate education and particularly so for promotion of interdisciplinary research conducted by future scientists. To better build these skills we aim to quantify the effectiveness of feedback on student writing of technical reports in an upper-division physics lab course. In one implementation, feedback utilization - in the form of observing commented technical reports, attending office hours or emailing rough drafts of their reports was monitored then correlated with improvement in student writing. The improvement in student writing is quantified as the single-student normalized gain. A slight positive relationship was found between the number of times a student utilized feedback and the improvement in student writing. A subsequent study involved correlation of two complimentary assessments of student work. In the first assessment students received consistent feedback throughout the semester on all sections of a technical report in the form of highlighted bullet points in a detailed rubric. In the second assessment method students received varying amounts of feedback for each section of the technical paper throughout the semester with a focus on one section each week and follow-up feedback on previously covered sections. This approach provides focused feedback that can be scalable to larger classes. The number of highlighted bullet points in the rubric clearly decreases as a function of the focused feedback implementation. From this we conclude that student writing improves with the focused feedback method.

The Effects of Phonemic Awareness Instruction on the Writing Ability of First Grade At Risk Students.

ERIC Educational Resources Information Center

Carro, Dorothy J.

The purpose of this study was to evaluate the effect of increased phonemic awareness instruction on the writing ability of At Risk first graders. Twenty-three students from a suburban first grade classroom in Central New Jersey were involved in the study. Twelve at risk students were divided into two groups, each of which received one half hour of…

Cpmputer Writing Skills for Limited English Proficient Students Project (COMPUGRAFIA.LEP), 1987-88. Evaluation Section Report. OREA Report.

ERIC Educational Resources Information Center

Berney, Tomi D.; Keyes, Jose

The Computer Writing Skills for Limited English Proficient Students Project (COMPUGRAFIA.LEP) was partially implemented in 1987-88, during the first year of a 3-year cycle. It is a staff development program serving 35 bilingual special education classes with 414 limited-English-proficient Hispanic students in 10 elementary schools in the Bronx.…

Experiments with Writing to Teach Microbiology.

ERIC Educational Resources Information Center

Cannon, Robert E.

1990-01-01

Described are the experiences of one teacher with the teaching of writing in college level microbiology, virology, and immunology courses. Assignments, methods, evaluation, and student responses are discussed. (CW)

Curriculum as Transmitter of Socioeconomic and Political Values: Case Study of a Middle School Writing Project.

ERIC Educational Resources Information Center

Martin, June M.

This research project analyzed the manifest and hidden curriculum of a sixth-grade writing project to determine how it transmitted societal values. Entitled "Right is Write", the writing project was a simulation game in which students played roles of writers, agents, editors, and publishers interacting to produce, evaluate, buy, and sell…

Partners in Crime: Integrating Forensic Science and Writing

ERIC Educational Resources Information Center

Hein, Erik

2006-01-01

Forensic science lends itself to many academic areas. Aside from the science itself, writing plays a major role in the investigation process as well as in the courtroom. It is paramount that students learn how to write proficiently when recording results or writing evaluations and reports, just as forensic scientists do. This can also be done…

Getting "Writing Ready" at the University of Washington: Developing Metacognition at a Time of Academic Transition

ERIC Educational Resources Information Center

Zinchuk, Jennifer Eidum

2017-01-01

Within the field of Writing Studies, metacognition is rapidly being recognized as essential for the effective transfer of knowledge across contexts. This program profile describes a pre-college writing course at the University of Washington that builds metacognition, confidence, and fluency in writing. Through program evaluations, student surveys,…

Integrating scientific argumentation to improve undergraduate writing and learning in a global environmental change course

NASA Astrophysics Data System (ADS)

Kreutz, K. J.; Koffman, B. G.; Trenbath, K. L.

2013-12-01

What makes a good scientific argument? We began ERS201: Global Environmental Change by asking students to reflect on the mechanics of a strong scientific argument. At the same time, we asked them to evaluate global CO2 and sea level data from different time periods in Earth's history to answer the question, 'Is there a relationship between atmospheric CO2 and sea level, and if so, why?' This question formed the theme for the course, a mid-level, inquiry-based class of about 20 students. Each week, students target specific aspects of the climate system through problem sets, which include experimental and laboratory work, basic statistical analyses of paleoclimate datasets, and the development of simple systems models using STELLA software. Every 2-4 weeks, we challenge students to write short (1500 word) data-driven scientific arguments, which require a synthesis of information from their problem sets and from the scientific literature. Students have to develop a clear, testable hypothesis related to each writing prompt, and then make their case using figures they have generated during the weekly problem sets. We evaluate student writing using a rubric that focuses on the structure and clarity of the argument, relevance of the data included, and integration and quality of the graphics, with a lesser emphasis placed on voice and style. In 2013, student scores improved from a median value of 86 × 9% to 94 × 8% over the course of the semester. More importantly, we found that incorporation of scientific argumentation served to increase student understanding of important and sometimes abstract scientific concepts. For example, on pre- and post-course assessments we asked the question, 'What would happen if a significant portion of the sea ice floating in the Arctic Ocean were to melt?' On the pre-assessment, 80% of students said that it would lead to more coastal flooding, while only 20% correctly stated that a decrease in the reflection of solar energy would lead to warmer average global temperatures. On the post-assessment, nearly half of the respondents who originally had selected the sea level answer had switched to the correct response. Student understanding of climate-related concepts improved even if we did not explicitly teach a given subject. Thus, our approach challenged students to go beyond analyzing and interpreting data, to the point where they could articulate an argument based on a range of evidence. Students appreciated the challenge: in anonymous course evaluations, six out of fifteen students reported that scientific writing was the most valuable aspect of the course. Overall, we found that incorporating scientific argumentation improved student learning in this course. Here we will present relevant course content, exercises, assessment data, and student feedback to evaluate progress towards our goal of using a written argumentation approach to improving critical thinking, data analysis, and writing skills. We also discuss plans to incorporate peer review into the Spring 2014 course writing curriculum.

Descriptive and Evaluative Language in Group Tutorials.

ERIC Educational Resources Information Center

Gilewicz, Magdalena; Thonus, Terese

One advantage of writing center tutorial groups over individual tutoring is that in groups students have the opportunity to become readers of others' writing and to provide feedback to their peers. In such groups, it is assumed that the tutor as facilitator serves as an interactional and linguistic model for students. To test this hypothesis, over…

Individualizing the Composition Class.

ERIC Educational Resources Information Center

Sieben, J. Kenneth

Students should be encouraged and taught how to write more effectively. This may be accomplished by involving them in two types of writing--the journal and the essay. The student is encouraged to record in his journal what he did and thought during the day, regardless of the trivialities. The journal is never evaluated by the instructor unless the…

Performance, Feedback, and Revision: Metacognitive Approaches to Undergraduate Essay Writing

ERIC Educational Resources Information Center

Riddell, Jessica

2015-01-01

This paper explores ways in which frequent feedback and clear assessment criteria can improve students' essay writing performance in a first-year English literature course. Students (n = 68) completed a series of three scaffolded exercises over the course of a semester, where they evaluated undergraduate essays using a predetermined assessment…

Evaluating the Impact of Collectivism and Individualism on Argumentative Writing by Chinese and North American College Students.

ERIC Educational Resources Information Center

Wu, Su-Yueh; Rubin, Donald L.

2000-01-01

Analyzes writing features conceptually linked to collectivist or individualist orientations among students from Taiwan and the United States. Notes that theses features were indirectness, personal disclosure, use of proverbs and other canonical expressions, collective self, and assertiveness. Makes comparisons across languages and nationalities…

A Glimpse into the Thinking of Young New Zealanders.

ERIC Educational Resources Information Center

Lamb, Hilary

In 1984, New Zealand tested 12- and 13- year-old and 15- and 16-year old students as part of the International Evaluation of Educational Achievement (IEA) tests. Although weaknesses appeared at both age levels in the organization of material, particularly in argumentative and expository writing, students could write functional letters competently…

Which Do Students Prefer to Evaluate Their Essays: Peers or Computer Program

ERIC Educational Resources Information Center

Lai, Yi-hsiu

2010-01-01

The purpose of this study was to investigate problems and potentials of new technologies in English writing education. The effectiveness of automated writing evaluation (AWE) ("MY Access") and of peer evaluation (PE) was compared. Twenty-two English as a foreign language (EFL) learners in Taiwan participated in this study. They submitted…

Self and Peer Evaluation of Writing in the Interactive ESL Classroom: An Exploratory Study.

ERIC Educational Resources Information Center

Rothschild, Dennie; Klingenberg, Felicia

1990-01-01

Investigates self- and peer evaluation of writing in the English-as-a-Second-Language classroom. The investigation is examined in two parts: (1) adapting and implementing an appropriate evaluation scale, and (2) studying the various end-of-term effects use of the scale had on students. (17 references) (GLR)

Ottawa County Writing Process Model for PPO Assessments.

ERIC Educational Resources Information Center

Ottawa County Office of Education, OH.

This guide outlines the writing procedures for English Composition Pupil Performance Objective (PPO) assessments and tests. Procedures for both students and teachers are included for the prewriting, first draft writing, and revising/rewriting sessions. A brief guide to evaluation procedures and intervention strategies is also provided. (MM)

The Differential Effects of the Use of Handwriting without Tears® Modified Gray Block Paper to Teach Two Preschool Students with Developmental Delays Capital Letter Writing Skills

ERIC Educational Resources Information Center

Griffith, Jessica; McLaughlin, T. F.; Neyman, Jen; Donica, Denise K.; Robison, Milena

2013-01-01

The purpose of this study was to evaluate and measure the effectiveness of Handwriting Without Tears (HWT) modified gray block paper with letter writing on two preschool students diagnosed with developmental delays in pre-academics. Two students were selected from a self-contained special education preschool classroom in the Pacific Northwest. All…

Language of Evaluation: How PLA Evaluators Write about Student Learning

ERIC Educational Resources Information Center

Travers, Nan L.; Smith, Bernard; Ellis, Leslie; Brady, Tom; Feldman, Liza; Hakim, Kameyla; Onta, Bhuwan; Panayotou, Maria; Seamans, Laurie; Treadwell, Amanda

2011-01-01

Very few studies (e.g., Arnold, 1998; Joosten-ten Brinke, et al., 2009) have examined the ways in which evaluators assess students' prior learning. This investigation explored the ways that evaluators described students' prior learning in final assessment reports at a single, multiple-location institution. Results found four themes; audience,…

Improved patient notes from medical students during web-based teaching using faculty-calibrated peer review and self-assessment.

PubMed

McCarty, Teresita; Parkes, Marie V; Anderson, Teresa T; Mines, Jan; Skipper, Betty J; Grebosky, James

2005-10-01

This study examines the effectiveness of Calibrated Peer Review (CPR), a Web-based writing development program, to teach and assess medical students' patient note-writing skills in a standardized fashion. At the end of the clerkship year, 67 medical students were divided into three groups, introduced to CPR, and instructed in patient note-writing. Students then wrote notes for three clinical cases, presented in different order to each group. After training on faculty-calibrated standards, students evaluated their peers' notes and their own notes. Trained faculty, blinded to author, order, and group, also graded student notes. Faculty gave lower scores than students, but both groups found students' scores improved significantly from the first to the third note written. Student-written patient notes improved in quality while using CPR. The program uses approaches valued in medicine (accurate peer review and self-reflection) to enhance performance.

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

ERIC Educational Resources Information Center

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

2012-01-01

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

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

ERIC Educational Resources Information Center

Killingsworth, Jimmie, Ed.; And Others

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

The Teaching of Writing: Illinois Teachers Report on Research & Practices. Sentence Combining as a Composition Technique.

ERIC Educational Resources Information Center

Matthews, Dorothy, Ed.

1978-01-01

The ten articles in this journal report on research and practice in the teaching of writing. Topics covered include sentence combining as a composition technique, peer evaluation in a technical writing class, a plan for teaching paragraph construction, the use of literary humor in a writing class, methods for setting the scene, how students view…

Validity Arguments for Diagnostic Assessment Using Automated Writing Evaluation

ERIC Educational Resources Information Center

Chapelle, Carol A.; Cotos, Elena; Lee, Jooyoung

2015-01-01

Two examples demonstrate an argument-based approach to validation of diagnostic assessment using automated writing evaluation (AWE). "Criterion"®, was developed by Educational Testing Service to analyze students' papers grammatically, providing sentence-level error feedback. An interpretive argument was developed for its use as part of…

Cruelty in Student Teaching Evaluations

ERIC Educational Resources Information Center

Lindahl, Mary W.; Unger, Michael L.

2010-01-01

Student teaching evaluations (STEs) are increasingly used in the process of determining promotion and tenure. While most research has focused on career consequences, there has been little inquiry into the remarks students write at the end of the evaluation form. The structure of the collection process, involving emotional arousal and anonymity in…

Improving Undergraduates' Argumentative Group Essay Writing through Self-Assessment

ERIC Educational Resources Information Center

Fung, Yong Mei; Mei, Hooi Chee

2015-01-01

When writing an argumentative essay, writers develop and evaluate arguments to embody, initiate, or simulate various kinds of interpersonal and textual interaction for reader consideration (Wu & Allison, 2003). This is quite challenging for English as a second language (ESL) learners. To improve the quality of their writing, students need to…

Multi-Cultural Literacy in the Composition Classroom: Report on a Pilot Project.

ERIC Educational Resources Information Center

Hoffman, Amy

At the root of the writing problems of most college students is a lack of critical thinking. Students find analyzing an article or essay, writing a review, or arguing persuasively difficult and unpleasant because they have little practice in identifying and evaluating assumptions and reasoning. One solution to this problem, developed by a college…

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

NASA Astrophysics Data System (ADS)

Manjarrez, Leslie

Within Deaf classrooms there is often a disconnect between academic areas and writing curriculums that develop in both common and academic language, where often classrooms focus solely on writing as a skill rather than as a method for producing language through an academic area. This work focuses on the development of academic language in ASL and English print of science. The curriculum is written to be implemented as a bilingual academic curriculum to support Deaf and Hard of Hearing students in various self contained classroom settings. Lessons are conducted in three Units, A B and C. Unit A focuses on research, thought and writing of preparatory materials in small groups. Unit B is comprised of procedural lessons on conducting x experiments and the evaluation of those experiments through mathematics. Unit C is a group of lessons that ties together Units A and B through writing and peer teaching as a method of concluding the work and presenting information in an effective manner. The success of the project was evaluated on the basis of student work, rubrics, and final works from the students. The results showed promise in aspects of Critical Thinking, writing development, and expression of new concepts in both ASL and English.

Addendum to the Evaluation of the Expository Reading and Writing Course

ERIC Educational Resources Information Center

Fong, Anthony B.; Finkelstein, Neal D.

2016-01-01

In 2015, Fong, Finkelstein, Jaeger, Diaz, and Broek reported the findings from an independent evaluation of the Expository Reading and Writing Course (ERWC). The evaluation found positive and statistically significant effects of the ERWC on student achievement. Due to some concerns that the previously reported results in Fong et al. (2015) did not…

Evaluating Our Evaluations.

ERIC Educational Resources Information Center

Lynch, Catherine; Klemans, Patricia

1978-01-01

A questionnaire survey of students in basic English courses on the McKeesport campus of Pennsylvania State University revealed how students respond to teacher comments on their compositions, and how teachers can write more effective comments. (DD)

Evaluating guilt and shame in an expressive writing alcohol intervention.

PubMed

Rodriguez, Lindsey M; Young, Chelsie M; Neighbors, Clayton; Campbell, Michelle T; Lu, Qian

2015-08-01

Expressive writing interventions have shown positive physical and psychological health benefits over time, with the presumed mechanism being emotional disclosure. However, work utilizing expressive writing in behavior change has been minimal. The current research applied the expressive writing paradigm to reduce drinking intentions among college students, and evaluated the role of event-related guilt and shame in intervention effects. College students (N=429) completed a baseline survey and were randomly assigned to one of three conditions: Negative (write about a heavy drinking event that was negative); Positive (write about a heavy drinking event that was positive); or Neutral (write about their first day of college). After writing, readiness to change and future drinking intentions were assessed. Results revealed intervention effects on intended drinks per week and intended number of drinks during peak and typical drinking occasions. Participants in the negative condition also displayed higher levels of event-related guilt and shame. Results showed that guilt mediated intervention effects on readiness to change, which also mediated the association between guilt-reparative behavior and drinking intentions. Results provide initial support for an expressive writing intervention on alcohol use and underscore the importance of eliciting emotions associated with reparative behavior when considering negative past experiences and future behavior change. Copyright © 2015 Elsevier Inc. All rights reserved.

Evaluating guilt and shame in an expressive writing alcohol intervention

PubMed Central

Rodriguez, Lindsey M.; Young, Chelsie M.; Neighbors, Clayton; Campbell, Michelle T.; Lu, Qian

2016-01-01

Expressive writing interventions have shown positive physical and psychological health benefits over time, with the presumed mechanism being emotional disclosure. However, work utilizing expressive writing in behavior change has been minimal. The current research applied the expressive writing paradigm to reduce drinking intentions among college students, and evaluated the role of event-related guilt and shame in intervention effects. College students (N = 429) completed a baseline survey and were randomly assigned to one of three conditions: Negative (write about a heavy drinking event that was negative); Positive (write about a heavy drinking event that was positive); or Neutral (write about their first day of college). After writing, readiness to change and future drinking intentions were assessed. Results revealed intervention effects on intended drinks per week and intended number of drinks during peak and typical drinking occasions. Participants in the negative condition also displayed higher levels of event-related guilt and shame. Results showed that guilt mediated intervention effects on readiness to change, which also mediated the association between guilt-reparative behavior and drinking intentions. Results provide initial support for an expressive writing intervention on alcohol use and underscore the importance of eliciting emotions associated with reparative behavior when considering negative past experiences and future behavior change. PMID:26074424

The art of scientific writing

NASA Astrophysics Data System (ADS)

Gad-El-Hak, Mohamed

2015-11-01

The humanities teach students how to learn and communicate. Science teaches why everything works. Engineering teaches how to make things work. But scientists and engineers need to communicate their ideas amongst themselves as well as to everyone else. A newly developed technical writing course is outlined. In the class, offered to senior undergraduate and beginning graduate students, we read numerous short novels, essays, and op-eds. Some of the reading materials are technical but many are not. The students also have weekly writing assignments. When the first assignment is returned to the students with a grade of 20-30%, their first reaction is, ``how come I did not receive my usual 80-90%?'' I retort, ``you reach that level only when your essay is ready to be published in The New York Times.'' What is emphasized in the class is the process of creating something to write about, researching that something, expressing ideas coherently and comprehensibly, then endlessly editing the essay. The elective class has been offered three times thus far, all of its available seats are always filled, the students' evaluations have been outstanding, and the improvements in the students' ability to write by the end of the semester is quite impressive.

Learning to care: medical students' reported value and evaluation of palliative care teaching involving meeting patients and reflective writing.

PubMed

Borgstrom, Erica; Morris, Rachel; Wood, Diana; Cohn, Simon; Barclay, Stephen

2016-11-25

Over recent years there has been an increase in teaching of both palliative care and reflective practice in UK medical schools. The palliative care teaching at the University of Cambridge School of Clinical Medicine is multi-faceted and involves students writing reflective essays after individually meeting patients approaching the end of life during their final year general practice and hospital medicine placements. This paper draws on two studies examining this teaching element to analyse what the students found valuable about it and to comment on the practice of meeting patients and subsequent reflective writing. Two studies have explored students' perceptions of these course components. The first was a thematic analysis of 234 reflective essays from 123 students written in 2007-2008, including examining what students wrote about the exercise itself. The second project involved a semi-structured questionnaire that students completed anonymously; this paper reports on the free text elements of that study [sample size =107]. Since similar themes were found in both studies, the coding structures from each project were compared and combined, enabling triangulation of the findings around what the students found valuable from the palliative care teaching involving meeting patients and reflective writing. Overall, students reported that these components of the palliative care teaching are valuable. Four main themes were identified as aspects that students valued: (1) dedicated time with patients, (2) learning about wider elements of treatment and holistic care, (3) practicing communication skills, and (4) learning about themselves through reflective writing. Some students expressed a dislike for having to formally write a reflective essay. It is possible to arrange for all of the medical students to individually meet at least two patients receiving palliative or end of life care. Students found these encounters valuable and many wrote about the benefit of formally writing about these experiences. Students reported finding this model useful in widening their skill-set and understanding of palliative care.

The Evolution of a Graduate Writing Program: The Master of Arts in Professional Writing at Carnegie Mellon University. CDC Technical Report No. 33.

ERIC Educational Resources Information Center

Jones, G. H.; Steinberg, E. R.

The Master of Arts in Professional Writing (MAPW) offered by Carnegie Mellon University (Pennsylvania) is designed for students who want careers as document designers in industry and government, where they will plan, write, and evaluate computer manuals and on-line documentation, training and instructional materials, technical reports, and a wide…

Permanent Ink: Learning To Write Is a Lesson That Lasts a Lifetime. But What Brings Out the Best in Young Writers?

ERIC Educational Resources Information Center

Boss, Suzie

2002-01-01

Recent efforts to improve writing instruction include emphasizing writing as a process rather than a product, new evaluation methods, allowing students a more active role, providing a real audience, and using desktop publishing and the World Wide Web. Sidebars present parents' role, the connection between reading and writing, and a professional…

Reliability and Generalizability of Ratings of Compositions.

ERIC Educational Resources Information Center

Lehmann, Rainer H.

A total of 1,487 eleventh grade students from the Hamburg (West Germany) school system were asked to complete four writing assignments used in an International Association for the Evaluation of Educational Achievement (IEA) study of writing assessment. In analyzing the writing samples, the study focused on: (1) between-rater effects; (2)…

Dealing with Troubled Writers: A Literacy Teacher's Dilemma

ERIC Educational Resources Information Center

Simmons, John

2007-01-01

A movement in late 20th-century rhetorical theory asked teachers to encourage writing on personal topics as well as formal, impersonal ones. Thus, to traditional writing goals (pleasing, persuading, and instructing) the exorcism of often deep emotions was added. This movement forced teachers to read and evaluate student writing in a more…

Digital Self-Review and Anonymous Peer Feedback in Turkish High School EFL Writing

ERIC Educational Resources Information Center

Kayacan, Ayten; Razi, Salim

2017-01-01

Although writing is considered one of the most essential foreign language skills, to nurture and develop writing skills among students is challenging. To overcome this, teachers have recently considered benefiting from digital technology. Self-monitoring and self-evaluation, as sub-skills of metacognition, in addition to scaffolding, might be…

The Effects of Teacher Directed Writing Instruction Combined with SOLO Literacy Suite

ERIC Educational Resources Information Center

Park, Y.; Ambrose, G.; Coleman, M. B.; Moore, T. C.

2017-01-01

The purpose of this study was to examine the effectiveness of an intervention in which teacher-led instruction was combined with computerized writing software to improve paragraph writing for three middle school students with intellectual disability. A multiple probe across participants design was used to evaluate the effectiveness of the…

Holistic versus Analytic Evaluation of EFL Writing: A Case Study

ERIC Educational Resources Information Center

Ghalib, Thikra K.; Al-Hattami, Abdulghani A.

2015-01-01

This paper investigates the performance of holistic and analytic scoring rubrics in the context of EFL writing. Specifically, the paper compares EFL students' scores on a writing task using holistic and analytic scoring rubrics. The data for the study was collected from 30 participants attending an English undergraduate program in a Yemeni…

The Nevada Proficiency Examination Program: Evaluating the Writing Samples.

ERIC Educational Resources Information Center

Howard, Edward H.

Writing tests are part of the mandated statewide proficiency examination in Nevada. The ninth-grade screening test and the eleventh-grade diploma-certifying test require that a student write a paragraph and a business letter, each on an assigned topic and each at an acceptable level of proficiency. Pilot tests, extended discussion, and statistical…

Expressive writing and eating disorder features: a preliminary trial in a student sample of the impact of three writing tasks on eating disorder symptoms and associated cognitive, affective and interpersonal factors.

PubMed

East, Philippa; Startup, Helen; Roberts, Clifford; Schmidt, Ulrike

2010-05-01

To evaluate the impact of three writing tasks on the cognitive, affective and interpersonal factors typically associated with eating disorder symptoms, in a student population. Two experimental tasks and one control task were evaluated. Participants gave subjective ratings of the writing experience, and objective questionnaire measures were administered at baseline, and 4- and 8-week follow-up. Participants who dropped out without completing the writing tasks were more experientially avoidant. The three tasks differed significantly in subjective impact, and the experimental tasks were most effective in reducing eating disorder symptoms. They also ameliorated some key features associated with eating difficulties. The control task generally had less, no or a detrimental effect. The results provide preliminary indirect support for the use of therapeutic writing to address specific features associated with the eating disorder presentation. Further research is required to replicate the present findings and extend these to the clinical population. Copyright (c) 2010 John Wiley & Sons, Ltd and Eating Disorders Association.

Drawing and Writing in Digital Science Notebooks: Sources of Formative Assessment Data

NASA Astrophysics Data System (ADS)

Shelton, Angi; Smith, Andrew; Wiebe, Eric; Behrle, Courtney; Sirkin, Ruth; Lester, James

2016-06-01

Formative assessment strategies are used to direct instruction by establishing where learners' understanding is, how it is developing, informing teachers and students alike as to how they might get to their next set of goals of conceptual understanding. For the science classroom, one rich source of formative assessment data about scientific thinking and practice is in notebooks used during inquiry-oriented activities. In this study, the goal was to better understand how student knowledge was distributed between student drawings and writings about magnetism in notebooks, and how these findings might inform formative assessment strategies. Here, drawing and writing samples were extracted and evaluated from our digital science notebook, with embedded content and laboratories. Three drawings and five writing samples from 309 participants were analyzed using a common ten-dimensional rubric. Descriptive and inferential statistics revealed that fourth-grade student understanding of magnetism was distributed unevenly between writing and drawing. Case studies were then presented for two exemplar students. Based on the rubric we developed, students were able to articulate more of their knowledge through the drawing activities than through written word, but the combination of the two mediums provided the richest understanding of student conceptions and how they changed over the course of their investigations.

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

ERIC Educational Resources Information Center

Negretti, Raffaella

2012-01-01

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

Information literacy in science writing: how students find, identify, and use scientific literature

NASA Astrophysics Data System (ADS)

Klucevsek, Kristin M.; Brungard, Allison B.

2016-11-01

For undergraduate students to achieve science literacy, they must first develop information literacy skils. These skills align with Information Literacy Standards and include determining appropriate databases, distinguishing among resource types, and citing resources ethically. To effectively improve information literacy and science literacy, we must identify how students interact with authentic scientific texts. In this case study, we addressed this aim by embedding a science librarian into a science writing course, where students wrote a literature review on a research topic of their choice. Library instruction was further integrated through the use of an online guide and outside assistance. To evaluate the evolution of information literacy in our students and provide evidence of student practices, we used task-scaffolded writing assessments, a reflection, and surveys. We found that students improved their ability and confidence in finding research articles using discipline-specific databases as well as their ability to distinguish primary from secondary research articles. We also identified ways students improperly used and cited resources in their writing assignments. While our results reveal a better understanding of how students find and approach scientific research articles, additional research is needed to develop effective strategies to improve long-term information literacy in the sciences.

WRITING SKILLS--ARE LARGE CLASSES CONDUCTIVE TO EFFECTIVE LEARNING.

ERIC Educational Resources Information Center

HOPPER, HAROLD H.; KELLER, HELEN

BY A STRATIFIED RANDOM SAMPLING, 274 STUDENTS WERE ASSIGNED TO THREE SECTIONS OF 56 STUDENTS EACH AND FOUR SECTIONS OF 28 STUDENTS. EVALUATION OF THE INSTRUCTION IN THE LARGE AND SMALL GROUPS INVOLVED ANALYSIS OF TWO ESSAYS AND INSTRUCTOR-STUDENT EVALUATIONS. WHILE THERE WAS SOME VARIATION IN STUDENT PREFERENCES, THE RESULTS OF THE PRETEST AND THE…

Critical thinking evaluation in reflective writing: Development and testing of Carter Assessment of Critical Thinking in Midwifery (Reflection).

PubMed

Carter, Amanda G; Creedy, Debra K; Sidebotham, Mary

2017-11-01

develop and test a tool designed for use by academics to evaluate pre-registration midwifery students' critical thinking skills in reflective writing. a descriptive cohort design was used. a random sample (n = 100) of archived student reflective writings based on a clinical event or experience during 2014 and 2015. a staged model for tool development was used to develop a fifteen item scale involving item generation; mapping of draft items to critical thinking concepts and expert review to test content validity; inter-rater reliability testing; pilot testing of the tool on 100 reflective writings; and psychometric testing. Item scores were analysed for mean, range and standard deviation. Internal reliability, content and construct validity were assessed. expert review of the tool revealed a high content validity index score of 0.98. Using two independent raters to establish inter-rater reliability, good absolute agreement of 72% was achieved with a Kappa coefficient K = 0.43 (p<0.0001). Construct validity via exploratory factor analysis revealed three factors: analyses context, reasoned inquiry, and self-evaluation. The mean total score for the tool was 50.48 (SD = 12.86). Total and subscale scores correlated significantly. The scale achieved good internal reliability with a Cronbach's alpha coefficient of .93. this study establishedthe reliability and validity of the CACTiM (reflection) for use by academics to evaluate midwifery students' critical thinking in reflective writing. Validation with large diverse samples is warranted. reflective practice is a key learning and teaching strategy in undergraduate Bachelor of Midwifery programmes and essential for safe, competent practice. There is the potential to enhance critical thinking development by assessingreflective writing with the CACTiM (reflection) tool to provide formative and summative feedback to students and inform teaching strategies. Crown Copyright © 2017. Published by Elsevier Ltd. All rights reserved.

Towards an understanding of dimensions, predictors, and gender gap in written composition

PubMed Central

Kim, Young-Suk; Al Otaiba, Stephanie; Wanzek, Jeanne; Gatlin, Brandy

2014-01-01

We had three aims in the present study: (1) to examine the dimensionality of various evaluative approaches to scoring writing samples (e.g., quality, productivity, and curriculum based writing [CBM]) , (2) to investigate unique language and cognitive predictors of the identified dimensions, and (3) to examine gender gap in the identified dimensions of writing. These questions were addressed using data from second and third grade students (N = 494). Data were analyzed using confirmatory factor analysis and multilevel modeling. Results showed that writing quality, productivity, and CBM scoring were dissociable constructs, but that writing quality and CBM scoring were highly related (r = .82). Language and cognitive predictors differed among the writing outcomes. Boys had lower writing scores than girls even after accounting for language, reading, attention, spelling, handwriting automaticity, and rapid automatized naming. Results are discussed in light of writing evaluation and a developmental model of writing. PMID:25937667

A workshop series using peer-grading to build drug information, writing, critical-thinking, and constructive feedback skills.

PubMed

Davis, Lindsay E

2014-12-15

To utilize a skills-based workshop series to develop pharmacy students' drug information, writing, critical-thinking, and evaluation skills during the final didactic year of training. A workshop series was implemented to focus on written (researched) responses to drug information questions. These workshops used blinded peer-grading to facilitate timely feedback and strengthen assessment skills. Each workshop was aligned to the didactic coursework content to complement and extend learning, while bridging and advancing research, writing, and critical thinking skills. Attainment of knowledge and skills was assessed by rubric-facilitated peer grades, faculty member grading, peer critique, and faculty member-guided discussion of drug information responses. Annual instructor and course evaluations consistently revealed favorable student feedback regarding workshop value. A drug information workshop series using peer-grading as the primary assessment tool was successfully implemented and was well received by pharmacy students.

Iterative Design and Classroom Evaluation of Automated Formative Feedback for Improving Peer Feedback Localization

ERIC Educational Resources Information Center

Nguyen, Huy; Xiong, Wenting; Litman, Diane

2017-01-01

A peer-review system that automatically evaluates and provides formative feedback on free-text feedback comments of students was iteratively designed and evaluated in college and high-school classrooms. Classroom assignments required students to write paper drafts and submit them to a peer-review system. When student peers later submitted feedback…

Achieving Consistency in Writing across the Curriculum

ERIC Educational Resources Information Center

Andersen, Richard

2003-01-01

From the early 1900s to the present, there have always been inconsistencies in how teachers evaluate the writing quality of their students' essays. Their critiques vary as much as their personalities. To establish common standards in writing for all courses in which essays are assigned and, at the same time, not infringe on the integrity of…

Instructional Practices: An Evaluation of a K4-8 School's Writing Program

ERIC Educational Resources Information Center

MacCudden, Renae Marie

2010-01-01

Teaching children to write successfully is an area of great concern to educators in the 21 st century. According to the National Assessment of Educational Progress (NAEP) data, the writing skills of two-thirds of the students in elementary, middle, and high school are below grade level proficiency (Persky, Daane, & Jin, 2003). In 2003, the…

Holistic Evaluation of Writing Samples for Placement in Post-Secondary English Composition Courses.

ERIC Educational Resources Information Center

Guerrero, Barry J.; Robison, Ruth E.

A study was conducted by the Student Development Center of the University of Hawaii at Hilo to develop a writing placement procedure in a community college setting which would be practical, reliable, and valid. The key to this procedure was an English composition placement device that could help readers rate, holistically, writing samples written…

Writing and Literature in the Secondary School.

ERIC Educational Resources Information Center

Gordon, Edward J., Ed.

The 18 essays in this volume originated as talks given at the Yale Conferences on the Teaching of English. The first nine discuss where and how to begin writing, the subject matter and organization of student compositions, the relation of writing to reading and grammar, methods used to mark papers, and the evaluation and function of both…

The Influence of Teacher Emotion on Grading Practices: A Preliminary Look at the Evaluation of Student Writing

ERIC Educational Resources Information Center

Brackett, Marc A.; Floman, James L.; Ashton-James, Claire; Cherkasskiy, Lillia; Salovey, Peter

2013-01-01

The evaluation of student work is a central aspect of the teaching profession that can affect students in significant ways. Although teachers use multiple criteria for assessing student work, it is not yet known if emotions are a factor in their grading decisions as has been found in other instances of professional evaluations. Reason to believe…

Visualizing Revision: Leveraging Student-Generated Between-Draft Diagramming Data in Support of Academic Writing Development

ERIC Educational Resources Information Center

Olmanson, Justin; Kennett, Katrina; Magnifico, Alecia; McCarthey, Sarah; Searsmith, Duane; Cope, Bill; Kalantzis, Mary

2016-01-01

Once writers complete a first draft, they are often encouraged to evaluate their writing and prioritize what to revise. Yet, this process can be both daunting and difficult. This study looks at how students used a semantic concept mapping tool to re-present the content and organization of their initial draft of an informational text. We examine…

A Computer-Based Network for Writing Process Instruction of At-Risk Community College Students: A Second Year Evaluation.

ERIC Educational Resources Information Center

Balajthy, Ernest

In its second year of operation (1988-1989 academic year), the Electronic Writing Center (EWC) of the Union County College in Cranford, New Jersey has expanded its capabilities and the amount of service it provides to at-risk students through the Computers in the Curricula Project. Major changes include: (1) increased numbers of classes and…

Effects of Self-Evaluation Training on Narrative Writing.

ERIC Educational Resources Information Center

Ross, John A.; Rolheiser, Carol; Hogaboam-Gray, Anne

Despite the burgeoning use of authentic assessment, few studies have examined effects on students. In this study, 148 students in 15 grade 4-6 classrooms were taught over an 8-week period how to evaluate their work. Their self-reflections were later compared with those of 148 control group students. Treatment group students became more accurate in…

Development and Evaluation of a Feedback Support System with Audio and Playback Strokes

ERIC Educational Resources Information Center

Li, Kai; Akahori, Kanji

2008-01-01

This paper describes the development and evaluation of a handwritten correction support system with audio and playback strokes used to teach Japanese writing. The study examined whether audio and playback strokes have a positive effect on students using honorific expressions in Japanese writing. The results showed that error feedback with audio…

Notes for a Theory of Evaluation: How Writers Judge Their Own Work.

ERIC Educational Resources Information Center

Miller, Susan

A review of descriptions of the composing process and of the analytical tools developed to measure, describe, and judge student writing suggests that a comprehensive theory of evaluation is an important next step for composition theorists and researchers who want to understand how people learn to write. A study involving three groups of…

Using Simultaneous Prompting and Computer-Assisted Instruction to Teach Story Writing to Students with Autism

ERIC Educational Resources Information Center

Pennington, Robert C.; Ault, Melinda Jones; Schuster, John W.; Sanders, Ann

2011-01-01

In the current study, the researchers evaluated the effects of simultaneous prompting and computer-assisted instruction on the story-writing responses of 3 males with autism, 7 to 10 ears of age. Classroom teachers conducted all probe and training sessions. The researchers used a multiple baseline across participants design to evaluate the…

Perceptions of L1 Glossed Feedback in Automated Writing Evaluation: A Case Study

ERIC Educational Resources Information Center

Wilken, Jayme Lynn

2018-01-01

Learner perceptions toward and utilization of L1 glossed feedback in an automated writing evaluation (AWE) program were investigated in an Intensive English Program (IEP) class. This small case study focused on two Chinese students who responded to weekly surveys, semi-structured interviews, and screen capture videos of their revisions over a…

Re-learning how to write: student successes and challenges in a targeted geoscience communication course

NASA Astrophysics Data System (ADS)

Elwood Madden, M.; Miller-Deboer, C.; Eodice, M.; Miller, J.; Johnson, J.; Rifenburg, M.

2013-12-01

Students in OU's Geology and Geophysics (G&G) program must complete either English Technical Writing or a major-specific Geowriting class as sophomores or juniors. We asked students in Geowriting and students in a G&G colloquium course (required for G&G scholarship students and an elective for others) to complete surveys reporting their writing experiences and attitudes, as well as write an abstract for a Scientific American story to assess writing skills at the beginning and end of the semester. Geowriting students had stronger writing skills and more positive attitudes towards writing at the beginning of the semester than their colloquium peers, suggesting that students who were already interested and skilled in writing were self-selecting into the class. During the semester, Geowriting focused on improving the clarity, organization, efficiency, and mechanics of student writing and discussed how science writing is similar in some ways (argument, sentence structure, etc.), but also different in many aspects (concise, forthright, repetitive, etc) from writing tactics taught in high school and some college composition courses. Colloquium students attended the weekly scientific talks, but did not write in the class; however, some students were enrolled in freshman-level composition courses and Technical Writing. End-of-semester surveys showed Geowriting students had a more positive change in attitude and expectations towards writing than their colloquium peers. However, one significant difference in attitude towards writing was indicated by negative feelings towards in-class writing, which may be a result of 'writing fatigue' within the Geowriting group. This writing fatigue could be explained by student end-of -semester cognitive overload. Through other measures, colloquium students showed a greater improvement in writing skills (concise, clear, organized, etc) compared to Geowriting students; however, Geowriting students maintained higher skill levels than the Colloquium group at the end of the semester. Geowriting students reported in self-assessments that they had 're-learned' how to write as geoscientists in the class and had developed new writing tactics that they could apply to writing projects in other science courses. Based on these reports, we assessed abstract samples to determine if students were employing commonly taught prose style techniques (catchy intro, final summary statement, etc.), which are not usually appropriate in abstracts. Results show that Geowriting students used fewer prose style techniques at the end of the semester, resulting in more professional abstracts, while Colloquium students used more prose style techniques compared to the initial sample, resulting in less appropriate writing for the genre. In other words, Colloquium students may have lacked an explicit introduction to the genre conventions of abstracts and thus relied on a familiar genre and its stylistic devices. These results highlight the effectiveness of science-specific writing instruction within the major to guide students into the norms of the geoscience discourse community and help students learn how to 'write like a geoscientist.' However, as an elective course, only students already interested and skilled in writing were affected.

Mind the gap! Automated concept map feedback supports students in writing cohesive explanations.

PubMed

Lachner, Andreas; Burkhart, Christian; Nückles, Matthias

2017-03-01

Many students are challenged with the demand of writing cohesive explanations. To support students in writing cohesive explanations, we developed a computer-based feedback tool that visualizes cohesion deficits of students' explanations in a concept map. We conducted three studies to investigate the effectiveness of such feedback as well as the underlying cognitive processes. In Study 1, we found that the concept map helped students identify potential cohesion gaps in their drafts and plan remedial revisions. In Study 2, students with concept map feedback conducted revisions that resulted in more locally and globally cohesive, and also more comprehensible, explanations than the explanations of students who revised without concept map feedback. In Study 3, we replicated the findings of Study 2 by and large. More importantly, students who had received concept map feedback on a training explanation 1 week later wrote a transfer explanation without feedback that was more cohesive than the explanation of students who had received no feedback on their training explanation. The automated concept map feedback appears to particularly support the evaluation phase of the revision process. Furthermore, the feedback enabled novice writers to acquire sustainable skills in writing cohesive explanations. (PsycINFO Database Record (c) 2017 APA, all rights reserved).

Writing Portfolios in the Classroom: Policy and Practice, Promise and Peril. Evaluating Writing through Portfolios. Final Report.

ERIC Educational Resources Information Center

Calfee, Robert C., Ed.; Perfumo, Pamela, Ed.

This book presents essays by researchers, practitioners, and policy makers who study the impact of classroom portfolios in the assessment of writing achievement by elementary and middle-grade students. Essays in the book report on a national survey of exemplary projects and presents contributions to a Portfolio Conference held at Stanford…

Dyslexia, authorial identity, and approaches to learning and writing: a mixed methods study.

PubMed

Kinder, Julianne; Elander, James

2012-06-01

Dyslexia may lead to difficulties with academic writing as well as reading. The authorial identity approach aims to help students improve their academic writing and avoid unintentional plagiarism, and could help to understand dyslexic students' approaches to writing. (1) To compare dyslexic and non-dyslexic students' authorial identity and approaches to learning and writing; (2) to compare correlations between approaches to writing and approaches to learning among dyslexic and non-dyslexic students; (3) to explore dyslexic students' understandings of authorship and beliefs about dyslexia, writing and plagiarism. Dyslexic (n= 31) and non-dyslexic (n= 31) university students. Questionnaire measures of self-rated confidence in writing, understanding of authorship, knowledge to avoid plagiarism, and top-down, bottom-up and pragmatic approaches to writing (Student Authorship Questionnaire; SAQ), and deep, surface and strategic approaches to learning (Approaches and Study Skills Inventory for Students; ASSIST), plus qualitative interviews with dyslexic students with high and low SAQ scores. Dyslexic students scored lower for confidence in writing, understanding authorship, and strategic approaches to learning, and higher for surface approaches to learning. Correlations among SAQ and ASSIST scores were larger and more frequently significant among non-dyslexic students. Self-rated knowledge to avoid plagiarism was associated with a top-down approach to writing among dyslexic students and with a bottom-up approach to writing among non-dyslexic students. All the dyslexic students interviewed described how dyslexia made writing more difficult and reduced their confidence in academic writing, but they had varying views about whether dyslexia increased the risk of plagiarism. Dyslexic students have less strong authorial identities, and less congruent approaches to learning and writing. Knowledge to avoid plagiarism may be more salient for dyslexic students, who may benefit from specific interventions to increase confidence in writing and understanding of authorship. Further research could investigate how dyslexic students develop approaches to academic writing, and how that could be affected by perceived knowledge to avoid plagiarism. ©2011 The British Psychological Society.

Using student writing assignments to assess critical thinking skills: a holistic approach.

PubMed

Niedringhaus, L K

2001-04-01

This work offers an example of one school's holistic approach to the evaluation of critical thinking by using student writing assignments. Faculty developed tools to assess achievement of critical thinking competencies, such as analysis, synthesis, insight, reflection, open mindedness, and depth, breadth, and appropriateness of clinical interventions. Faculty created a model for the development of program-specific critical thinking competencies, selected appropriate writing assignments that demonstrate critical thinking, and implemented a holistic assessment plan for data collection and analysis. Holistic assessment involves the identification of shared values and practices, and the use of concepts and language important to nursing.

Giving Feedback: Preparing Students for Peer Review and Self-Evaluation

ERIC Educational Resources Information Center

Philippakos, Zoi A.

2017-01-01

Revision is an important aspect of the writing process but is often challenging for students. Peer review can be helpful, but training is needed for it to work effectively. This article suggests an approach to preparing students for peer review by teaching specific evaluation criteria and leading collaborative practice in reviewing papers written…

Variability in Students' Evaluating Processes in Peer Assessment with Calibrated Peer Review

ERIC Educational Resources Information Center

Russell, J.; Van Horne, S.; Ward, A. S.; Bettis, E. A., III; Gikonyo, J.

2017-01-01

This study investigated students' evaluating process and their perceptions of peer assessment when they engaged in peer assessment using Calibrated Peer Review. Calibrated Peer Review is a web-based application that facilitates peer assessment of writing. One hundred and thirty-two students in an introductory environmental science course…

Teaching Students to Engage with Evidence: An Evaluation of Structured Writing and Classroom Discussion Strategies

ERIC Educational Resources Information Center

Blings, Steffen; Maxey, Sarah

2017-01-01

In their transition to college, students often struggle to identify and make connections between the main arguments, evidence, and empirical findings of articles from academic journals commonly assigned on political science syllabi. Which active learning techniques are most effective for teaching students to recognize and evaluate social science…

An Elizabethan Interlude: A Course for Middle Schoolers.

ERIC Educational Resources Information Center

Rosenfeld, Judith B.

1987-01-01

Describes an elective trimester course for sixth, seventh, and eighth grade students designed to introduce Shakespeare using student-centered learning, films, music, art projects, reading, and writing. Students' evaluations of the course were unanimously positive. (NH)

Nature of Interactions during Teacher-Student Writing Conferences, Revisiting the Potential Effects of Self-Efficacy Beliefs

ERIC Educational Resources Information Center

Bayraktar, Aysegül

2013-01-01

Problem Statement: Within Language Arts instruction the use of teacher-student writing conferences is accepted as an effective strategy for teaching writing. The writing conference allows for an individual one-on-one teacher-student conversation about the students' writing or writing process and provides the student an audience in terms of…

W.E.E.D.--Writing Essays Every Day (A Guide for the Overburdened English Teacher).

ERIC Educational Resources Information Center

Mitchell, Ken

1986-01-01

Describes the WEED program, in which students write every day but not all papers receive a teacher evaluation. Discusses getting started, follow-up, collecting papers and grading, incentives, and the results of the program. (EL)

Assessing Assessment: Evaluating Outcomes and Reliabilities of Grammar, Math, and Writing Skill Measures in an Introductory Journalism Course

ERIC Educational Resources Information Center

Farwell, Tricia M.; Alligood, Leon; Fitzgerald, Sharon; Blake, Ken

2016-01-01

This article introduces an objective grammar and math assessment and evaluates the assessment's outcome and reliability when fielded among eighty-one students in media writing courses. In addition, the article proposes a rubric for grading straight news leads and compares the rubric's reliability with the reliability of rating straight news leads…

An Evaluation of Procedures for Teaching Students with Moderate to Severe Disabilities to Write Sentences

ERIC Educational Resources Information Center

Pennington, Robert C.; Foreman, Lindsay Hugg; Gurney, Beth Newberry

2018-01-01

In the current study, we investigated the effects of an instructional package (i.e., response prompting, sentence frames) on sentence writing for three middle school participants (ages 12-13) with moderate to severe disabilities. We employed a multiple probe across behaviors design to evaluate the efficacy of the intervention package and also used…

Considerations in the use of reflective writing for student assessment: issues of reliability and validity.

PubMed

Moniz, Tracy; Arntfield, Shannon; Miller, Kristina; Lingard, Lorelei; Watling, Chris; Regehr, Glenn

2015-09-01

Reflective writing is a popular tool to support the growth of reflective capacity in undergraduate medical learners. Its popularity stems from research suggesting that reflective capacity may lead to improvements in skills such as empathy, communication, collaboration and professionalism. This has led to assumptions that reflective writing can also serve as a tool for student assessment. However, evidence to support the reliability and validity of reflective writing as a meaningful assessment strategy is lacking. Using a published instrument for measuring 'reflective capacity' (the Reflection Evaluation for Learners' Enhanced Competencies Tool [REFLECT]), four trained raters independently scored four samples of writing from each of 107 undergraduate medical students to determine the reliability of reflective writing scores. REFLECT scores were then correlated with scores on a Year 4 objective structured clinical examination (OSCE) and Year 2 multiple-choice question (MCQ) examinations to examine, respectively, convergent and divergent validity. Across four writing samples, four-rater Cronbach's α-values ranged from 0.72 to 0.82, demonstrating reasonable inter-rater reliability with four raters using the REFLECT rubric. However, inter-sample reliability was fairly low (four-sample Cronbach's α = 0.54, single-sample intraclass correlation coefficient: 0.23), which suggests that performance on one reflective writing sample was not strongly indicative of performance on the next. Approximately 14 writing samples are required to achieve reasonable inter-sample reliability. The study found weak, non-significant correlations between reflective writing scores and both OSCE global scores (r = 0.13) and MCQ examination scores (r = 0.10), demonstrating a lack of relationship between reflective writing and these measures of performance. Our findings suggest that to draw meaningful conclusions about reflective capacity as a stable construct in individuals requires 14 writing samples per student, each assessed by four or five raters. This calls into question the feasibility and utility of using reflective writing rigorously as an assessment tool in undergraduate medical education. © 2015 John Wiley & Sons Ltd.

The Writing Book, by Inky Penguin [and] Teacher's Manual.

ERIC Educational Resources Information Center

Padgett, Ron

Intended for elementary level students, this book presents 12 writing ideas and several suggestions on how students can make a book using their writing. Each writing idea is presented with a brief description (addressed to the student), several examples of student writing, and a blank page on which to write. Writing ideas include freewriting,…

Students with Learning Disabilities in an Inclusive Writing Classroom

ERIC Educational Resources Information Center

Jacobs, Patricia; Fu, Danling

2014-01-01

This article presents a case study on two fourth grade students with learning disabilities in two different writing situations: writing for test preparation and writing for digital stories. The students' writing behaviors, processes, and products in these two settings are contrasted. The differences in the students' writing experiences suggest…

Influence of Writing Ability and Computation Skill on Mathematics Writing

ERIC Educational Resources Information Center

Powell, Sarah R.; Hebert, Michael A.

2016-01-01

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

Benefits of expressive writing in reducing test anxiety: A randomized controlled trial in Chinese samples.

PubMed

Shen, Lujun; Yang, Lei; Zhang, Jing; Zhang, Meng

2018-01-01

To explore the effect of expressive writing of positive emotions on test anxiety among senior-high-school students. The Test Anxiety Scale (TAS) was used to assess the anxiety level of 200 senior-high-school students. Seventy-five students with high anxiety were recruited and divided randomly into experimental and control groups. Each day for 30 days, the experimental group engaged in 20 minutes of expressive writing of positive emotions, while the control group was asked to merely write down their daily events. A second test was given after the month-long experiment to analyze whether there had been a reduction in anxiety among the sample. Quantitative data was obtained from TAS scores. The NVivo10.0 software program was used to examine the frequency of particular word categories used in participants' writing manuscripts. Senior-high-school students indicated moderate to high test anxiety. There was a significant difference in post-test results (P < 0.001), with the experimental group scoring obviously lower than the control group. The interaction effect of group and gender in the post-test results was non-significant (P > 0.05). Students' writing manuscripts were mainly encoded on five code categories: cause, anxiety manifestation, positive emotion, insight and evaluation. There was a negative relation between positive emotion, insight codes and test anxiety. There were significant differences in the positive emotion, anxiety manifestation, and insight code categories between the first 10 days' manuscripts and the last 10 days' ones. Long-term expressive writing of positive emotions appears to help reduce test anxiety by using insight and positive emotion words for Chinese students. Efficient and effective intervention programs to ease test anxiety can be designed based on this study.

An Investigation of the Relationship between Cohesion and Syntactic Complexity of Take-Away Writing and Advanced Content Complexity and Depth

ERIC Educational Resources Information Center

Gardner, Matthew Thomas

2017-01-01

In secondary and post-secondary content courses, the use of writing to facilitate complex learning in advanced content areas, which is called writing to learn content, can help students to evaluate their understanding, higher order cognition, and thinking about the content to learned (Carifio, 2005; Hayes, 2006; Carifio, 2015). The primary focus…

Gender Meanings in Grade Eight Students: Talk about Classroom Writing.

ERIC Educational Resources Information Center

Peterson, Shelley

2002-01-01

Explored ways in which gender influenced students' choices in classroom writing, using data from students' writing, small group conversations, classroom observations, and teacher interviews. Generally, students attempted to maintain a widely recognized gender order in their talk about girls' and boys' writing. Students' writing choices were…

Mediated-Efficacy: Hope for "Helpless" Writers

ERIC Educational Resources Information Center

Camfield, Eileen Kogl

2016-01-01

Building on previous studies of college students' writing self-efficacy beliefs, this article presents the empirical foundation for a reconceptualized understanding of this identity process. The study assessed 131 college freshmen enrolled in a developmental writing course who were evaluated holistically using grounded theory methodology. The…

Intentionally flawed manuscripts as means for teaching students to critically evaluate scientific papers.

PubMed

Ferenc, Jaroslav; Červenák, Filip; Birčák, Erik; Juríková, Katarína; Goffová, Ivana; Gorilák, Peter; Huraiová, Barbora; Plavá, Jana; Demecsová, Loriana; Ďuríková, Nikola; Galisová, Veronika; Gazdarica, Matej; Puškár, Marek; Nagy, Tibor; Nagyová, Soňa; Mentelová, Lucia; Slaninová, Miroslava; Ševčovicová, Andrea; Tomáška, Ľubomír

2018-01-01

As future scientists, university students need to learn how to avoid making errors in their own manuscripts, as well as how to identify flaws in papers published by their peers. Here we describe a novel approach on how to promote students' ability to critically evaluate scientific articles. The exercise is based on instructing teams of students to write intentionally flawed manuscripts describing the results of simple experiments. The teams are supervised by instructors advising the students during manuscript writing, choosing the 'appropriate' errors, monitoring the identification of errors made by the other team and evaluating the strength of their arguments in support of the identified errors. We have compared the effectiveness of the method with a journal club-type seminar. Based on the results of our assessment we propose that the described seminar may effectively complement the existing approaches to teach critical scientific thinking. © 2017 by The International Union of Biochemistry and Molecular Biology, 46(1):22-30, 2018. © 2017 The International Union of Biochemistry and Molecular Biology.

Toward understanding writing to learn in physics: Investigating student writing

NASA Astrophysics Data System (ADS)

Demaree, Dedra

It is received wisdom that writing in a discipline helps students learn the discipline, and millions of dollars have been committed at many universities to supporting such writing. We show that evidence for effectiveness is anecdotal, and that little data-based material informs these prejudices. This thesis begins the process of scientific study of writing in the discipline, in specific, in physics, and creates means to judge whether such writing is effective. The studies culminating in this thesis are an aggressive start to addressing these complex questions. Writing is often promoted as an activity that, when put into classrooms in specific disciplines, not only helps students learn to write in the methods of that discipline but also helps students learn content knowledge. Students at the Ohio State University are being asked to write more in introductory courses, and the Engineering schools want their students to have more writing skills for the job market. Combined with the desire of many educators to have students be able to explain the course content knowledge clearly, it would seem that writing activities would be important and useful in physics courses. However, the question of whether writing helps learning or whether students learn writing within a non-English classroom helps learning in the discipline are open to debate, and data are needed before such claims can be made. This thesis presents several studies aimed at understanding the correlation of writing and content, and tracking and characterizing student writing behaviors to see how they are impacted by writing in physics courses. It consists of four parts: summer and autumn 2005 focus on writing in introductory physics labs with and without explicit instruction, while winter and spring 2006 focus on tracking and analyzing student writing and revising behavior in Physics by Inquiry (PbI). With these related projects, we establish three main results. First, there is a need for quantitative studies of Writing to Learn, and in specific of Writing to Learn within physics. Second, we have also made progress in characterizing student behaviors in an effort to quantify the study of writing: the link between writing and learning content is not obvious, and we have shown that students may not even be learning to write through practice in the context of physics. Third, we have developed a valuable new tool, a novel program to track and analyze student writing, that supplies quantitative information about student writing. (Abstract shortened by UMI.)

Use of Web-Based Student Extension Publications to Improve Undergraduate Student Writing Skills

ERIC Educational Resources Information Center

Motavalli, P. P.; Patton, M. D.; Miles, R. J.

2007-01-01

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…

Secondary Students' Writing Achievement Goals: Assessing the Mediating Effects of Mastery and Performance Goals on Writing Self-Efficacy, Affect, and Writing Achievement

PubMed Central

Yilmaz Soylu, Meryem; Zeleny, Mary G.; Zhao, Ruomeng; Bruning, Roger H.; Dempsey, Michael S.; Kauffman, Douglas F.

2017-01-01

The two studies reported here explored the factor structure of the newly constructed Writing Achievement Goal Scale (WAGS), and examined relationships among secondary students' writing achievement goals, writing self-efficacy, affect for writing, and writing achievement. In the first study, 697 middle school students completed the WAGS. A confirmatory factor analysis revealed a good fit for this data with a three-factor model that corresponds with mastery, performance approach, and performance avoidance goals. The results of Study 1 were an indication for the researchers to move forward with Study 2, which included 563 high school students. The secondary students completed the WAGS, as well as the Self-efficacy for Writing Scale, and the Liking Writing Scale. Students also self-reported grades for writing and for language arts courses. Approximately 6 weeks later, students completed a statewide writing assessment. We tested a theoretical model representing relationships among Study 2 variables using structural equation modeling including students' responses to the study scales and students' scores on the statewide assessment. Results from Study 2 revealed a good fit between a model depicting proposed relationships among the constructs and the data. Findings are discussed relative to achievement goal theory and writing. PMID:28878707

Evaluation by Native and Non-Native English Teacher-Raters of Japanese Students' Summaries

ERIC Educational Resources Information Center

Hijikata-Someya, Yuko; Ono, Masumi; Yamanishi, Hiroyuki

2015-01-01

Although the importance of summary writing is well documented in prior studies, few have investigated the evaluation of written summaries. Due to the complex nature of L2 summary writing, which requires one to read the original material and summarize its content in the L2, raters often emphasize different features when judging the quality of L2…

Pencil grips, legibility, and speed of fourth-graders' writing in cursive.

PubMed

Koziatek, Susan M; Powell, Nancy J

2003-01-01

The purpose of this research was to study how the speed and legibility of fourth-graders handwriting was affected by type of pencil grip on the Evaluation Tool of Children's Handwriting-Cursive. Ninety-five typically developing students and 6 students receiving special education services completed the Evaluation Tool of Children's Handwriting-Cursive (ETCH-C). Photographs were taken of their pencil grips while they wrote the alphabet. One-way ANOVAs were calculated to compare legibility rates and writing speeds by type of pencil grip. Ninety-nine of the students used one of four pencil grips including the dynamic tripod (38 students), the dynamic quadrupod (18), the lateral tripod (22), and the lateral quadrupod (21). One student used the four-finger pencil grip and one used the interdigital pencil grip. Mean cursive writing speeds were similar for all pencil grips except for the interdigital grasp. Speeds obtained were slower than recently published fourth-grade speeds ranging from a mean of 29.45 to 34.75 letters per minute. CONCLUSION. This study found the lateral quadrupod and four-finger pencil grips to be as functional as the dynamic tripod, lateral tripod, and dynamic quadrupod pencil grips. This study provides average handwriting speeds for fourth-grade students on the ETCH-C.

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

NASA Astrophysics Data System (ADS)

Latulippe, Christine; Latulippe, Joe

2014-01-01

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

Skills for the literacy process.

PubMed

Côrrea, Kelli Cristina do Prado; Machado, Maria Aparecida Miranda de Paula; Hage, Simone Rocha de Vasconcellos

2018-03-01

Examine a set of competencies in children beginning the process of literacy and find whether there is positive correlation with their level of writing. Study conducted with 70 six-year-old students enrolled in the first year of Elementary School in municipal schools. The children were submitted to the Initial Reading and Writing Competence Assessment Battery (BACLE) and the Diagnostic Probing Protocol for classification of their level of writing. Descriptive statistical analysis and the Spearman coefficient were used for correlation between instruments. The students presented satisfactory performance in the tasks of the BACLE. Regarding the writing hypothesis, most children presented syllabic level with sound value. Significant positive correlation was observed between body scheme/time-space orientation and language skills. The group of schoolchildren performed satisfactorily on tests that measure pre-reading and writing skills. The areas of body scheme/time-space orientation and language presented significant correlation with the level of writing hypothesis, indicating that children with higher scores in these areas present better levels of writing. Identification of the necessary competencies for learning of reading and writing can provide teachers and educational audiology professionals with conditions for evaluation and early intervention in certain abilities for the development of reading and writing.

Reading, Writing, and Rings!

ERIC Educational Resources Information Center

Aschbacher, Pamela; Li, Erika; Hammon, Art

2008-01-01

"Reading, Writing, and Rings!" was created by a team of elementary teachers, literacy experts, and scientists in order to integrate science and literacy. These free units bring students inside NASA's Cassini-Huygens mission to Saturn. The authors--a science teacher and education outreach specialist and two evaluators of educational programs--have…

A Multidisciplinary First-Year Seminar about Tuberculosis.

ERIC Educational Resources Information Center

Fluck, Richard A.

2001-01-01

Describes a writing intensive seminar for college freshman. Includes goals, reading assignments, writing assignments, and group projects. Provides web-based resources on tuberculosis along with an evaluation sheet for web site reviews. Concludes that students exhibited great interest in the topic and course feedback was positive. (DLH)

Professional Writing in the English Classroom: Professional Collaborative Writing--Teaching, Writing, and Learning--Together.

ERIC Educational Resources Information Center

Bush, Jonathan; Zuidema, Leah

2013-01-01

In this article, the authors report the importance of teaching students about collaborative writing. When teachers are effective in helping students to learn processes for collaborative writing, everyone involved needs to speak, listen, write, and read about how to write well and what makes writing good. Students are forced to "go meta"…

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

ERIC Educational Resources Information Center

Hales, Patrick D.

2017-01-01

Student voice is a difficult concept to capture in research. This study attempts to provide a vehicle for understanding student perceptions about writing and writing instruction through a case study supported by discourse analysis of student talk. The high school students in this study participated in interviews and focus groups about their…

"An adjective is a word hanging down from a noun": learning to write and students with learning disabilities.

PubMed

Harris, Karen R; Graham, Steve

2013-04-01

By the upper elementary grades, writing becomes an essential tool both for learning and for showing what you know. Students who struggle significantly with writing are at a terrible disadvantage. Data from the National Assessment of Educational Progress indicate that only 25% of students can be classified as competent writers; students with learning disabilities (LD) have even greater problems with writing than their normally achieving peers and frequently demonstrate a deteriorating attitude toward writing after the primary grades. In this article, we focus on composing and the writing process, and examine the knowledge base about writing development and instruction among students with LD. We address what research tells us about skilled writers and the development of writing knowledge, strategies, skill, and the will to write, and how this relates to students with LD. Next, we summarize what has been learned from research on writing development, effective instruction, and the writing abilities of students with LD in terms of effective instruction for these students. Finally, we indicate critical areas for future research.

Teaching Spelling, Writing, and Reading for Writing; Powerful Evidence Based Practices

ERIC Educational Resources Information Center

Harris, Karen R.; Graham, Steve; Aitken, A. Angelique; Barkel, Ashley; Houston, Julia; Ray, Amber

2017-01-01

Students with disabilities often find writing extremely challenging (Harris & Graham, 2016). Special educators can, however, promote tremendous gains in students' ability to write by understanding common challenges students face and mastering specific teaching techniques. Students' writing success depends on reducing how much attention and…

The relevance of receptive vocabulary in reading comprehension.

PubMed

Nalom, Ana Flávia de Oliveira; Soares, Aparecido José Couto; Cárnio, Maria Silvia

2015-01-01

To characterize the performance of students from the 5th year of primary school, with and without indicatives of reading and writing disorders, in receptive vocabulary and reading comprehension of sentences and texts, and to verify possible correlations between both. This study was approved by the Research Ethics Committee of the institution (no. 098/13). Fifty-two students in the 5th year from primary school, with and without indicatives of reading and writing disorders, and from two public schools participated in this study. After signing the informed consent and having a speech therapy assessment for the application of inclusion criteria, the students were submitted to a specific test for standardized evaluation of receptive vocabulary and reading comprehension. The data were studied using statistical analysis through the Kruskal-Wallis test, analysis of variance techniques, and Spearman's rank correlation coefficient with level of significance to be 0.05. A receiver operating characteristic (ROC) curve (was constructed in which reading comprehension was considered as gold standard. The students without indicatives of reading and writing disorders presented a better performance in all tests. No significant correlation was found between the tests that evaluated reading comprehension in either group. A correlation was found between reading comprehension of texts and receptive vocabulary in the group without indicatives. In the absence of indicatives of reading and writing disorders, the presence of a good range of vocabulary highly contributes to a proficient reading comprehension of texts.

The Relation of College Student Self-Efficacy toward Writing and Writing Self-Regulation Aptitude: Writing Feedback Perceptions as a Mediating Variable

ERIC Educational Resources Information Center

Ekholm, Eric; Zumbrunn, Sharon; Conklin, Sarah

2015-01-01

Despite the powerful effect feedback often has on student writing success more research is needed on how students emotionally react to the feedback they receive. This study tested the predictive and mediational roles of college student writing self-efficacy beliefs and feedback perceptions on writing self-regulation aptitude. Results suggested…

El Libro de la Escritura por Pinguino Tinto (The Writing Book, by Inky Penguin).

ERIC Educational Resources Information Center

Padgett, Ron

Presented completely in Spanish and intended for elementary level students, this book offers 12 writing ideas and several suggestions on how students can make a book using their writing. Each writing idea is presented with a brief description (addressed to the student), several examples of student writing, and a blank page on which to write.…

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

ERIC Educational Resources Information Center

Graham, Steve; Hebert, Michael

2011-01-01

Reading is critical to students' success in and out of school. One potential means for improving students' reading is writing. In this meta-analysis of true and quasi-experiments, Graham and Herbert present evidence that writing about material read improves students' comprehension of it; that teaching students how to write improves their reading…

Enhancing science literacy through implementation of writing-to-learn strategies: Exploratory studies in high school biology

NASA Astrophysics Data System (ADS)

Hohenshell, Liesl Marie

Some evidence of benefits from writing-to-learn techniques exists; however, more research is needed describing the instructional context used to support learning through writing and the quality of learning that results from particular tasks. This dissertation includes three papers, building on past research linking inquiry, social negotiation, and writing strategies to enhance scientific literacy skills of high school biology students. The interactive constructivist position informed the pedagogical approach for two empirical, classroom-based studies utilizing mixed methods to identify quantitative differences in learning outcomes and students' perceptions of writing tasks. The first paper reports students with planned writing activities communicated biotechnology content better in textbook explanations to a younger audience, but did not score better on tests than students who had delayed planning experiences. Students with two writing experiences as opposed to one, completing a newspaper article, scored better on conceptual questions both after writing and on a test 8 weeks later. The difference in treatments initially impacted males compared to females, but this effect disappeared with subsequent writing. The second paper reports two parallel studies of students completing two different writing types, laboratory and summary reports. Three comparison groups were used, Control students wrote in a traditional format, while SWH group students used the Science Writing Heuristic (SWH) during guided inquiry laboratories. Control students wrote summary reports to the teacher, while SWH students wrote either to the teacher or to peers (Peer Review group). On conceptual questions, findings indicated that after laboratory writing SWH females performed better compared to SWH males and Control females; and as a group SWH students performed better than Control students on a test following summary reports (Study 1). These results were not replicated in Study 2. An open-ended survey revealed findings that persisted in both studies; compared to Control students, SWH students were more likely to describe learning as they were writing and to report distinct thinking was required in completing the two writing types. Students' comments across studies provide support for using non-traditional writing tasks as a means to assist learning. Various implications for writing to serve learning are reported, including identification of key support conditions.

Mentoring disadvantaged nursing students through technical writing workshops.

PubMed

Johnson, Molly K; Symes, Lene; Bernard, Lillian; Landson, Margie J; Carroll, Theresa L

2007-01-01

Recent studies have identified a problematic gap for nursing students between terse clinical writing and formal academic writing. This gap can create a potential barrier to academic and workplace success, especially for disadvantaged nursing students who have not acquired the disciplinary conventions and sophisticated writing required in upper-level nursing courses. The authors demonstrate the need for writing-in-the-discipline activities to enhance the writing skills of nursing students, describe the technical writing workshops they developed to mentor minority and disadvantaged nursing students, and provide recommendations to stimulate educator dialogue across disciplines and institutions.

Understanding and Applying Psychology through Use of News Clippings.

ERIC Educational Resources Information Center

Rider, Elizabeth A.

1992-01-01

Discusses a student project for psychology courses in which students collect newspaper clippings that illustrate psychological concepts. Explains that the students record the source and write a brief description of the clipping, explaining how it relates to a psychological concept or theory. Includes results of student evaluations of the…

Writing Commons: A Model for the Creation, Usability, and Evaluation of OERs

ERIC Educational Resources Information Center

Herron, Josh

2016-01-01

As Open Educational Resources (OER) increasingly receive attention from academics, educational foundations, and government agencies, exemplars will emerge that lower student textbook costs by moving away from commercial publishers through self-publishing or curating web-based resources. Joe Moxley's "Writing Commons" serves as a scaled…

Centering in on Professional Choices.

ERIC Educational Resources Information Center

Harris, Muriel

2001-01-01

Examines the author's involvement with writing centers as an example of how educators can look at the choices made within their areas of expertise to see why the choices attract them. Notes that in her case, the flexible, collaborative, individualized, non-evaluative, experimental, non-hierarchical, student-centered nature of writing centers is an…

Self-Regulated Strategy Instruction in College Developmental Writing

ERIC Educational Resources Information Center

MacArthur, Charles A.; Philippakos, Zoi A.; Ianetta, Melissa

2015-01-01

The purpose of this study was to evaluate the effects of a curriculum for college developmental writing classes, developed in prior design research and based on self-regulated strategy instruction. Students learned strategies for planning, drafting, and revising compositions with an emphasis on using knowledge of genre organization to guide…

Writing the Right Contract: Getting What You Want.

ERIC Educational Resources Information Center

Finkel, Karen E.

1998-01-01

Outsourcing of school services creates a need for educators to learn how best to select a contractor. Contracted student transportation is used to illustrate flexibility and creativity in writing a request for proposal, the evaluation process, and the importance of contractors' willingness to work alongside the district as a genuine business…

Using Curriculum-Based Measurement for Struggling Beginning Writers

ERIC Educational Resources Information Center

McMaster, Kristen L.; Du, Xiaoqing; Parker, David C.; Pinto, Viveca

2011-01-01

Many students struggle with writing, which impacts their school and lifelong success, but early identification and intervention can help prevent long-term writing problems. Reliable and valid assessment tools are needed for early identification of struggling writers, as well as to monitor their progress and evaluate the effects of early…

Understanding, Developing, and Writing Effective IEPs: A Step-by-Step Guide for Educators

ERIC Educational Resources Information Center

Pierangelo, Roger; Giuliani, George A.

2007-01-01

Creating and evaluating Individualized Education Programs (IEPs) for students with disabilities is a major responsibility for teachers and school leaders, yet the process involves legal components not always understood by educators. In "Understanding, Developing, and Writing Effective IEPs," legal and special education experts Roger…

Inductive Reasoning and Writing

ERIC Educational Resources Information Center

Rooks, Clay; Boyd, Robert

2003-01-01

Induction, properly understood, is not merely a game, nor is it a gimmick, nor is it an artificial way of explaining an element of reasoning. Proper understanding of inductive reasoning--and the various types of reasoning that the authors term inductive--enables the student to evaluate critically other people's writing and enhances the composition…

Conceptual writing in college-level mathematics courses and its impact on performance and attitude

NASA Astrophysics Data System (ADS)

Van Dyke, Frances; Malloy, Elizabeth J.; (Lyn) Stallings, Virginia

2015-02-01

This study looks at the impact of college students' writing on a regular basis about mathematical concepts. Specifically we examine the effect of this practice on performance and attitude while controlling for confounding factors. Two professors and a total of 97 students in four different classes participated in the study. Students in the writing groups were required to write a total of eight papers, each concentrating on an important concept in the course. All students were given a visual skills assessment at the beginning and end of the course. Students in the writing group were assessed to determine their attitude toward the writing assignments. Positive trends were associated with the writing group over the non-writing group in overall score and in all but one of six individual components. However, within the writing group, students' attitude toward writing in mathematics class was negative.

Student-Teachers across the Curriculum Learn to Write Feedback: Does It Reflect on Their Writing?

ERIC Educational Resources Information Center

Cohen-sayag, Esther

2016-01-01

The study examined the connection between writing competency and writing feedback experiences through academic writing course for student-teachers across the curriculum. The aims of the course were to prepare student-teachers to their role as writing facilitators and to improve their writing. Experimental and control group differed in course plan…

Benefits of expressive writing in reducing test anxiety: A randomized controlled trial in Chinese samples

PubMed Central

Zhang, Jing; Zhang, Meng

2018-01-01

Purpose To explore the effect of expressive writing of positive emotions on test anxiety among senior-high-school students. Methods The Test Anxiety Scale (TAS) was used to assess the anxiety level of 200 senior-high-school students. Seventy-five students with high anxiety were recruited and divided randomly into experimental and control groups. Each day for 30 days, the experimental group engaged in 20 minutes of expressive writing of positive emotions, while the control group was asked to merely write down their daily events. A second test was given after the month-long experiment to analyze whether there had been a reduction in anxiety among the sample. Quantitative data was obtained from TAS scores. The NVivo10.0 software program was used to examine the frequency of particular word categories used in participants’ writing manuscripts. Results Senior-high-school students indicated moderate to high test anxiety. There was a significant difference in post-test results (P < 0.001), with the experimental group scoring obviously lower than the control group. The interaction effect of group and gender in the post-test results was non-significant (P > 0.05). Students’ writing manuscripts were mainly encoded on five code categories: cause, anxiety manifestation, positive emotion, insight and evaluation. There was a negative relation between positive emotion, insight codes and test anxiety. There were significant differences in the positive emotion, anxiety manifestation, and insight code categories between the first 10 days’ manuscripts and the last 10 days’ ones. Conclusions Long-term expressive writing of positive emotions appears to help reduce test anxiety by using insight and positive emotion words for Chinese students. Efficient and effective intervention programs to ease test anxiety can be designed based on this study. PMID:29401473

Student perception of writing in the science classroom

NASA Astrophysics Data System (ADS)

Deakin, Kathleen J.

This study examines factors that shape four student's perceptions of writing tasks in their science classroom. This qualitative retrospective interview study focuses on four students concurrently enrolled in honors English and honors biology. This research employs a phenomenological perspective on writing, examining whether the writing strategies students acquire in the Language Arts classroom manifest in the content areas. I also adopt Bandura's theoretical perspective on self-efficacy as well as Hillock's notion of writing as inquiry and meaning making. This study concludes that students need ample opportunity to generate content and language that will help reveal a purpose and genre for writing tasks in the content areas. Although all four students approached the writing tasks differently in this study, the tasks set before them were opportunities for replication rather than inquiry Through the case studies of four students as well as current research on content writing, this project works to inform all content area teachers about student perceptions of writing in the content areas.

A curricular approach to improve the information literacy and academic writing skills of part-time post-registration nursing students in Hong Kong.

PubMed

Tarrant, Marie; Dodgson, Joan E; Law, Beatrice V K K

2008-05-01

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.

Teaching Descriptive/Narrative Writing: Strategies for Middle and Secondary Students.

ERIC Educational Resources Information Center

Johannessen, Larry R.

Practical classroom activities for teaching narrative/descriptive writing exist which are based on approaches to teaching writing that research indicates improve the quality of student writing. Teachers need to do less lecturing to students about what they should be doing in their writing and more actively involve their students in the learning of…

Linguistically Diverse Students' Attitudes towards Writing in English

ERIC Educational Resources Information Center

Bustamante, Analynn; Eom, Minhee

2017-01-01

This study investigated attitudes of linguistically diverse students towards writing in English in four different domains: general academic writing, writing in humanities, writing in science-related subjects (STEM), and writing in electronic communication. A total of 77 Hispanic bilingual/ELL adult students at an alternative high school in…

Tips on Teaching Writing.

ERIC Educational Resources Information Center

Today's Education, 1982

1982-01-01

Techniques for stirring students' interest in writing include: (1) exposing them to eloquent language use; (2) group poetry-writing (each student writes one line of a class poem); and (3) adapting why-and-because outlines intended for teaching college writing for use by younger students. Suggestions for obtaining writing quantity and quality are…

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

ERIC Educational Resources Information Center

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

2014-01-01

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

Finding Basic Writing's Place.

ERIC Educational Resources Information Center

Sheridan-Rabideau, Mary P.; Brossell, Gordon

1995-01-01

Posits that basic writing serves a vital function by providing writing support for at-risk students and serves the needs of a growing student population that universities accept yet feel needs additional writing instruction. Concludes that the basic writing classroom is the most effective educational support for at-risk students and their writing.…

Using Writing as a Constructivist Instructional Tool

NASA Astrophysics Data System (ADS)

Narayanan, M.

2006-12-01

Researchers in the area of cognitive science and educational psychology have shown that instructors who encourage student writing are actually helping in motivating a reluctant pupil. It has also been reported that writing indirectly rewards an individual with dynamic interest. Furthermore, it is believed that writing strengthens the self-confidence of a lethargic learner. (Kosakowski, 1998). All in all, promoting writing helps and supports learners cultivate a positive attitude toward the subject matter in question. The constructivist approach promotes a learning paradigm and helps individuals learn and understand by "constructing" knowledge. Learners are effectively encouraged to generate and build their own knowledge base. Learners document progress by constructing new concepts based on previously gained knowledge. The role of the teacher is actually to facilitate the creation of a learning environment. The constructivist approach when used in the classroom enables the students to become more active, independent thinkers of knowledge. Education World writer Gloria Chaika (Chaika, 2000) states that "Talent is important, but practice creates the solid base that allows that unique talent to soar. Like athletes, writers learn by doing. Good writing requires the same kind of dedicated practice that athletes put in. Young writers often lack the support they need to practice writing and develop their talent to the fullest, though." The author has successfully utilized some of these principles and techniques in a senior level course he teaches. He has encouraged students to try to solve problems their own way and has asked them to observe, document, assess and evaluate the results. In the classroom, the author takes the role of a coach and helps the students approach the problem with a different viewpoint. Eventually the students document their conclusions in a page-long essay. This type of writing assignment not only builds critical thinking abilities but also generates improved written communication skills among learners. References: Kosakowski, John, (1998). The Benefits of Information Technology. ERIC Digests; Technology Integration; Technology Role, ED0-IR-98-04 Chaika, Gloria (2000),Encourage Student Writing: Published on the Web, Education World http://www.education-world.com/a_tech/tech042.shtml

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

ERIC Educational Resources Information Center

Villalón, Ruth; Mateos, Mar; Cuevas, Isabel

2015-01-01

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

Exploring How Pedagogical Strategies Change Student Perceptions of Writing Apprehension

ERIC Educational Resources Information Center

Fischer, Laura M.; Myers, Courtney A.; Dobelbower, Sinclaire E.

2017-01-01

Writing skills are imperative for students in any career; however, many students have acknowledged avoiding courses that emphasize writing. These same students fail to learn proper mechanics during their post-secondary education. Writing intensive courses have served as a place where students have the opportunity to improve confidence, minimize…

Gender Difference and Student Writing.

ERIC Educational Resources Information Center

Flynn, Elizabeth A.

An exploratory study examined gender differences in writing in the essays of five male and five female freshman composition students. The findings suggest parallels between the writing and speaking behaviors of men and women students and between student writing and the work of male and female professional writers. The male students made few…

Knowing, Learning, and Writing: Patterns in Students' Understanding of Academic Work.

ERIC Educational Resources Information Center

Kurfiss, Joanne Gainen

The paper describes four major patterns that emerge in studies of college student intellectual development. Quotations from students' writing about their epistemological beliefs and quotations from professors' writing concerning their courses and students are related to the four patterns. Characteristics of student writing associated with each…

Creative Writing Assignments in a Second Language Course: A Way to Engage Less Motivated Students

ERIC Educational Resources Information Center

Arshavskaya, Ekaterina

2015-01-01

This article makes a case for using creative writing in a second language course. Creative writing increases students' enthusiasm for writing skills development and supports students' creativity, which is a fundamental aspect of education. In order to engage less motivated students, a series of creative writing assignments was implemented in a…

Opportunities to Write: An Exploration of Student Writing during Language Arts Lessons in Norwegian Lower Secondary Classrooms

ERIC Educational Resources Information Center

Blikstad-Balas, Marte; Roe, Astrid; Klette, Kirsti

2018-01-01

Research suggests that student development as writers requires a supportive environment in which they receive sustained opportunities to write. However, writing researchers in general know relatively little about the actual writing opportunities embedded in students' language arts lessons and how students' production of texts in class is framed.…

Writing Feature Articles with Intermediate Students

ERIC Educational Resources Information Center

Morgan, Denise N.

2010-01-01

Students need regular opportunities to write expository text. However, focusing on report writing often leaves students without strong examples to study or analyze to guide and grow their own writing. Writing and studying feature articles, meant to inform and explain, can become an alternative to report writing, as they can easily be located in…

Collaborative Blended Learning Writing Environment: Effects on EFL Students' Writing Apprehension and Writing Performance

ERIC Educational Resources Information Center

Challob, Ala'a Ismael; Bakar, Nadzrah Abu; Latif, Hafizah

2016-01-01

This study examined the effects of collaborative blended learning writing environment on students' writing apprehension and writing performance as perceived by a selected group of EFL students enrolled in one of the international schools in Malaysia. Qualitative case study method was employed using semi-structured interview, learning diaries and…

A Study of the Influence of a Writing Intervention and Selected Demographic Factors on the Writing and Reading Achievement of Middle School Students

ERIC Educational Resources Information Center

Square-Miller, Rhoshanda

2016-01-01

The purpose of this study was to investigate the influence of a writing intervention on the writing and reading achievement of middle school students. Specifically, this study was concerned with 6th grade students who were exposed to a writing intervention and those 6th grade students who were not exposed to a writing intervention with regards to…

Writing for understanding: The effect of using informational writing on student science achievement

NASA Astrophysics Data System (ADS)

Parson, Atiya

The purpose of this quantitative study was to investigate whether or not informational writing in the science curriculum would impact fifth grade students' science achievement and conceptual understanding. The population of this study came from a metropolitan school district in the state of Georgia for school year 2012-2013. The quantitative data included students' pretest, posttest, and writing assessment scores. Examination approaches for this study included (a) examining theories and research on learning views for children, (b) determining how writing across the curriculum has worked, and (c) developing a research design for the present study that was based on findings from previous studies. The study was designed to find (a) whether there is a significant differences in science achievement between fifth-grade students who use informational writing weekly during science instruction and ones that do not, and (b) whether there is a significant differences in conceptual understanding of fifth-grade science content for students who use informational writing weekly and fifth-grade students who do not. To answer these questions, students pretest and posttest results were compared to determine if a statistical significance existed after informational writing was implemented in the experimental group for 10 weeks. The results indicate that there was no significant difference in test scores between students receiving the informational writing intervention and students without this intervention. However, this study found that students receiving informational writing intervention had better performance scores on conceptual writing assessment than the students without the intervention.

The writing approaches of secondary students.

PubMed

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

2002-09-01

Research with college students has supported a model of writing approaches that defines the relationship between a writer and writing task along a deep and surface process continuum (Biggs, 1988). Based on that model, Lavelle (1993) developed the Inventory of Processes in College Composition which reflects students' motives and strategies as related to writing outcomes. It is also important to define the approaches of secondary students to better understand writing processes at that level, and development in written composition. This study was designed to define the writing approaches of secondary students by factor analysing students' responses to items regarding writing beliefs and writing strategies, and to compare the secondary approaches to those of college students. A related goal was to explore the relationships of the secondary writing approaches to perceived self-regulatory efficacy for writing (Zimmerman & Bandura, 1994), writing preferences, and writing outcomes. The initial, factor analytic phase involved 398 junior level high school students (11th grade) enrolled in a mandatory language arts class at each of three large Midwestern high schools (USA). Then, 49 junior level students enrolled in two language arts classes participated as subjects in the second phase. Classroom teachers administered the Inventory of Processes in College Composition (Lavelle, 1993), which contained 72 true-or-false items regarding writing beliefs and strategies, during regular class periods. Data were factor analysed and the structure compared to that of college students. In the second phase, the new inventory, Inventory of Processes in Secondary Composition, was administered in conjunction with the Perceived Self-Regulatory Efficacy for Writing Inventory (Zimmerman & Bandura, 1994), and a writing preferences survey. A writing sample and grade in Language Arts classes were obtained and served as outcome variables. The factor structure of secondary writing reflected three process dimensions. The first factor, Elaborative-Expressive, describes a writing strategy based on personal investment and audience concern. The second factor, Planful-Procedural, denotes sticking to a plan, following the rules, and 'preparing' for writing. Achieving-Competitive, the third factor, reflects a 'teacher pleasing' strategy or doing only what needs to be done to get a good grade. Two factors from the college model, Elaborative and Procedural, were replicated, and two were not, Reflective-Revision and Low Self-Efficacy. Regression analyses supported that the processes in writing under a timed condition are different from those used when writing over time, and that students' perceptions of writing self-regulatory efficacy were predictive of writing success under both conditions.

Meeting Student Writers Where They Are: Using Wikipedia to Teach Responsible Scholarship

ERIC Educational Resources Information Center

Patch, Paula

2010-01-01

As students increasingly rely on digital media to locate information, composition instructors must incorporate into writing instruction critical evaluation of and reflection on students' use of Web content. A growing problem in the composition class is underdeveloped critical digital literacy skills. To become fully literate, students need more…

Student Teacher Reflective Writing: What Does It Reveal?

ERIC Educational Resources Information Center

Mena-Marcos, Juanjo; Garcia-Rodriguez, Maria-Luisa; Tillema, Harm

2013-01-01

Some researchers claim that reflection helps student teachers to better understand their practice teaching. This study aims to explore how deliberate reflection by student teachers is encouraged as a way to prepare, analyse and evaluate their practice. A total of 104 student teachers in primary education participated in this study during their…

The Relationship between L2 Students' Writing Experiences and Their Perceived Poetry Writing Ability

ERIC Educational Resources Information Center

Liao, Fang-Yu

2017-01-01

This paper looks at how L2 students' writing experiences relate to the way they think they can write poems and to further investigate if any types of writing experiences contribute to their perceived poetry writing ability. The paper starts by bringing up the value of introducing poetry writing to L2 students. Then, the literature review section…

The Impact of Short-Term Science Teacher Professional Development on the Evaluation of Student Understanding and Errors Related to Natural Selection

ERIC Educational Resources Information Center

Buschang, Rebecca Ellen

2012-01-01

This study evaluated the effects of a short-term professional development session. Forty volunteer high school biology teachers were randomly assigned to one of two professional development conditions: (a) developing deep content knowledge (i.e., control condition) or (b) evaluating student errors and understanding in writing samples (i.e.,…

ESL Students Writing Autobiographies: Are There Any Connections?

ERIC Educational Resources Information Center

Wu, Ruoyi

A doctoral student's interest in self-culture connections led her to observe an English-as-a-Second-Language (ESL) writing class focused on autobiography and read all the students' papers. Autobiographical writing not only gives ESL students a chance to write about what matters to them, but the teacher can capitalize on students' cultural…

Use Rubrics and Reach ALL Learners.

ERIC Educational Resources Information Center

Active Learner: A Foxfire Journal for Teachers, 1998

1998-01-01

Describes the use of student-developed rubrics, conferencing, and reflective journaling to improve writing skills in a third-grade classroom. A rubric--a written tool used to authentically assess a piece of work--lists criteria for the work and includes a system for evaluating each criteria. Rubrics enabled the students to evaluate their own work…

Impact Evaluation of National Writing Project Professional Development Program

ERIC Educational Resources Information Center

Gallagher, H. Alix; Woodworth, Katrina; McCaffrey, Teresa; Park, Christina J.; Wang, Haiwen

2014-01-01

Improving teacher effectiveness is a key strategy to ensure student readiness for college and careers and to address achievement gaps and persistent low performance. In response to the new Common Core State Standards for English Language Arts (CCSS-ELA) the National Writing Project (NWP) created a professional development (PD) program to support…

How to Handle the Paper Load. Classroom Practices in Teaching English, 1979-1980.

ERIC Educational Resources Information Center

Stanford, Gene; And Others

This collection of 27 articles written by educators suggests to classroom teachers creative ways of teaching writing well even when confronted with unreasonably large classes. The articles are presented under six main headings: ungraded writing, teacher involvement--not evaluation, student self-editing, practice with parts, focused feedback, and…

Self-Reflection and Academic Performance: Is There a Relationship?

ERIC Educational Resources Information Center

Lew, Magdeleine D. N.; Schmidt, Henk G.

2011-01-01

The purposes of the present study were two-fold: first, to evaluate whether reflection journal writing was effective in promoting self-reflection and learning, and whether students become better at self-reflection if they engage continuously in reflection journal writing. To that end, the reflection journals of 690 first-year applied science…

The A.I.D.A. Plan and the Writing of Sales Letters.

ERIC Educational Resources Information Center

Jong, Rowena

A study based on textual analysis of sales letters is reported that evaluates the Attention, Interest, Desire, and Action (AIDA) approach to teaching the writing of sales letters. Thirty business letters written by undergraduate business students and executives were analyzed. The forms of cohesion, voice pattern, and information focus of the…

Embedded academic writing support for nursing students with English as a second language.

PubMed

Salamonson, Yenna; Koch, Jane; Weaver, Roslyn; Everett, Bronwyn; Jackson, Debra

2010-02-01

This paper reports a study which evaluated a brief, embedded academic support workshop as a strategy for improving academic writing skills in first-year nursing students with low-to-medium English language proficiency. Nursing students who speak English as a second language have lower academic success compared with their native English-speaking counterparts. The development of academic writing skills is known to be most effective when embedded into discipline-specific curricula. Using a randomized controlled design, in 2008 106 students pre-enrolled in an introductory bioscience subject were randomized to receive either the intervention, a 4-day embedded academic learning support workshop facilitated by two bioscience (content) nursing academics and a writing and editing professional, or to act as the control group. The primary focus of the workshop was to support students to work through a mock assignment by providing progressive feedback and written suggestions on how to improve their answers. Of the 59 students randomized to the intervention, only 28 attended the workshop. Bioscience assignment results were analysed for those who attended (attendees), those randomized to the intervention but who did not attend (non-attendees), and the control group. Using anova, the results indicated that attendees achieved statistically significantly higher mean scores (70.8, sd: 6.1) compared to both control group (58.4, sd: 3.4, P = 0.002) and non-attendees (48.5, sd: 5.5, P = 0.001). A brief, intensive, embedded academic support workshop was effective in improving the academic writing ability of nursing students with low-to-medium English language proficiency, although reaching all students who are likely to benefit from this intervention remains a challenge.

Meaningful Work: How the History Research Paper Prepares Students for College and Life

ERIC Educational Resources Information Center

Fitzhugh, Will

2012-01-01

Many elementary teachers teach students to write, but this writing tends to focus only on students writing about themselves or writing short stories. Because students do not spend enough time in the early grades reading nonfiction in science and history, they lack the knowledge--of both content and the nature of nonfiction writing--necessary to…

Drawing on Technical Writing Scholarship for the Teaching of Writing to Advanced ESL Students--A Writing Tutorial

ERIC Educational Resources Information Center

Zielinska, Dorota

2003-01-01

The article outlines the technical writing tutorial (TWT) that preceded an advanced ESL writing course for students of English Philology at the Jagiellonian University. Having assessed the English skills of those students at the end of the semester, we found a statistically significant increase in the performance of the students who had taken the…

Using the Composing Process and Positive Reinforcement to Teach College Basic Students to Write.

ERIC Educational Resources Information Center

Milligan, Janice

Following a literature review on the subjects of the decline in student writing abilities and increased student writing apprehension, this paper offers teachers information on a basic writing program that reduces writing anxiety and improves writing skills through large doses of positive reinforcement. The second section of the paper discusses the…

Student Writing Accepted as High-Quality Responses to Analytic Text-Based Writing Tasks

ERIC Educational Resources Information Center

Wang, Elaine; Matsumura, Lindsay Clare; Correnti, Richard

2018-01-01

Literacy standards increasingly emphasize the importance of analytic text-based writing. Little consensus exists, however, around what high-quality student responses should look like in this genre. In this study, we investigated fifth-grade students' writing in response to analytic text-based writing tasks (15 teachers, 44 writing tasks, 88 pieces…

From Diagnosis to Prognosis: What Instructors Know about Their Students' Writing Apprehension

ERIC Educational Resources Information Center

Apawu, David Dankwa; Anani, Gifty Edna

2017-01-01

Different students enter institutions of higher learning with varying degrees of writing apprehension. The apprehension ranges from anxiety from writing tasks to avoiding courses that involve a lot of writing. For many universities, the writing centers or academic writing courses are meant to equip students to be able to deal with the high writing…

Pain and Pleasure in Short Essay Writing: Factors Predicting University Students' Writing Anxiety and Writing Self-Efficacy

ERIC Educational Resources Information Center

Martinez, Christy Teranishi; Kock, Ned; Cass, Jeffrey

2011-01-01

Since the inception of the Writing Across the Curriculum movement more than 30 years ago, scholars have explored ways of enhancing students' writing performance. Faculty members across disciplines are often challenged by students' resistance to writing; resistance that may stem from anxiety, poor academic performance, and lack of recognition that…

Successful Student Writing through Formative Assessment

ERIC Educational Resources Information Center

Tuttle, Harry Grover

2010-01-01

Use formative assessment to dramatically improve your students' writing. In "Successful Student Writing Through Formative Assessment", educator and international speaker Harry G. Tuttle shows you how to guide middle and high school students through the prewriting, writing, and revision processes using formative assessment techniques that work.…

Comparison of reading-writing patterns and performance of students with and without reading difficulties.

PubMed

Fidalgo, Raquel; Torrance, Mark; Arias-Gundín, Olga; Martínez-Cocó, Begoña

2014-01-01

This paper analyses performance and the process used in carrying out a common hybrid task, such as, summarizing a text, from a developmental point of view and comparing the differences between students with and without reading difficulties. 548 students typically developing and 54 students with learning difficulties for reading (grades 5 to 8, ages 11 to 14) read and summarized a text using the triple task technique and then they did a comprehension questionnaire. Attention was paid to the various activities undertaken during this task, their cognitive cost, and the organization of reading and writing activities throughout the exercise, together with performance through evaluation of the summary and the reading comprehension questionnaire. There were no significant differences in performance or strategies used for the task between students of primary and secondary education. A linear reading-writing process was mostly employed by both, with greater cost and time needed by primary students. Students with reading difficulties did not show any strategies compensating for the greater difficulty and cognitive cost that the task represents for them. The effective and strategic use of summarizing as a learning tool seems to demand a specific training for students with or without reading difficulties.

Scaffolding reflective journal writing - negotiating power, play and position.

PubMed

Harris, M

2008-04-01

A three-year qualitative study based on an action-research design, framed within the critical genre and using a multi-method approach, was used to establish how a model of critical reflective practice [Van Aswegen, E.J., Brink, H.I., Steyn, P.J., 2000. A model for facilitation of critical reflective practice: Part I- Introductory discussion and explanation of the phases followed to construct the model. Part ll - Conceptual analysis within the context of constructing the model. Part III - Description of the model. Curationis 23 (4), 117-135.] could be implemented. Reflective journals were introduced as one of the educational strategies within the model to support and sustain 'deep' transformatory learning. A component of this larger study focused on how scaffolding deep learning through reflective writing is enhanced by supportive structures. These include critiquing (feedback), a mutually developed self-evaluation strategy, as well as an awareness of and sensitivity to the need for student/writer-responder negotiation. Three student groups of part-time post-basic, practicing South African nurses engaged in reflective writing over the period of an academic year. This article is based on their perceptions, mid-way through their writing, of these strategies. It reflects the story of assumptions made by educators, and challenges for change. Students find reflective writing difficult, and although they are willing to accept its value and engage in the process, they require a regular, specific and sensitive critical response from their writer-responder and follow-up supportive contact. Self-evaluation for the purposes of 'owning' their own ideas is difficult, and requires constant support and validation. Transformatory learning comes at a cost, and a revisiting of the balance of power between student and educator is in order.

Literacy Skills among Deaf and Hard of Hearing Students and Students with Cochlear Implants in Bilingual/bicultural Education

ERIC Educational Resources Information Center

Dammeyer, Jesper

2014-01-01

Research has shown that many deaf students do not develop age-appropriate reading and writing abilities. This study evaluates the literacy skills of deaf students, hard of hearing students, and students with cochlear implants in bilingual/bicultural schools in Denmark. The results show that 45 per cent of the students did not have any reading and…

Assessing Student Teachers' Reflective Writing through Quantitative Content Analysis

ERIC Educational Resources Information Center

Poldner, Eric; Van der Schaaf, Marieke; Simons, P. Robert-Jan; Van Tartwijk, Jan; Wijngaards, Guus

2014-01-01

Students' reflective essay writing can be stimulated by the formative assessments provided to them by their teachers. Such assessments contain information about the quality of students' reflective writings and offer suggestions for improvement. Despite the importance of formatively assessing students' reflective writings in teacher education…

The Carleton University Writing Tutorial Service.

ERIC Educational Resources Information Center

Freedman, Aviva

Carleton University's writing tutorial service is staffed by trained graduate students and provides free individual instruction for students having problems writing academic English. The students submit writing samples before the first session at which both student and tutor map out a strategy for improvement. Analysis of the tutors' perceptions…

Assessment of Evidence in University Students' Scientific Writing.

ERIC Educational Resources Information Center

Takao, Allison Y.; Kelly, Gregory J.

2003-01-01

Examines uses of evidence in university students' writing of scientific argument in an introductory-level oceanography course. Provides students with an interactive CD-ROM entitled 'Our Dynamic Planet' to write a scientific technical paper. Discusses ways of teaching students the construction of argument in scientific writing. (KHR)

Developing Student Communication Skills while Assisting Nonprofit Organizations

ERIC Educational Resources Information Center

Addams, H. Lon; Woodbury, Denise; Allred, Tony; Addams, Joel

2010-01-01

Business writing instructors work diligently at raising the level of student writing performance in business communication classes. Some students, however, need additional motivation to apply writing concepts and perform to their highest level. Typically, business students are confronted with hypothetical writing situations, such as claim letters,…

Students' Writing "In Transition" from A-Levels to University: How Assessment Drives Students' Understandings, Practices and Discourses

ERIC Educational Resources Information Center

Baker, Sally

2017-01-01

The lament that "students can't write" remains loud and defiant, even after years of research pointing to the myriad factors that make students' writing challenging, particularly when they move into university. This paper reports on a longitudinal, ethnographic study which explored students' writing "in transition," from…

Reflective Writing for Medical Students on the Surgical Clerkship: Oxymoron or Antidote?

PubMed Central

Liu, Geoffrey Z; Jawitz, Oliver K; Zheng, Daniel; Gusberg, Richard J; Kim, Anthony W

2017-01-01

Objectives Reflective writing has emerged as a solution to declining empathy during clinical training. However, the role for reflective writing has not been studied in a surgical setting. The aim of this proof-of-concept study was to assess receptivity to a reflective writing intervention among third-year medical students on their surgical clerkship. Study Design The reflective writing intervention was a one hour, peer-facilitated writing workshop. This study employed a pre-post-intervention design. Subjects were surveyed on their experience four weeks prior to participation in the intervention and immediately afterwards. Surveys assessed student receptivity to reflective writing as well as self-perceived empathy, writing habits and communication behaviors using a Likert response scale. Quantitative responses were analyzed using paired t-tests and linear regression. Qualitative responses were analyzed using an iterative consensus model. Setting Yale-New Haven hospital, a tertiary care academic center. Participants All Yale School of Medicine medical students rotating on their surgical clerkship during a 9 month period (74 in total) were eligible. In all, 25 students completed this study. Results The proportion of students desiring more opportunities for reflective writing increased from 32% to 64%. The proportion of students receptive to a mandatory writing workshop increased from 16% to 40%. These differences were both significant (p=0.003 and p = 0.001). 88% of students also reported new insight as a result of the workshop. 39% of students reported a more positive impression of the surgical profession after participation. Conclusion Overall, the workshop was well-received by students and improved student attitudes towards reflective writing and the surgical profession. Larger studies are required to validate the effect of this workshop on objective empathy measures. This study demonstrates how reflective writing can be incorporated into a pre-surgical curriculum. PMID:26794901

Why Real-Life Writing Benefits Students.

ERIC Educational Resources Information Center

Wheeler, John

1987-01-01

Recent research indicates that journalistic reporting and writing techniques effectively develop language arts competency. Such writing techniques should be taught long before the student enters high school. Benefits of real-life writing to students are discussed. (MT)

Guided Writing Lessons: Second-Grade Students' Development of Strategic Behavior

ERIC Educational Resources Information Center

Gibson, Sharan A.

2008-01-01

This study describes intra-individual change in strategic behavior of five second-grade students during three months of guided writing instruction for informational text. Data sources included sequential coding of writing behavior from videotaped writing events and analytic assessment of writing products. Students' development of self-scaffolding…

Teaching Writing in Graduate School

ERIC Educational Resources Information Center

Sallee, Margaret; Hallett, Ronald; Tierney, William

2011-01-01

Graduate students are typically expected to know how to write. Those who write poorly are occasionally penalized, but little in-class attention is given to help students continue to develop and refine their writing skills. More often than not, writing courses at the graduate level are remedial programs designed for international students and…

Improving Students' Chinese Writing Abilities in Taiwan with the "Conditioned Writing System"

ERIC Educational Resources Information Center

Liu, Yuan-Chen; Lee, Wan-Chun; Huang, Tzu-Hua; Hsieh, Hsiao-Mei

2012-01-01

This research investigates students' performance while writing Chinese essays using an interactive online writing system. Participants include students from two seventh-grade classes of a junior high school in Taoyuan County, Taiwan. The experimental group uses the conditioned writing interactive online system, while the control group receives…

A Recipe for Writing Motivation

ERIC Educational Resources Information Center

Chakraborty, Basanti; Stone, Sandra

2008-01-01

There is nothing worse than hearing moans and groans when writing time is announced to students. Motivation for writing begins when students' interests are mixed with opportunities for creativity. This article presents an idea shared by a writing coach who found a way to spark students' interest in writing by developing recipes for more…

When School Literacy and School Discipline Practices Intersect: Why Schools Punish Student Writing

ERIC Educational Resources Information Center

Amanti, Cathy

2014-01-01

This article provides an exposé of the ironic fact that students both learn to write and are punished for writing in schools. It explores and considers what type of student writing may precipitate a discipline event. These infractions consist primarily of unauthorized writing, such as text messages and writing on clothes, bodies, and walls, whose…

The Impact of Computer-Assisted Writing on Improving Writing Scores for Urban Eighth-Grade Students

ERIC Educational Resources Information Center

Williams-Butler, LaTilya

2016-01-01

The purpose of this study was to investigate the impact standards-based aligned computer-assisted writing instruction had on improving writing scores for eighth-grade students that attend an urban middle school. The researcher wanted to remedy the problem of low writing achievement of eighth-grade students and determine if writing across the…

Drawing on Technical Writing Scholarship for the Teaching of Writing to Advanced ESL Students--A Writing Tutorial.

ERIC Educational Resources Information Center

Zielinska, Dorota

2003-01-01

Outlines the technical writing tutorial (TWT) that precedes an advanced English as a second language (ESL) writing course for students of English Philology at the Jagiellonian University, Poland. Finds a statistically significant increase in the performance of the students who had taken the TWT. Indicates that technical writing books and journals…

Queering College Writing: Writing Students' Learning of LGB Issues Using the Internet as an Instructional Tool

ERIC Educational Resources Information Center

Burnes, Theodore R.

2007-01-01

How do writing teachers use technology to help students learn about lesbian, gay, and bisexual (LGB) issues? What is the nature of writing students' learning about LGB sexual orientations and academic writing when the Internet is used as a learning tool? Participants completed a questionnaire in which they reflected on a writing assignment…

A Collaborative, Trilateral Approach to Bridging the Information Literacy Gap in Student Writing

ERIC Educational Resources Information Center

Napier, Trenia; Parrott, Jill; Presley, Erin; Valley, Leslie

2018-01-01

As localized assessments confirm national findings that undergraduates struggle to integrate resources into research-based compositions effectively, data at one comprehensive public university indicate library sessions improve students' ability to locate and evaluate information, but students continue to struggle with the "use" component…

Overcoming the Drawbacks of the Large Lecture Class.

ERIC Educational Resources Information Center

Geske, Joel

1992-01-01

Techniques developed to improve student participation and student evaluation in a large-group college course in advertising include role playing in talk-show-style discussions of controversial issues, breaks in lectures to play a trivia game, a three-minute writing assignment, teacher movement among students, and changes in testing policies and…

Non-Native University Students' Perception of Plagiarism

ERIC Educational Resources Information Center

Ahmad, Ummul Khair; Mansourizadeh, Kobra; Ai, Grace Koh Ming

2012-01-01

Plagiarism is a complex issue especially among non-native students and it has received a lot of attention from researchers and scholars of academic writing. Some scholars attribute this problem to cultural perceptions and different attitudes toward texts. This study evaluates student perception of different aspects of plagiarism. A small group of…

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

PubMed

Coleman, Dawn; Willis, Diane S

2015-07-01

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

Writing Motivation of Students with Specific Language Impairments

ERIC Educational Resources Information Center

Brouwer, Kyle Lee

2010-01-01

This study was designed to compare the writing motivation of students with specific language impairments with their non-disabled peers. Due to the cognitive and linguistic demands of the writing process, students with language impairments face unique difficulties during the writing process. It was hypothesized that students with specific language…

Teaching Writing for Keeps

ERIC Educational Resources Information Center

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

2007-01-01

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

Predicting Students' Writing Performance on the NAEP from Student- and State-Level Variables

ERIC Educational Resources Information Center

Mo, Ya; Troia, Gary A.

2017-01-01

This study examines the relationship between students' demographic background and their experiences with writing at school, the alignment between state and National Assessment of Educational Progress (NAEP) direct writing assessments, and students' NAEP writing performance. The study utilizes primary data collection via content analysis of writing…

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

ERIC Educational Resources Information Center

Latulippe, Christine; Latulippe, Joe

2014-01-01

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

Interactive and Hands-on Methods for Professional Development of Undergraduate Researchers

NASA Astrophysics Data System (ADS)

Pressley, S. N.; LeBeau, J. E.

2016-12-01

Professional development workshops for undergraduate research programs can range from communicating science (i.e. oral, technical writing, poster presentations), applying for fellowships and scholarships, applying to graduate school, and learning about careers, among others. Novel methods of presenting the information on the above topics can result in positive outcomes beyond the obvious of transferring knowledge. Examples of innovative methods to present professional development information include 1) An interactive session on how to write an abstract where students are given an opportunity to draft an abstract from a short technical article, followed by discussion amongst a group of peers, and comparison with the "published" abstract. 2) Using the Process Oriented Guided Inquiry Learning (POGIL) method to evaluate and critique a research poster. 3) Inviting "experts" such as a Fulbright scholar graduate student to present on applying for fellowships and scholarships. These innovative methods of delivery provide more hands-on activities that engage the students, and in some cases (abstract writing) provide practice for the student. The methods also require that students develop team work skills, communicate amongst their peers, and develop networks with their cohort. All of these are essential non-technical skills needed for success in any career. Feedback from students on these sessions are positive and most importantly, the students walk out of the session with a smile on their face saying how much fun it was. Evaluating the impact of these sessions is more challenging and under investigation currently.

Nursing students' reading and English aptitudes and their relationship to discipline-specific formal writing ability: a descriptive correlational study.

PubMed

Newton, Sarah; Moore, Gary

2010-01-01

Formal writing assignments are commonly used in nursing education to develop students' critical thinking skills, as well as to enhance their communication abilities. However, writing apprehension is a common phenomenon among nursing students. It has been suggested that reading and English aptitudes are related to formal writing ability, yet neither the reading nor the English aptitudes of undergraduate nursing students have been described in the literature, and the relationships that reading and English aptitude have with formal writing ability have not been explored. The purpose of this descriptive correlational study was to describe writing apprehension and to assess the relationships among reading and English aptitude and discipline-specific formal writing ability among undergraduate nursing students. The study sample consisted of 146 sophomores from one baccalaureate nursing program. The results indicated that both reading and English aptitude were related to students' formal writing ability.

The Impact of Short-Term Science Teacher Professional Development on the Evaluation of Student Understanding and Errors Related to Natural Selection. CRESST Report 822

ERIC Educational Resources Information Center

Buschang, Rebecca E.

2012-01-01

This study evaluated the effects of a short-term professional development session. Forty volunteer high school biology teachers were randomly assigned to one of two professional development conditions: (a) developing deep content knowledge (i.e., control condition) or (b) evaluating student errors and understanding in writing samples (i.e.,…

Reading, Writing, "and" Rubrics: Norming Process Guides Teachers as They Evaluate Student Work

ERIC Educational Resources Information Center

Baker, Libby; Cooperman, Naomi; Storandt, Barbara

2013-01-01

Common Core State Standards are raising expectations nationwide about what teachers impart to their students and the depth of knowledge those students attain. The goal is for students to receive instruction that enables them to synthesize and creatively use what they have learned, thus equipping them for post-secondary school challenges. Quality…

Improvement of Writing at Grades 10 and 11: Does Automated Essay Scoring Software Help Students Improve Their Writing Skills?

ERIC Educational Resources Information Center

Gollnitz, Deborah-Lee

2010-01-01

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…

The Effectiveness of Writing Conferences and Peer Response Groups Strategies on the EFL Secondary Students' Writing Performance and Their Self Efficacy (A Comparative Study)

ERIC Educational Resources Information Center

Hussein, Mohamed Abdel Hadi; Al Ashri, Ismail Ibrahim El shirbini Abdel fattah

2013-01-01

The present study aimed at identifying the necessary writing performance skills for the first year secondary stage students. These skills are necessary for writing the compositions. In this study, the writing conferences and peer response groups strategies were used to develop the students' writing skills, improve their achievement and performance…

Writing a Movie.

ERIC Educational Resources Information Center

Hoffner, Helen

2003-01-01

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

Reading Violence in Boys' Writing.

ERIC Educational Resources Information Center

Anderson, Michael

2003-01-01

Describes how a teacher finds value in popular culture and violent writing by closely examining the writing of a student who laces his stories with explosions and battles. Finds that once he began to see the similarities between the media his student experiences, the writing the student prefers, and his own favorite media and writing, the teacher…

Designing Academic Writing Analytics for Civil Law Student Self-Assessment

ERIC Educational Resources Information Center

Knight, Simon; Buckingham Shum, Simon; Ryan, Philippa; Sándor, Ágnes; Wang, Xiaolong

2018-01-01

Research into the teaching and assessment of student writing shows that many students find academic writing a challenge to learn, with legal writing no exception. Improving the availability and quality of timely formative feedback is an important aim. However, the time-consuming nature of assessing writing makes it impractical for instructors to…

Toward a Better Understanding of Student Perceptions of Writing Feedback: A Mixed Methods Study

ERIC Educational Resources Information Center

Zumbrunn, Sharon; Marrs, Sarah; Mewborn, Caitlin

2016-01-01

This explanatory sequential mixed methods study investigated the writing feedback perceptions of middle and high school students (N = 598). The predictive and mediational roles of writing self-efficacy and perceptions of writing feedback on student writing self-regulation aptitude were examined using mediation regression analysis. To augment the…

Wondrous Words: Writers and Writing in the Elementary Classroom.

ERIC Educational Resources Information Center

Ray, Katie Wood

Drawing on stories from classrooms, examples of student writing, and illustrations, this book explains in practical terms the theoretical underpinnings of how elementary school students learn to write from their reading. Beginning with the concepts that underlie how writing teachers teach students to write by studying other writers, it goes on to…

The Writing Crisis and How to Address It through Developmental Writing Classes

ERIC Educational Resources Information Center

Sacher, Cassandra L. O.

2016-01-01

Since high school students are failing to master writing proficiency, developmental writing programs at the college level have become increasingly necessary. This article explains the lack of readiness with which students are entering college and the workplace, examines the reasons students are having trouble writing, and describes elements of…

Understanding EFL Students' Errors in Writing

ERIC Educational Resources Information Center

Phuket, Pimpisa Rattanadilok Na; Othman, Normah Binti

2015-01-01

Writing is the most difficult skill in English, so most EFL students tend to make errors in writing. In assisting the learners to successfully acquire writing skill, the analysis of errors and the understanding of their sources are necessary. This study attempts to explore the major sources of errors occurred in the writing of EFL students. It…

Writing Strategies for All Primary Students: Scaffolding Independent Writing with Differentiated Mini-Lessons, Grades K-3

ERIC Educational Resources Information Center

Richards, Janet C.; Lassonde, Cynthia A.

2011-01-01

The 25 mini-lessons provided in this book are designed to develop students' self-regulated writing behaviors and enhance their self-perceived writing abilities. These foundational writing strategies are applicable and adaptable to all primary students: emergent, advanced, English Language Learners, and struggling writers. Following the SCAMPER…

Rhetorical Roulette: Does Writing-Faculty Overload Disable Effective Response to Student Writing?

ERIC Educational Resources Information Center

Lee, Melanie

2009-01-01

This article describes a pilot study that suggests writing-faculty workload may affect the pedagogical focus and rhetorical effectiveness of written response to students' essays. To study the relationship between writing-faculty workload and comments that faculty write on students' essays, the author sent an eleven-question survey to 30 English…

The New Interface for Writing

ERIC Educational Resources Information Center

Hadi-Tabassum, Samina

2014-01-01

Schools are scrambling to prepare their students for the writing assessments in correlation with the Common Core tests. In some states, writing has not been assessed for more than a decade. Yet, with the use of computerized grading of the students' writing, many teachers are wondering how to best prepare students for the writing assessments,…

The Utility of Writing Assignments in Undergraduate Bioscience

PubMed Central

Libarkin, Julie; Ording, Gabriel

2012-01-01

We tested the hypothesis that engagement in a few, brief writing assignments in a nonmajors science course can improve student ability to convey critical thought about science. A sample of three papers written by students (n = 30) was coded for presence and accuracy of elements related to scientific writing. Scores for different aspects of scientific writing were significantly correlated, suggesting that students recognized relationships between components of scientific thought. We found that students' ability to write about science topics and state conclusions based on data improved over the course of three writing assignments, while the abilities to state a hypothesis and draw clear connections between human activities and environmental impacts did not improve. Three writing assignments generated significant change in student ability to write scientifically, although our results suggest that three is an insufficient number to generate complete development of scientific writing skills. PMID:22383616

What Research with Computers Can Tell Us about the Uses of Reading in Writing.

ERIC Educational Resources Information Center

Haas, Christina

Writers who compose on computers have often complained of the difficulty they have in evaluating and correcting their work on the screen, particularly if the changes necessary are large, structural ones. A study of six freshman composition students and five writers experienced with computer writing examined how each used hard copy printouts of…

Accounting Students in an Australian University Improve Their Writing: But How Did It Happen?

ERIC Educational Resources Information Center

Dale-Jones, Gillian; Hancock, Phil; Willey, Keith

2013-01-01

The ability to communicate--orally and in writing--is a graduate attribute that employers in many countries rank as number one in importance, aside from relevant qualifications. This paper reports the implementation and evaluation of a collaborative peer assessment and self-assessment learning and teaching (L&T) initiative, which was designed…

SCOPE (Standardized Curriculum-Oriented Pupil Evaluation) Mathematics. Test Book Grade Five.

ERIC Educational Resources Information Center

Northwest Territories Dept. of Education, Yellowknife. Programs and Evaluation Branch.

The SCOPE Mathematics Achievement Test booklet for grade 5 presents 11 mathematical concepts with instructions for students to take the test with little or no teacher direction. Testing items include: writing number words; reading and writing numerals in sequence from 0.001 to 100,000; adding and subtracting whole numbers; multiplying up to four…

Using Formative & Summative Assessment to Evaluate Library Instruction in an Online First Year Writing Course

ERIC Educational Resources Information Center

Haber, Natalie; Mitchell, Tiffany N.

2017-01-01

Ensuring quality library instruction in an online-exclusive First Year Writing (FYW) course is important and challenging. Assessing what the students learned and how is equally important. The authors collaborate and co-teach the information literacy portion of an online-exclusive second semester FYW course at the University of Tennessee at…

Diagnosing University Students' Academic Writing in English: Is Cognitive Diagnostic Modelling the Way Forward?

ERIC Educational Resources Information Center

Xie, Qin

2017-01-01

The study utilised a fine-grained diagnostic checklist to assess first-year undergraduates in Hong Kong and evaluated its validity and usefulness for diagnosing academic writing in English. Ten English language instructors marked 472 academic essays with the checklist. They also agreed on a Q-matrix, which specified the relationships among the…

The University of Texas at El Paso Writing Assessment, Fall 1983: A Report.

ERIC Educational Resources Information Center

Dick, John A. R.; And Others

Intended for use in curriculum planning, course development, and program evaluation, this report contains data from a study of the writing abilities of entering freshman students at the University of Texas at El Paso. The first chapter of the report provides background information concerning the need for systematic assessment of the writing…

Impact of Self-Correction on Extrovert and Introvert Students in EFL Writing Progress

ERIC Educational Resources Information Center

Hajimohammadi, Reza; Makundan, Jayakaran

2011-01-01

To investigate the impact of self-correction method as an alternative to the traditional teacher-correction method, on the one side, and to evaluate the impact of personality traits of Extroversion/Introversion, on the other side, on the writing progress of the pre-intermediate learners three null-hypotheses were proposed. In spite of students…

Using a Mobile Application to Support Children's Writing Motivation

ERIC Educational Resources Information Center

Kanala, Sari; Nousiainen, Tuula; Kankaanranta, Marja

2013-01-01

Purpose: The purpose of this paper is to explore the use of the prototype of a mobile application for the enhancement of children's motivation for writing. The results are explored from students' and experts' perspectives. Design/methodology/approach: This study is based on a field trial and expert evaluations of a prototype of a mobile…

Using Letters to the Editor as Teaching Examples: Some Opening Strategies for Instructors of Persuasive Discourse.

ERIC Educational Resources Information Center

Mistichelli, Bill

The opportunity to discover the flaws in newspaper letters to the editor and to evaluate the ensuing consequences can help beginning persuasive writing students, who have had little practice at forming arguments, begin to conceptualize for themselves the ways that principles of persuasive discourse apply in particular writing situations. The study…

Learning to Argue with Intermediate Macro Theory: A Semester-Long Team Writing Project

ERIC Educational Resources Information Center

Strasser, Georg; Wolfe, Marketa Halova

2014-01-01

The authors describe their experience with integrating a semester-long economic analysis project into an intermediate macroeconomic theory course. Students work in teams of "economic advisors" to write a series of nested reports that analyze the current state of the economy, and propose and evaluate policies for a decision-maker. The…

Toward a Student-Centered Understanding of Intensive Writing and Writing-to-Learn in the Spanish Major: An Examination of Advanced L2 Spanish Students' Learning in the Writing-Intensive Spanish Content Course

ERIC Educational Resources Information Center

Strong, Robert Marvin

2009-01-01

The purpose of this study is to build upon our understanding of the place and value of writing in the advanced foreign language curriculum. Specifically, the study examines how students in writing-intensive Spanish-major courses are affected by the writing-intensive (WI) requirement at the University of Minnesota. Writing-Across-the-Curriculum…

Progress Feedback Effects on Students' Writing Mastery Goal, Self-Efficacy Beliefs, and Performance

ERIC Educational Resources Information Center

Duijnhouwer, Hendrien; Prins, Frans J.; Stokking, Karel M.

2010-01-01

The effects of progress feedback on university students' writing mastery goal, self-efficacy beliefs, and writing performance were examined in this experiment. Students in the experimental condition (n = 42) received progress feedback on their writing assignment, whereas students in the control condition (n = 44) received feedback without progress…

Beyond "Writing to Learn": Factors Influencing Students' Writing Outcomes

ERIC Educational Resources Information Center

Jani, Jayshree S.; Mellinger, Marcela Sarmiento

2015-01-01

Social work educators concur that writing and critical thinking are basic components of effective practice, yet students are often deficient in these skills. Although there is agreement among educators about the need to enhance students' writing skills, there is little understanding of the nature of students' problems--a necessary step…

Peer Facilitated Writing Groups: A Programmatic Approach to Doctoral Student Writing

ERIC Educational Resources Information Center

Kumar, Vijay; Aitchison, Claire

2018-01-01

Very few empirical studies have investigated programmes in which doctoral students act as peer facilitators in faculty writing groups. We report on the development of a centrally delivered doctoral student writing programme in which twenty student participants were mentored and provided with the resources to initiate their own faculty-based…

The Writing Experiences and Beliefs of Secondary Teacher Candidates

ERIC Educational Resources Information Center

Daisey, Peggy

2009-01-01

Writing affords students an opportunity to clarify their thinking. Through the process of writing, students recognize what they know and what they still need to learn. Teachers need to provide positive writing experiences that promote student enjoyment, as well as help students to express themselves with clarity and power. The ability of a teacher…

Using Collaborate Writing Groups in Undergraduate Courses to Improve Scientific Writing Skills and Confidence

NASA Astrophysics Data System (ADS)

Maclachlan, J. C.; Feist, S.

2016-12-01

Communication of primary scientific research is an aspect of undergraduate teaching that rarely researches platforms outside of the classroom. One method to encourage the dissemination of scientific findings to an international audience is the implementation of Collaborative Writing Groups (CWG). This paper will discuss the development, implementation and successful results of two Collaborative Writing Group creating within two different senior undergraduate classes offered at McMaster University in Hamilton, Ontario, Canada through discussion of the implementation of the assignment coupled with challenges and opportunities the process provided. A key to the successful implementation of the CWG is a detailed timeline for the students to follow with achievable goals throughout the process. The eight-week process began with students creating groups and choosing a topic of interest. As groups form it became apparent the diversity of academic skills and interest within the classroom made selecting a research project all group members could agree on difficult. Throughout the course students were given time to not only review their colleagues writing but also have discussions on particularly challenging aspects of their research and help in providing solutions. While the timeline for this project was ambitious it was necessary to allow time for effective feedback on the scientific writing from both the students and the instructional team. Overall this process has produced 11 peer-reviewed undergraduate student written papers within two special editions of the journal Cartographica published by the University of Toronto Press (Maclachlan and Lee, 2015). The papers topics are quite diverse including: the modelling of glacier melt in Iceland; a look into the effects of urban sprawl; and an exploration of the spatial characteristics of dunes in southern Ontario. This encouragement of dissemination to an international audience will create an experience that promotes self-authorship and challenges students to evaluate their knowledge claims and take ownership of their ideas. Maclachlan, J.C. & Lee, R.E. 2015. Student Collaborative Writing Groups: Mapping Glacial Geomorphology and Glacial Sedimentology. Cartographica, 50(3), pp. 163-164

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

ERIC Educational Resources Information Center

Jones, Cindy D'On

2015-01-01

This full-year experimental study examined how methods of writing instruction contribute to kindergarten students' acquisition of foundational and compositional early writing skills. Multiple regression with cluster analysis was used to compare 3 writing instructional groups: an interactive writing group, a writing workshop group, and a…

Examining Arguments Generated by Year 5, 7, and 10 Students in Science Classrooms

NASA Astrophysics Data System (ADS)

Choi, Aeran; Notebaert, Andrew; Diaz, Juan; Hand, Brian

2010-03-01

A critical component of science is the role of inquiry and argument in moving scientific knowledge forward. However, while students are expected to engage in inquiry activities in science classrooms, there is not always a similar emphasis on the role of argument within the inquiry activities. Building from previous studies on the Science Writing Heuristic (SWH), we were keen to find out if the writing structure used in the SWH approach helped students in Year 5, 7, and 10 to create well constructed arguments. We were also interested in examining which argument components were important for the quality of arguments generated by these students. Two hundred and ninety six writing samples were scored using an analysis framework to evaluate the quality of arguments. Step-wise multiple regression analyses were conducted to determine important argument components. The results of this study suggest that the SWH approach is useful in assisting students to develop reasonable arguments. The critical element determining the quality of the arguments is the relationship between the student’s written claims and his or her evidence.

The writing process: A powerful approach for the language-disabled student.

PubMed

Moulton, J R; Bader, M S

1985-01-01

Our understanding of the writing process can be a powerful tool for teaching language-disabled students the "how" of writing. Direct, explicit instruction in writing process helps these students learn to explore their ideas and to manage the multiple demands of writing. A case study of one student, Jeff, demonstrates how we structure the stages of writing: prewriting, planning, drafting, revising, and proofreading. When these stages are clearly defined and involve specific skills, language-disabled students can reach beyond their limitations and strengthen their expression. The case study of Jeff reveals the development of his sense of control and his regard for himself as a writer.

The Relationship between Writing Anxiety and Writing Disposition among Secondary School Students

ERIC Educational Resources Information Center

Cocuk, Halil Erdem; Yanpar Yelken, Tugba; Ozer, Omer

2016-01-01

Problem Statement: Writing is important in secondary schools because it underpins the performance of students in most examinations. Writing disposition, which specifically deals with the aspects of students' attitudes toward writing, has also been studied by some researchers. Purpose of the Study: This study reports on the result of a study on the…

Using Modeled Writing to Support English-Only and English-Learner Second-Grade Students

ERIC Educational Resources Information Center

Mohr, Kathleen A. J.

2017-01-01

This study compared 70 English learners (ELs) and English-only (EO) second-grade students' writing samples before and after a yearlong writing program. The school utilized Write From the Beginning (J. Buckner, 2006) and focused on personal narratives. A subgroup of students also participated in an intervention supporting expository writing on…

Contextualize Technical Writing Assessment to Better Prepare Students for Workplace Writing: Student-Centered Assessment Instruments

ERIC Educational Resources Information Center

Yu, Han

2008-01-01

To teach students how to write for the workplace and other professional contexts, technical writing teachers often assign writing tasks that reflect real-life communication contexts, a teaching approach that is grounded in the field's contextualized understanding of genre. This article argues to fully embrace contextualized literacy and better…

Scaffolding EFL Students' Writing through the Writing Process Approach

ERIC Educational Resources Information Center

Faraj, Avan Kamal Aziz

2015-01-01

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

"I Am Kind of a Good Writer and Kind of Not": Examining Students' Writing Attitudes

ERIC Educational Resources Information Center

Hall, Anna H.; Axelrod, Ysaaca

2014-01-01

Since writing ability has been found to be an important predictor of school success and college readiness, it is important for teachers to understand the connections between students' attitudes toward writing, writing self-efficacy, and writing achievement. This article describes the findings from focus groups conducted with 81 students in grades…

Perceptions and Writing Experiences of Nursing Students: A Mixed Methods Exploration of Writing Self-Efficacy

ERIC Educational Resources Information Center

Sprenger, Lori

2013-01-01

The investigated research problem was the need to identify the facilitators and barriers to competent academic writing by examining writing self-efficacy and academic writing experiences of entry-level BSN students. The study's participants included entry-level bachelor of science in nursing (BSN) students in a Midwestern state. The mixed methods…

How to Write "How-to" Books with High School Ecology & Horticulture Students

ERIC Educational Resources Information Center

Merritt, Maya; Shajira, Natasya; Daisey, Peggy

2003-01-01

It is essential for students to think clearly about fundamental biological concepts. One of the benefits of writing is that it promotes and enhances thinking. If students can write clearly, they are thinking clearly. Writing helps to connect new knowledge with prior knowledge and promotes the construction of knowledge. Writing-to-learn activities…

Helping Students with Disabilities Succeed in State and District Writing Assessments. ERIC/OSEP Digest.

ERIC Educational Resources Information Center

Warger, Cynthia

This digest offers guidelines to help teachers prepare students with disabilities to succeed on state and district writing assessments. Teachers are urged to use the three principles of effective writing instruction: (1) use a basic framework of planning, writing, and revision; (2) instruct students in steps of the writing process and the features…

Can Computers Make the Grade in Writing Exams?

ERIC Educational Resources Information Center

Hadi-Tabassum, Samina

2014-01-01

Schools are scrambling to prepare students for the writing assessments aligned to the Common Core State Standards. In some states, writing has not been assessed for over a decade. Yet, with the use of computerized grading of the student's writing, many teachers are wondering how to best prepare students for the writing assessments that will…

Evaluating the dimensionality of first grade written composition

PubMed Central

Kim, Young-Suk; Al Otaiba, Stephanie; Folsom, Jessica S.; Greulich, Luana; Puranik, Cynthia

2013-01-01

Purpose We examined dimensions of written composition using multiple evaluative approaches such as an adapted 6+1 trait scoring, syntactic complexity measures, and productivity measures. We further examined unique relations of oral language and literacy skills to the identified dimensions of written composition. Method A large sample of first grade students (N = 527) was assessed on their language, reading, spelling, letter writing automaticity, and writing in the spring. Data were analyzed using a latent variable approach including confirmatory factor analysis and structural equation modeling. Results The seven traits in the 6+1 trait system were best described as two constructs: substantive quality, and spelling and writing conventions. When the other evaluation procedures such as productivity and syntactic complexity indicators were included, four dimensions emerged: substantive quality, productivity, syntactic complexity, and spelling and writing conventions. Language and literacy predictors were differentially related to each dimension in written composition. Conclusions These four dimensions may be a useful guideline for evaluating developing beginning writer’s compositions. PMID:24687472

Use of a journal club and letter-writing exercise to teach critical appraisal to medical undergraduates.

PubMed

Edwards, R; White, M; Gray, J; Fischbacher, C

2001-07-01

There is growing interest in methods of teaching critical appraisal skills at undergraduate and postgraduate levels. We describe an approach using a journal club and subsequent letter writing to teach critical appraisal and writing skills to medical undergraduates. The exercise occurs during a 3-week public health medicine attachment in the third year of the undergraduate curriculum. Students work in small groups to appraise a recently published research paper, present their findings to their peers in a journal club, and draft a letter to the journal editor. Evaluation took place through: informal and formal feedback from students; number of letters written, submitted and published, and a comparison of marks obtained by students submitting a literature review assignment with and without critical appraisal teaching during the public health attachment. Feedback from students was overwhelmingly positive. In the first 3(1/2) years, 26 letters have been published or accepted for publication, and 58 letters published on the Internet. There were no significant differences in overall marks or marks for the critical appraisal component of the literature review assignments between the two student groups. We believe our approach is an innovative and enjoyable method for teaching critical appraisal and writing skills to medical students. Lack of difference in marks in the literature review between the student groups may reflect its insensitivity as an outcome measure, contamination by other critical appraisal teaching, or true ineffectiveness.

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

ERIC Educational Resources Information Center

Al Asmari, AbdulRahman

2013-01-01

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

Evaluating the Impact of Feedback on Elementary Aged Students’ Fluency Growth in Written Expression: A Randomized Controlled Trial

PubMed Central

Truckenmiller, Adrea J.; Eckert, Tanya L.; Codding, Robin S.; Petscher, Yaacov

2016-01-01

The purpose of this randomized controlled trial was to evaluate elementary-aged students’ writing fluency growth in response to (a) instructional practices, (b) sex differences, and (c) student’s initial level of writing fluency. Third-grade students (n=133) in three urban elementary schools were randomly assigned to either an individualized performance feedback condition (n=46), a practice-only condition (i.e., weekly writing practice; n = 39), or an instructional control condition (n = 48) for 8 weeks. Findings included support for use of performance feedback as an instructional component in general education classrooms (Hedges’ g = 0.66), whereas simple practice with curriculum-based measurement in written expression did not produce growth significantly greater than standard instructional practices. The hypothesis that girls write significantly more than boys was supported. However, girls and boys did not differ in their rate of growth. Finally, students’ initial risk status in writing fluency did not differentially predict growth in writing fluency over the course of the study. Implications for incorporating feedback as a basic component of intervention in writing are discussed. PMID:25432270

Student Progress in a Social Work Writing Course: Self-Efficacy, Course Objectives, and Skills

ERIC Educational Resources Information Center

Woody, Jane D.; Zeleny, Mary G.; D'Souza, Henry J.; Harder, Jeanette; Reiser, Jacqueline; Szto, Peter

2014-01-01

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:…

Rubrics as a Mitigating Instrument for Bias in the Grading of Student Writing

ERIC Educational Resources Information Center

Gerritson, Michael

2013-01-01

The practice of grading student writing often seems arbitrary and unfair to students. It is important to students and educators that writing is fairly and accurately assessed in order to facilitate demonstrable improvement in their composition. This research addressed a specific writing rubric as a method to mitigate implicit or subconscious…

Attitudes of the Preparatory Class Students towards the Writing Course and Their Attitude-Success Relationship in Writing

ERIC Educational Resources Information Center

Paker, Turan; Erarslan, Ali

2015-01-01

This study aims to explore the attitudes of Turkish EFL students towards the writing course at university and to investigate the relationship between students' attitudes and their overall proficiency in writing. The participants were 782 students from various departments in the pre-intermediate, intermediate and upper-intermediate levels in a…

Writing for Learning to Improve Students' Comprehension at the College Level

ERIC Educational Resources Information Center

Alharbi, Fahad

2015-01-01

This literature review will illustrate how writing could improve students' comprehension. Writing is one of the most important skills that students need to master for college level work. Therefore, students should be prepared with these skills before moving to the college level because they are required to write numerous papers that tend to be…

What Are They Thinking? Automated Analysis of Student Writing about Acid-Base Chemistry in Introductory Biology

ERIC Educational Resources Information Center

Haudek, Kevin C.; Prevost, Luanna B.; Moscarella, Rosa A.; Merrill, John; Urban-Lurain, Mark

2012-01-01

Students' writing can provide better insight into their thinking than can multiple-choice questions. However, resource constraints often prevent faculty from using writing assessments in large undergraduate science courses. We investigated the use of computer software to analyze student writing and to uncover student ideas about chemistry in an…

Combining the Use of Progressive Writing Techniques and Popular Movies in Introductory Psychology.

ERIC Educational Resources Information Center

Hemenover, Scott H.; Caster, Jeffrey B.; Mizumoto, Ayumi

1999-01-01

Examines whether the use of progressive writing for a psychology paper assignment affects students' writing and motivation when used to discuss course material illustrated in popular movies. Reveals that the students felt their writing improved and 44% of the students earned 90% of the overall points; student motivation was lower than expected.…

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

ERIC Educational Resources Information Center

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

2015-01-01

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

Sources of L2 Writing Apprehension: A Study of Egyptian University Students

ERIC Educational Resources Information Center

Abdel Latif, Muhammad M.

2015-01-01

High levels of apprehension cause students to have writing difficulties. This study attempted to identify the sources of Egyptian university students' English writing apprehension. The study made use of both quantitative and qualitative data. The scores of 57 students on a writing apprehension scale were compared to their scores on another scale…

Crossing Canonical Boundaries: Espionage Fiction in the Writing Classroom.

ERIC Educational Resources Information Center

Marsee, Mickey

One of the biggest complaints shared by writing teachers is that students lack a sense of self. Writing handbooks and teachers are full of advice and exercises pointed at assisting students in finding their voice, their persona as writers. One method that may assist writing students in finding that voice would introduce students to spy fiction.…

Using a Focus on Revision to Improve Students' Writing Skills

ERIC Educational Resources Information Center

O'Neill, Kathryn S.; Gravois, Renée

2017-01-01

The ability to write clearly and correctly is essential for students both in college and as they enter the workforce. One challenge we find in coaching student writing is that students shy away from engaging fully with writing as a process, especially with revising their drafts. It is important across Business courses, not just in Business…

Tracing the Development of Argumentive Writing in a Discourse-Rich Context

ERIC Educational Resources Information Center

Kuhn, Deanna; Hemberger, Laura; Khait, Valerie

2016-01-01

In most assessments of students' argumentive writing and in most research on the topic, students write on topics for which they have no specific prior preparation. We examined development in the argumentive writing urban middle school students did as part of a two-year dialogic-based intervention in which students engaged deeply with a series of…

Relationship between writing skills and visual-motor control in low-vision students.

PubMed

Atasavun Uysal, Songül; Aki, Esra

2012-08-01

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.

Learners' Reflections in Technological Learning Environments: Why To Promote and How To Evaluate.

ERIC Educational Resources Information Center

Rimor, Rikki; Kozminsky, Ely

In this study, 24 9th-grade students investigated several issues related to modern Israeli society. In their investigation, students were engaged in activities such as data search, data sorting, making inquiries, project writing, and construction of a new computerized database related to the subjects of their investigations. Students were…

Group Work with English as Second Language (ESL) Students: Integrating Academic and Behavior Considerations

ERIC Educational Resources Information Center

Shi, Qi; Steen, Sam

2010-01-01

A group counseling intervention with beginning-level ESL students in middle school is presented. Findings from the pre- and post-group evaluations showed statistically significant improvement in students' reading and writing skills and appropriate classroom behaviors. Limitations of the research design are discussed and implications for school…

Learning from Students: Reflections from Personal Magazines in Basic Design Course

ERIC Educational Resources Information Center

Gelmez, Koray; Bagli, Humanur

2015-01-01

Reflective writing is an efficient way of getting feedback from students. Paper-based or web-based course evaluation questionnaires alone may lack of collecting specific and detailed information, especially for the fields like design education. This study focuses on reflections captured from students via two different media--personal magazine and…

Capturing Student Progress via Portfolios in the Music Classroom

ERIC Educational Resources Information Center

Mills, Melissa M.

2009-01-01

A common desire among music educators is to help students develop the ability to reflect on and evaluate their own music making. To achieve this goal, music educators often provide their students with a variety of instructional activities, such as watching their ensemble's latest concert performance and writing a critical review of it, allowing…

Use of Case Studies for Stimulating Thinking and Learning.

ERIC Educational Resources Information Center

Zeakes, Samuel J.

Noting that a case-study approach can stimulate student thinking and learning, this paper describes how students in a writing-intensive course on parasitology wrote brief medical case studies of parasites already studied for other students to read, evaluate, and identify the parasite. The paper presents a brief description of the course, an…

Reflective Writing for Medical Students on the Surgical Clerkship: Oxymoron or Antidote?

PubMed

Liu, Geoffrey Z; Jawitz, Oliver K; Zheng, Daniel; Gusberg, Richard J; Kim, Anthony W

2016-01-01

Reflective writing has emerged as a solution to declining empathy during clinical training. However, the role for reflective writing has not been studied in a surgical setting. The aim of this proof-of-concept study was to assess receptivity to a reflective-writing intervention among third-year medical students on their surgical clerkship. The reflective-writing intervention was a 1-hour, peer-facilitated writing workshop. This study employed a pre-post-intervention design. Subjects were surveyed on their experience 4 weeks before participation in the intervention and immediately afterwards. Surveys assessed student receptivity to reflective writing as well as self-perceived empathy, writing habits, and communication behaviors using a Likert-response scale. Quantitative responses were analyzed using paired t tests and linear regression. Qualitative responses were analyzed using an iterative consensus model. Yale-New Haven hospital, a tertiary care academic center. All medical students of Yale School of Medicine, rotating on their surgical clerkship during a 9-month period (74 in total) were eligible. In all, 25 students completed this study. The proportion of students desiring more opportunities for reflective writing increased from 32%-64%. The proportion of students receptive to a mandatory writing workshop increased from 16%-40%. These differences were both significant (p = 0.003 and p = 0.001). In all, 88% of students also reported new insight as a result of the workshop. In total, 39% of students reported a more positive impression of the surgical profession after participation. Overall, the workshop was well-received by students and improved student attitudes toward reflective writing and the surgical profession. Larger studies are required to validate the effect of this workshop on objective empathy measures. This study demonstrates how reflective writing can be incorporated into a presurgical curriculum. Copyright © 2015 Association of Program Directors in Surgery. Published by Elsevier Inc. All rights reserved.

Universal Screening for Writing Risk in Kindergarten

ERIC Educational Resources Information Center

Coker, David L., Jr.; Ritchey, Kristen D.

2014-01-01

Early identification of students at risk for writing disabilities is an important step in improving writing performance. Kindergarten students (n = 84) were administered a set of researcher-developed writing tasks (letter writing, sound spelling, word spelling, and sentence writing) and school-administered reading tasks ("Dynamic Indicators…

Improving Language Acquisition through Journal Writing.

ERIC Educational Resources Information Center

Chanthalangsy, Sonevilay; Moskalis, Stan

This study examined how journal writing could improve language minority students' language acquisition. Participants were Serbo-Croatian and Laotian second and third graders from two elementary schools. Initial student surveys and writing assignments, conducted in September to document the problem, found that students lacked writing skills,…

Placing Ourselves in Our Environment: Students' Perceptions of Their Writing and Role in Nature Following an Environmental Writing Course

ERIC Educational Resources Information Center

Rioux, Yasmin Marie

2017-01-01

In this dissertation, the author aims at gaining a better understanding of how taking an Environmental Literature and Writing course affects student writing while exploring how writing students view their own roles within their natural environments following the completion of the described course. Through the collecting and assessing of student…

Comparison of Writing Anxiety and Writing Dispositions of Sixth, Seventh and Eighth Grade Students

ERIC Educational Resources Information Center

Berk, Rifat Ramazan; Ünal, Emre

2017-01-01

The purpose of this study is to determine sixth, seventh and eighth grade students' writing anxiety and dispositions and to examine to what extent they predict each other. The basis of this study is to determine whether writing disposition is the significant predictor of writing anxiety or not and whether students' grade levels and genders are…

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

ERIC Educational Resources Information Center

Purcell, Kristen; Buchanan, Judy; Friedrich, Linda

2013-01-01

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

Of Groomers and Tour Guides: The Role of Writing in the Fellowships Office

ERIC Educational Resources Information Center

Bickford, Leslie

2017-01-01

Making writing less scary for students and focusing on the messy, recursive nature of writing helps students use the writing process to bring forth the thoughts that might otherwise not find their way into essays. Students who revisit their writing also revisit their thinking and are empowered to cultivate and articulate that thinking in clearer…

"I Was Born Full Deaf." Written Language Outcomes after 1 Year of Strategic and Interactive Writing Instruction

ERIC Educational Resources Information Center

Wolbers, Kimberly A.; Dostal, Hannah M.; Bowers, Lisa M.

2012-01-01

Nonstandard grammatical forms are often present in the writing of deaf students that are rarely, if ever, seen in the writing of hearing students. With the implementation of Strategic and Interactive Writing Instruction (SIWI) in previous studies, students have demonstrated significant gains in high-level writing skills (e.g., text structure) but…

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

ERIC Educational Resources Information Center

Vikneswaran, Thulasi; Krish, Pramela

2016-01-01

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

What Makes a Good History Essay? Assessing Historical Aspects of Argumentative Writing

ERIC Educational Resources Information Center

Monte-Sano, Chauncey

2012-01-01

Teaching students to write standard arguments in history classes is certainly worthwhile; teaching them to write historical arguments is even more so. Learning historical writing is something that a range of students can do. But what does it mean to write a good history essay and what might students' attempts to do so look like? Here, the author…

Writing Pictures K-12: A Bridge to Writing Workshop. The Bill Harp Professional Teachers Library Series.

ERIC Educational Resources Information Center

Takenishi, Michelle; Takenishi, Hal

This book describes "Writing Pictures," a daily developmental writing exercise in which students visualize a moment in their life of their own choosing, sketch it quickly, and write four guided sentences in paragraph format about it. Beginning with level one, it takes students through the basic format, and, with time, students progress upward…

Middle School Students' Writing and Feedback in a Cloud-Based Classroom Environment

ERIC Educational Resources Information Center

Zheng, Binbin; Lawrence, Joshua; Warschauer, Mark; Lin, Chin-Hsi

2015-01-01

Individual writing and collaborative writing skills are important for academic success, yet are poorly taught in K-12 classrooms. This study examines how sixth-grade students (n = 257) taught by two teachers used Google Docs to write and exchange feedback. We used longitudinal growth models to analyze a large number of student writing samples…

Because Digital Writing Matters: Improving Student Writing in Online and Multimedia Environments

ERIC Educational Resources Information Center

DeVoss, Danielle Nicole; Eidman-Aadahl, Elyse; Hicks, Troy

2010-01-01

As many teachers know, students may be adept at text messaging and communicating online but do not know how to craft a basic essay. In the classroom, students are increasingly required to create web-based or multi-media productions that also include writing. Since writing in and for the online realm often defies standard writing conventions, this…

Language Learners' Writing Task Representation and Its Effect on Written Performance in an EFL Context.

PubMed

Zarei, Gholam Reza; Pourghasemian, Hossein; Jalali, Hassan

2017-06-01

The present study attempts to give an account of how students represent writing task in an EAP course. Further, the study is intended to discover if learners' mental representation of writing would contribute to their written performance. During a 16-week term, students were instructed to practice writing as a problem solving activity. At almost the end of the term, they were prompted to write on what they thought writing task was like and also an essay on an argumentative topic. The results revealed that students could conceptualize the instructed recursive model of writing as a process-based, multi-dimensional and integrated activity inducing self-direction and organization while holding in low regard the product view of writing. The findings also demonstrated that task representation was related to the students' writing performance, with process oriented students significantly outperforming the product-oriented ones. Also, it was found that task representation components (ideational, linguistic, textual, interpersonal) had a significant relationship with the written performance ([Formula: see text]; Sig.: 0.006). The study can have both theoretical and practical implications with regard to the factors involving the students' writing internal processes and their effects on written performance.

“Brevity is the Soul of Wit”: Use of a Stepwise Project to Teach Concise Scientific Writing

PubMed Central

Cyr, Nicole E.

2017-01-01

Skillful writing is essential for professionals in science and medicine. Consequently, many undergraduate institutions have adjusted their curriculum to include in-depth instruction and practice in writing for students majoring in the sciences. In neuroscience, students are often asked to write a laboratory report in the style of a primary scientific article or a term paper structured like a review article. Typically, students write section by section and build up to the final draft of a complete paper. In this way, students learn how to write a scientific paper. While learning to write such a paper is important, this is not the only type of written communication relevant to scientific careers. Here, I describe a stepwise writing project aimed to improve editing, succinctness, and the ability to synthesize the literature. Furthermore, I provide feedback from the students, and discuss the advantages and challenges of this project. PMID:29371841

A Four-Week Reflective Writing Program in the Psychiatry Clerkship: Testing Effects on Reflective Capacity.

PubMed

Whitmore, Charles A; Sakai, Joseph; Mikulich-Gilbertson, Susan K; Davies, Robert D

2018-04-27

Reflective capacity is the ability to review and reconstruct the importance, emotional impact, and outcomes of an experience to give it added meaning and context. In medicine, greater reflective capacity is associated with greater empathy and diagnostic accuracy. This project implemented a four-week reflective writing curriculum for third-year medical students during their psychiatric clerkship. A single class of medical students participated in a pilot reflective writing program during their four-week Psychiatry Care Block. Students were provided with weekly writing prompts, and the reflective capacity of their writing assignments was assessed using the REFLECT rubric. Medical students who participated in the reflective writing course demonstrated a significant increase in Wald Rubric reflective writing scores across the four-week clerkship. These results suggest a short, four-week reflective writing curriculum can enhance reflective capacity in a class of third-year medical students.

The Whole Language Evaluation Book.

ERIC Educational Resources Information Center

Goodman, Kenneth S., Ed.; And Others

Intended for teachers from kindergarten through adult education and for administrators, this book demonstrates how teachers have created environments that facilitate whole language evaluation. Articles in the book discuss strategies used in evaluating students' growth across many curricular areas, including reading, writing, and second language…

Evaluation of a PhD Program: Paving the Way.

ERIC Educational Resources Information Center

Germain, Carol P.; And Others

1994-01-01

During the evolution of an evaluation process for the University of Pennsylvania's doctoral program in nursing, a task force developed criteria and sources for program evaluation and surveyed students, alumni, and faculty to write a self-study report for external reviewers. (JOW)

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

ERIC Educational Resources Information Center

Dzurec, David J.; Dzurec, Laura Cox

2005-01-01

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

Creative Writing and Promoting Understanding in Science: Alternative Ways to Interest Students in Writing about Science

ERIC Educational Resources Information Center

Akcay, Hakan; Hand, Brian; Norton-Meier, Lori

2010-01-01

Science writing opportunities are used as a resource to enable students to understand science concepts. This study represents three different writing-to-learn tasks that enable students to learn science and to demonstrate their developing understanding about the human body system. The teacher and students engaged in a variety of science enquiries…

Poetry in teaching pharmacology: Exploring the possibilities.

PubMed

Kalra, Juhi; Singh, Satendra; Badyal, Dinesh; Barua, Purnima; Sharma, Taruna; Dhasmana, Dinesh Chandra; Singh, Tejinder

2016-10-01

To explore poetry as a tool for active learning in linking knowledge and affective domains and to find if correlating learning with imagination can be used in "assessment for learning." After taking a conventional lecture on Asthma, a creative writing assignment in the form of poetry writing was given to the students. Different triggers were given to the students to channelize their thought pattern in a given direction that was linked to specific areas of academic relevance. Students were asked to reflect on this learning experience and the faculty was asked to evaluate the student assignment on a 5-point Likert scale. Most student groups scored well in the "overall assessment" of creative assignments and were rated as good or fair by the faculty. Students reflections were very informative and revealed that more than 90% of the students liked the exercise and many were too exuberant and liberal with emotional reactions that breathed positive. Around 5% students found the exercise average and another 5% found it very childish. Poetry writing turned out to be like a simulation exercise that linked academic knowledge, creativity, and the affective domain in an assumed scenario, rehearsed in free locales of mind. The metaphorical transition embedded in its subtle creation helped assess deeper understanding of the subject and the logical sequence of thought pattern.

The Writing Journey

ERIC Educational Resources Information Center

Gallagher, Kelly

2017-01-01

Kelly Gallagher writes that "wide swaths of students are not developing their writing skills--skills we know to be foundational to their literate lives." In this article, he explains how school districts can go about developing students' writing skills in all content-area classrooms. He highlights five reasons why students should write…

The Use of Podcasts to Enhance Narrative Writing Skills

ERIC Educational Resources Information Center

Qaddour, Kinana

2017-01-01

This activity uses podcasts to model narrative writing techniques. The challenges students face when exercising narrative writing skills are unique when compared to those of persuasive and expository writing; my students have repeatedly expressed their qualms with articulating experiences that engage their audience. Although students have…

Student Writing: Strategies to Reverse Ongoing Decline

ERIC Educational Resources Information Center

Carter, Michael J.; Harper, Heather

2013-01-01

This article reports on the decline in writing ability skills in secondary and higher education students. The author discusses changes that have affected student writing skills over the recent decades and offers recommendations for improving these skills, such as: implementing intensive freshman writing courses; adjusting existing course…

Beyond Portfolios: A Practical Look at Student Projects as Teaching and Evaluation Devices (Part 2).

ERIC Educational Resources Information Center

Tillyer, Anthea; Sokolik, Maggi

1993-01-01

Steps required for developing a successful project class are described, beginning with an examination of how to use student writing projects with lower proficiency learners. A discussion of how projects can best be used as teaching and evaluation instruments in higher level classes is followed by examples of specific projects and styles. (Contains…

Understanding and Evaluating L2 Personal Letter Writing: A Systemic Functional Linguistics Analysis of Student Texts in German

ERIC Educational Resources Information Center

Crane, Cori

2016-01-01

Adopting a genre lens informed by Systemic Functional Linguistics (cf. Halliday & Matthiessen, [Halliday, M. A. K., 2004]; Martin & Rose, [Martin, J. R., 2008]), this paper explores the text-structural and lexico-grammatical choices that second language (L2) writers of German make in personal letter writing. Close analysis of two student…

Title I/PSEN Individualized Reading and Math Services for the Handicapped, 1980-81. Final Evaluation Report.

ERIC Educational Resources Information Center

New York City Board of Education, Brooklyn, NY. Office of Educational Evaluation.

The Title I Umbrella Program provided compensatory instruction in reading, mathematics, and writing to 24,000 mildly or moderately handicapped students in New York City. The program was comprised of seven discrete components for the remediation of reading and writing skills, five after-school models, and two components for the remediation of math…

A Post-It-Note Pedagogy: Investigating the "petit recit" in an Emergent Model of the Writing Process.

ERIC Educational Resources Information Center

Noble, Michael

Perhaps writing is equated with process. But, there are too many complicating factors that make it difficult to evaluate the success or failure of prewriting and drafting assignments--the process and the value of each step is different for each individual. By teaching students to recognize the cultural contingencies of textuality, the status of…

The Personal Response: A Novel Writing Assignment to Engage First Year Students in Large Human Biology Classes

ERIC Educational Resources Information Center

Moni, Roger W.; Moni, Karen B.; Poronnik, Philip

2007-01-01

The teaching of highly valued scientific writing skills in the first year of university is challenging. This report describes the design, implementation, and evaluation of a novel written assignment, "The Personal Response" and accompanying Peer Review, in the course, Human Biology (BIOL1015) at The University of Queensland. These assignments were…

Increasing the Uptake of Peer Feedback in Primary School Writing: Findings from an Action Research Enquiry

ERIC Educational Resources Information Center

Boon, Stuart Ian

2016-01-01

This article reports on how an action research strategy was used to increase children's uptake of feedback during peer assessment in primary school writing. Several different strategies were used in the study that had been successful in increasing students' uptake of peer feedback in contexts such as higher education. In order to evaluate how…

The Utility of Reflective Writing after a Palliative Care Experience: Can We Assess Medical Students' Professionalism?

PubMed Central

Gill, Anne C.; Teal, Cayla R.; Morrison, Laura J.

2013-01-01

Abstract Background Medical education leaders have called for a curriculum that proactively teaches knowledge, skills, and attitudes required for professional practice and have identified professionalism as a competency domain for medical students. Exposure to palliative care (PC), an often deeply moving clinical experience, is an optimal trigger for rich student reflection, and students' reflective writings can be explored for professional attitudes. Objective Our aim was to evaluate the merit of using student reflective writing about a PC clinical experience to teach and assess professionalism. Methods After a PC patient visit, students wrote a brief reflective essay. We explored qualitatively if/how evidence of students' professionalism was reflected in their writing. Five essays were randomly chosen to develop a preliminary thematic structure, which then guided analysis of 30 additional, randomly chosen essays. Analysts coded transcripts independently, then collaboratively, developed thematic categories, and selected illustrative quotes for each theme and subtheme. Results Essays revealed content reflecting more rich information about students' progress toward achieving two professionalism competencies (demonstrating awareness of one's own perspectives and biases; demonstrating caring, compassion, empathy, and respect) than two others (displaying self-awareness of performance; recognizing and taking actions to correct deficiencies in one's own behavior, knowledge, and skill). Conclusions Professional attitudes were evident in all essays. The essays had limited use for formal summative assessment of professionalism competencies. However, given the increasing presence of PC clinical experiences at medical schools nationwide, we believe this assessment strategy for professionalism has merit and deserves further investigation. PMID:23937062

Learning to write in science: A study of English language learners' writing experience in sixth-grade science classrooms

NASA Astrophysics Data System (ADS)

Qi, Yang

Writing is a predictor of academic achievement and is essential for student success in content area learning. Despite its importance, many students, including English language learners (ELLs), struggle with writing. There is thus a need to study students' writing experience in content area classrooms. Informed by systemic functional linguistics, this study examined 11 ELL students' writing experience in two sixth grade science classrooms in a southeastern state of the United States, including what they wrote, how they wrote, and why they wrote in the way they did. The written products produced by these students over one semester were collected. Also collected were teacher interviews, field notes from classroom observations, and classroom artifacts. Student writing samples were first categorized into extended and nonextended writing categories, and each extended essay was then analyzed with respect to its schematic structure and grammatical features. Teacher interviews and classroom observation notes were analyzed thematically to identify teacher expectations, beliefs, and practices regarding writing instruction for ELLs. It was found that the sixth-grade ELLs engaged in mostly non-extended writing in the science classroom, with extended writing (defined as writing a paragraph or longer) constituting roughly 11% of all writing assignments. Linguistic analysis of extended writing shows that the students (a) conveyed information through nouns, verbs, adjectives, adverbial groups and prepositional phrases; (b) constructed interpersonal context through choices of mood, modality, and verb tense; and (c) structured text through thematic choices and conjunctions. The appropriateness of these lexicogrammatical choices for particular writing tasks was related to the students' English language proficiency levels. The linguistic analysis also uncovered several grammatical problems in the students' writing, including a limited range of word choices, inappropriate use of mood, inconsistency of verb tense, and overuse of reiterating thematic patterns and everyday conjunctions to structure and organize their writing. Thematic analysis of teacher interviews and classroom observations revealed that the teachers (a) held different expectations for English language learners than mainstream students, (b) rarely provided explicit instruction on science writing, and (c) did not see themselves as having a shared responsibility of teaching writing in their subject area, despite acknowledgement of the essential role that writing plays in promoting scientific literacy. These findings provide a snapshot of the writing experience that sixth-grade English language learners had in their science classrooms. They suggest that the ELLs needed language and literacy support in science learning, but such support was largely absent in the science classrooms. The implications of the findings for science teaching and teacher education, along with the limitations of the study, are discussed.

Exploring EFL Students' Use of Writing Strategies and Their Attitudes towards Reading-To-Write and Writing-Only Tasks

ERIC Educational Resources Information Center

Soltani, Azimeh; Kheirzadeh, Shiela

2017-01-01

This study aimed to explore EFL students' use of writing strategies and their attitudes towards reading-to-write and writing-only tasks. The primary purpose of this study was to see whether there was any significant difference between the writing performance of reading-to-write and writing-only task groups of Iranian EFL learners. Also, this study…

Task factor usability ratings for different age groups writing Chinese.

PubMed

Chan, A H S; So, J C Y

2009-11-01

This study evaluated how different task factors affect performance and user subjective preferences for three different age groups of Chinese subjects (6-11, 20-23, 65-70 years) when hand writing Chinese characters. The subjects copied Chinese character sentences with different settings for the task factors of writing plane angle (horizontal 0 degrees , slanted 15 degrees ), writing direction (horizontal, vertical), and line spacing (5 mm, 7 mm and no lines). Writing speed was measured and subjective preferences (effectiveness and satisfaction) were assessed for each of the task factor settings. The result showed that there was a conflict between writing speed and personal preference for the line spacing factor; 5 mm line spacing increased writing speed but it was the least preferred. It was also found that: vertical and horizontal writing directions and a slanted work surface suited school-aged children; a horizontal work surface and horizontal writing direction suited university students; and a horizontal writing direction with either a horizontal or slanted work surface suited the older adults.

Write! Write! Write! Ready-to-Use Writing Process Activities for Grades 4-8.

ERIC Educational Resources Information Center

Behrman, Carol H.

This handbook contains over 265 reproducible writing process activities that help make writing fun for students in grades 4-8. The handbook provides stimulating activities to give students the directed practice they need to learn to write clearly and competently. Designed for minimal teacher input, activities are complete with directions geared to…

Innovative Writing Instruction: Writing Selves, Writing Stories

ERIC Educational Resources Information Center

Kinloch, Valeria, Ed.

2009-01-01

In this third "Innovative Writing Instruction" column, the author invited a former high school teacher on the verge of preparing for doctoral candidacy exams, an instructor and doctoral student interested in writing research/practice, and a university supervisor for teacher education preservice students to share aspects of their writing selves,…

Rhetorical meta-language to promote the development of students' writing skills and subject matter understanding

NASA Astrophysics Data System (ADS)

Pelger, Susanne; Sigrell, Anders

2016-01-01

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 students' understanding of their subject matter.

Students as researchers: What and why seventh‐grade students choose to write when investigating their own research question

PubMed Central

Blikstad‐Balas, Marte

2017-01-01

Abstract All scientists depend on both reading and writing to do their scientific work. It is of paramount importance to ensure that students have a relevant repertoire of practices they can employ when facing scientific content inside and outside the school context. The present study reports on students in seventh grade acting as researchers. Over an 8‐week collaborative research period, students posed their own research question, attempted to answer it by systematically testing hypotheses, discussing findings, presenting their conclusions, and documenting their process in a written report. Drawing on the perspectives of New Literacy Studies—which sees literacy as socially situated—we analyze the purpose of all the 21 participating students’ texts (n = 344). Video observations and interviews with students are used to contextualize the writing events. We find that the students chose to write multiple kinds of texts for a variety of purposes. Analyzing purpose and the context, three stages of socialization into scientific writing is revealed, ranging from what the students write on their own initiative, via texts written through challenges to demanding research tasks scaffolded through writing instructions given by the teacher. Further, the students emphasized the relevance of both the research experience and the writing to their future adult life. PMID:29540938

The Student Writing Toolkit: Enhancing Undergraduate Teaching of Scientific Writing in the Biological Sciences

ERIC Educational Resources Information Center

Dirrigl, Frank J., Jr.; Noe, Mark

2014-01-01

Teaching scientific writing in biology classes is challenging for both students and instructors. This article offers and reviews several useful "toolkit" items that improve student writing. These include sentence and paper-length templates, funnelling and compartmentalisation, and preparing compendiums of corrections. In addition,…

Formative Assessment and Writing: A Meta-Analysis

ERIC Educational Resources Information Center

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

2015-01-01

To determine whether formative writing assessments that are directly tied to everyday classroom teaching and learning enhance students' writing performance, we conducted a meta-analysis of true and quasi-experiments conducted with students in grades 1 to 8. We found that feedback to students about writing from adults, peers, self, and computers…

Learning to Write in Middle School?

ERIC Educational Resources Information Center

Lawrence, Joshua Fahey; Galloway, Emily Phillips; Yim, Soobin; Lin, Alex

2013-01-01

Despite the emphasis on increasing the frequency with which students engage in analytic writing, we know very little about the "writing diet" of adolescents. Student notebooks, used as a daily record of in-class work, provide one source of evidence about the diversity of writing expectations that students face. Through careful…

Playwriting: Not Just for Dramatists.

ERIC Educational Resources Information Center

Robbins, Bruce

Playwriting gives students focused experience with dialogue, which is useful in many kinds of writing, and provides an avenue for process-based writing instruction. The assignment of writing plays allows students to try out various personae without risking direct self-identification. Students write more for one another than for the teacher,…

Classroom Dialogues: Connections amid Incongruities (New Teachers Workshop).

ERIC Educational Resources Information Center

Kroll, Catherine W.

1990-01-01

Describes the workable strategies a student teacher found to deal with student apathy and disinterest. Discusses the use of script writing; balancing "old" literature with writing hot off the presses; using writing about real subjects which captivate student interest to work on writing arguments; and exploring cultural incongruities through…

Writing in the Professions: An Internship for Interdisciplinary Students

ERIC Educational Resources Information Center

Bourelle, Tiffany

2015-01-01

This article considers how professional writing courses can prepare students in various disciplines for the workforce. Specifically, I argue for Writing in the Disciplines (WID) internships where students learn to write documents relevant for their careers while participating in practical work experiences. In the WID internships I describe,…

Writing Essays: Does Self-Efficacy Matter? The Relationship between Self-Efficacy in Reading and in Writing and Undergraduate Students' Performance in Essay Writing

ERIC Educational Resources Information Center

Prat-Sala, Merce; Redford, Paul

2012-01-01

Self-efficacy beliefs have been identified as associated with students' academic performance. The present research assessed the relationship between two new self-efficacy scales (self-efficacy in reading [SER] and self-efficacy in writing [SEW]) and students' writing performance on a piece of assessed written coursework. Using data from first and…

The Effects of Stimulus Writing Modality To Produce Writing Fluency in the Primary Grades.

ERIC Educational Resources Information Center

Duross, Christine; And Others

An action research project set out to increase students' writing fluency and investigate whether writing fluency varies as a function of writing prompts and directions given to students. Subjects were 62 students in a first-grade class, a second-grade class, and a fifth/sixth-grade Special Day class (all in this class are learning disabled) in a…

"Our Zoo to You": The Link between Zoo Animals in the Classroom and Science and Literacy Concepts in First-Grade Journal Writing

ERIC Educational Resources Information Center

Wilson, Kathleen; Trainin, Guy; Laughridge, Virginia; Brooks, David; Wickless, Mimi

2011-01-01

This study examined first-grade students' journal writing to determine how placing live zoo animals in classrooms for science education links to students' emergent and early writing. Students were asked to write journal entries during the daily language arts period. Although no direct instruction in informational text writing was offered, teachers…

One Sentence at a Time: The Need for Explicit Instruction in Teaching Students to Write Well

ERIC Educational Resources Information Center

Hochman, Judith C.; Wexler, Natalie

2017-01-01

Expository writing--the kind of writing that explains and informs--is essential for success in school and the workplace. Students who cannot write at a competent level struggle in college. With the advent of e-mail and the Internet, an increasing number of jobs require solid writing skills. No matter what path students choose in life, the ability…

The Effect of Self-Regulation Writing Strategies and Gender on Writing Self-Efficacy and Persuasive Writing Achievement for Secondary Students

ERIC Educational Resources Information Center

Galbraith, Jessica

2014-01-01

This study investigated the impact of a self-regulation writing intervention program on the writing self-efficacy and persuasive writing achievement of ninth and tenth grade students. In addition, this study explored whether gender differences in writing may be addressed by the type of writing program that is implemented. Limited empirical studies…

"Advice to Writers": Students Discuss the Craft of Writing.

ERIC Educational Resources Information Center

Aversa, Nicholas J.; Tritt, Michael

1988-01-01

Asserts that the "Advice to Writers" project, encouraging students to articulate what they do when they write and to share those perceptions with fellow student writers, is an effective way for students to reflect on the writing process. (MM)

Forestry 101.

ERIC Educational Resources Information Center

Markham, Mary T.

2000-01-01

Introduces a unit on forest management in which students manage the school forest. Involves students in tree identification, determining the size or volume and height of trees, and evaluation of the forest for management decisions. Integrates mathematics, writing, and social studies with plant classification, plant reproduction, and the use of…

Creating Science Websites

ERIC Educational Resources Information Center

Trimble, Leslie

2017-01-01

Building a website allows students to find and evaluate resources, pose and answer scientific questions, and connect class content to real-world problems and possible solutions. Writing explanations for a particular audience, instead of only the teacher, requires students to state concepts clearly, leading to increased comprehension. Finding the…

PACE Model Gives Advertising Campaign-Centered Curriculum (Commentary).

ERIC Educational Resources Information Center

Thayer, Frank

1990-01-01

Describes PACE (Portfolio, Assignments, Content, and Evaluation), an advertising curriculum model in which students work on real advertising campaigns. Explains that students form account groups which locate products needing promotional assistance. Identifies the goals of the curriculum to be competent writing and practical understanding of…

Learning to Write Like a Scientist: A Writing-Intensive Course for Microbiology/Health Science Students †

PubMed Central

Grzyb, Kimi; Snyder, Wesley; Field, Katharine G.

2018-01-01

Learning the tools and conventions of expert communication in the sciences provides multiple benefits to bioscience students, yet often these skills are not formally taught. To address this need, we designed a writing-intensive microbiology course on emerging infectious diseases to provide upper-division students with science-specific writing skills along with disciplinary course content. The course followed the guidelines of our university’s Writing Intensive Curriculum (WIC) program. Students wrote a press release, a case study, a controversy/position paper, and a grant prospectus, and revised drafts after feedback. To assess the course, in 2015 and 2016 we administered pre-post surveys and collected writing samples for analysis. Students reported on their experience, training, skills, and knowledge before taking the course. They then rated the extent to which the assignments, lectures, in-class activities, and writing activities contributed to their attainment of the learning outcomes of the course. Students entering the class were inexperienced in tools of science writing and the specific genres covered by the class. Their confidence levels rose in both skills and knowledge. Feedback from instructors was cited as most helpful in the majority of the areas where students reported the most gains. The survey provided evidence that discipline-specific knowledge had been acquired through writing activities. Teaching science writing by allowing the students to write “fiction” (e.g., a case report about a fictional patient) was effective in maintaining a high level of interest, both in learning the conventions of the genre and in seeking out detailed information about emerging infectious diseases. Both the course structure and the specific assignments would be useful at other institutions to teach science writing. PMID:29904515

I Have a Degree in Geosciences. Now What? How to Make a Career Out of Science Writing

NASA Astrophysics Data System (ADS)

Sever, M.

2013-12-01

Many geoscience students pursue their degrees thinking that they will remain in academia or will become researchers at other public or private ventures. By the time they graduate, however, some students have re-evaluated their initial career ideas and are looking for alternatives that meld their scientific backgrounds with other interests. When those interests include communicating the novelty, excitement and value of a wide scope of modern science to the public, science writing can be an extremely rewarding path for geoscience graduates. But how does one become a science writer? What skills does someone need to possess or develop to be an effective writer, reporter and editor? Does someone need a graduate degree in journalism, in science, both, or neither to get a job in science writing? And what kinds of jobs are even available for those interested in science writing? This talk will primarily discuss how to incorporate one's skills, interests and training to land a job in science writing. Additionally, it will touch on what someone entering the important field of science writing can expect to encounter, coming from the perspective of an editor and writer at EARTH Magazine.

Relationship between the Phonological Awareness Skills and Writing Skills of the First Year Students at Primary School

ERIC Educational Resources Information Center

Erdogan, Ozge

2011-01-01

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…

Improving Tenth-Grade Students' Five-Paragraph Essay Writing Skills Using Various Writing Strategies, Guided Assignments, and Portfolios for Growth.

ERIC Educational Resources Information Center

Hopkins, Carolyn

This project was implemented and developed to assist low-achieving tenth grade students' essay writing skills. According to examinations administered during the first part of the 2002 school term, many tenth-grade students were not performing on their grade level in regards to the writing process. The overall goal was to have students be able to…

Improving Student Writing: Methods You Can Use in Science and Engineering Classrooms

NASA Astrophysics Data System (ADS)

Hitt, S. J.; Bright, K.

2013-12-01

Many educators in the fields of science and engineering assure their students that writing is an important and necessary part of their work. According to David Lindsay, in Scientific Writing=Thinking in Words, 99% of scientists agree that writing is an integral part of their jobs. However, only 5% of those same scientists have ever had formal instruction in scientific writing, and those who are also educators may then feel unconfident in teaching this skill to their students (2). Additionally, making time for writing instruction in courses that are already full of technical content can cause it to be hastily and/or peremptorily included. These situations may be some of the contributing factors to the prevailing attitude of frustration that pervades the conversation about writing in science and engineering classrooms. This presentation provides a summary of past, present, and ongoing Writing Center research on effective writing tutoring in order to give science and engineering educators integrated approaches for working with student writers in their disciplines. From creating assignments, providing instruction, guiding revisions, facilitating peer review, and using assessments, we offer a comprehensive approach to getting your students motivated to improve their writing. Our new research study focuses on developing student writing resources and support in science and engineering institutions, with the goal of utilizing cross-disciplinary knowledge that can be used by the various constituencies responsible for improving the effectiveness of writing among student engineers and scientists. We will will draw upon recent findings in the study of the rhetoric and compositional pedagogy and apply them to the specific needs of the science and engineering classroom. The fields of communication, journalism, social sciences, rhetoric, technical writing, and philosophy of science have begun to integrate these findings into classroom practice, and we will show how these can also benefit educators in science and engineering, with the goal of producing more effective student writing.

Learning from an Owl.

ERIC Educational Resources Information Center

Greeves, Adrian

1988-01-01

Describes one creative writing teacher's use of an owl as a focal point for writing activities and how the writing activities aided the students' personal and creative development. Provides samples of student writing. (ARH)

Social Studies Education and Public Art: The Detroit Billboard Project

ERIC Educational Resources Information Center

Taylor, Julie Anne; Iroha, Okezie

2015-01-01

The aim of this action-research project was to evaluate the impact of high school students' involvement in community-oriented, art-based work in the social studies. In Detroit, high school students engaged in persuasive writing and design while exploring community issues. The project culminated in the installation of student artwork on a billboard…

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

ERIC Educational Resources Information Center

Murugiah, Mohana Ram

2013-01-01

Writing is a complex task. The development of students' writing skill depends on the teacher's teaching strategy and also the materials used in the writing lesson. In the present study, the effectiveness of a creative writing module was examined that was designed to improve the writing skill of a group of excellent students. It was added with…

Writing across the Accounting Curriculum: An Experiment.

ERIC Educational Resources Information Center

Riordan, Diane A.; Riordan, Michael P.; Sullivan, M. Cathy

2000-01-01

Develops a structured writing effectiveness program across three junior level courses in the accounting major (tax, cost, and financial accounting) to improve the writing skills of accounting students. Provides evidence that the writing across the curriculum project significantly improved the students' writing skills. (SC)

Want to Improve Undergraduate Thesis Writing? Engage Students and Their Faculty Readers in Scientific Peer Review

PubMed Central

Reynolds, Julie A.; Thompson, Robert J.

2011-01-01

One of the best opportunities that undergraduates have to learn to write like a scientist is to write a thesis after participating in faculty-mentored undergraduate research. But developing writing skills doesn't happen automatically, and there are significant challenges associated with offering writing courses and with individualized mentoring. We present a hybrid model in which students have the structural support of a course plus the personalized benefits of working one-on-one with faculty. To optimize these one-on-one interactions, the course uses BioTAP, the Biology Thesis Assessment Protocol, to structure engagement in scientific peer review. By assessing theses written by students who took this course and comparable students who did not, we found that our approach not only improved student writing but also helped faculty members across the department—not only those teaching the course—to work more effectively and efficiently with student writers. Students who enrolled in this course were more likely to earn highest honors than students who only worked one-on-one with faculty. Further, students in the course scored significantly better on all higher-order writing and critical-thinking skills assessed. PMID:21633069

Want to improve undergraduate thesis writing? Engage students and their faculty readers in scientific peer review.

PubMed

Reynolds, Julie A; Thompson, Robert J

2011-01-01

One of the best opportunities that undergraduates have to learn to write like a scientist is to write a thesis after participating in faculty-mentored undergraduate research. But developing writing skills doesn't happen automatically, and there are significant challenges associated with offering writing courses and with individualized mentoring. We present a hybrid model in which students have the structural support of a course plus the personalized benefits of working one-on-one with faculty. To optimize these one-on-one interactions, the course uses BioTAP, the Biology Thesis Assessment Protocol, to structure engagement in scientific peer review. By assessing theses written by students who took this course and comparable students who did not, we found that our approach not only improved student writing but also helped faculty members across the department--not only those teaching the course--to work more effectively and efficiently with student writers. Students who enrolled in this course were more likely to earn highest honors than students who only worked one-on-one with faculty. Further, students in the course scored significantly better on all higher-order writing and critical-thinking skills assessed.

Fourteen Writing Strategies

ERIC Educational Resources Information Center

Turner, Thomas; Broemmel, Amy

2006-01-01

Any science teacher who wants his or her students to be engaged in real science is going to engage them in real science writing. Writing in science should begin with clear, imaginative writing purposes and stimuli that are then scaffolded in such a way that students are able to find an organizational structure for their writing. Writing fluency is…

Examining Fourth-Grade Mathematics Writing: Features of Organization, Mathematics Vocabulary, and Mathematical Representations

ERIC Educational Resources Information Center

Hebert, Michael A.; Powell, Sarah R.

2016-01-01

Increasingly, students are expected to write about mathematics. Mathematics writing may be informal (e.g., journals, exit slips) or formal (e.g., writing prompts on high-stakes mathematics assessments). In order to develop an effective mathematics-writing intervention, research needs to be conducted on how students organize mathematics writing and…

Writing Skills for Technical Students. Fourth Edition.

ERIC Educational Resources Information Center

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…

Writing To Learn in Science: A Curriculum Guide.

ERIC Educational Resources Information Center

Chatel, Regina G.

This curriculum guide supports and gives structure to engaging students in writing-to-learn activities in science classes by delineating writing outcomes and assessment. The guide is structured according to the beliefs that students need models, revision is the key to successful writing, writing is a tool for demonstrating learning, and writing is…

Incorporating a Drug Information Consult into a Pharmacy Practice Course to Build Literature Search and Evaluation Skills Through a 3-Stage Model.

PubMed

Wittman, Deborah; Kovera, Craig; Sullivan, Maureen; Rumore, Martha M

2017-06-01

Pharmacy students need to be equipped with skills to research and evaluate literature to effectively apply evidence-based medicine (EBM) in practice. To prepare them, a 3-stage approach to writing a drug information consult (3sDIC) was incorporated into a pharmacy course. The primary objective was to assess students' abilities to retrieve and analyze literature pursuant to a drug information consult. Secondary objectives were to examine feasibility of faculty participation and continuation of the assignment. Ninety students were given a clinical scenario about a patient. The assignment consisted of 3 stages incorporating use of the Population, Intervention, Comparison intervention, Outcome (PICO) method and modified systematic approach (MSA) for stage 1, evaluation of primary literature to write a draft for stage 2, and stage 3, the final consult. All 3 stages were reviewed and graded by faculty. All students completed the 3sDIC, with no grade failures. The rubric employed by faculty was effective, providing students the opportunity to improve the consult. The 3sDIC was found to be feasible with adequate faculty support. The 3sDIC, although not a substitute for a complete drug information course, demonstrated a streamlined approach for Pharmacy year 2 (P2) students to acquire and develop drug information skills.

The laboratory report: A pedagogical tool in college science courses

NASA Astrophysics Data System (ADS)

Ferzli, Miriam

When viewed as a product rather than a process that aids in student learning, the lab report may become rote, busywork for both students and instructors. Students fail to see the purpose of the lab report, and instructors see them as a heavy grading load. If lab reports are taught as part of a process rather than a product that aims to "get the right answer," they may serve as pedagogical tools in college science courses. In response to these issues, an in-depth, web-based tutorial named LabWrite (www.ncsu.edu/labwrite) was developed to help students and instructors (www.ncsu.edu/labwrite/instructors) understand the purpose of the lab report as grounded in the written discourse and processes of science. The objective of this post-test only quasi-experimental study was to examine the role that in-depth instruction such as LabWrite plays in helping students to develop skills characteristic of scientifically literate individuals. Student lab reports from an introductory-level biology course at NC State University were scored for overall understanding of scientific concepts and scientific ways of thinking. The study also looked at students' attitudes toward science and lab report writing, as well as students' perceptions of lab reports in general. Significant statistical findings from this study show that students using LabWrite were able to write lab reports that showed a greater understanding of scientific investigations (p < .003) and scientific ways of thinking (p < .0001) than students receiving traditional lab report writing instruction. LabWrite also helped students develop positive attitudes toward lab reports as compared to non-LabWrite users (p < .01). Students using LabWrite seemed to perceive the lab report as a valuable tool for determining learning objectives, understanding science concepts, revisiting the lab experience, and documenting their learning.

Improving Geoscience Learning and Increasing Student Engagement Using Online Interactive Writing Assignments with Calibrated Peer Review.

NASA Astrophysics Data System (ADS)

Harbor, Jon

2014-05-01

Peer review is a hallmark of the publication process for scientific research, yet it is rarely used as a pedagogical approach in university geoscience courses. Learning outcomes for university geoscience courses include content knowledge and critical thinking and analysis skills, and often include written communication of scientific issues or concepts. Because lecture and memorization is not the most effective learning approach for many students, instructors are increasingly exploring teaching approaches that involve active engagement. In this context, writing assignments that engage students in using content, constructing arguments, and critiquing other students' work are highly desirable. However, many of us struggle with extensive writing requirements in our courses because the workload associated with having the instructor provide detailed comments on writing is daunting, especially in large-enrollment courses, and organizing effective peer review by students is very challenging. Calibrated Peer Review (CPR) is a web-based program that involves students in writing and in reviewing each other's writing. It is designed to allow for more involved writing and feedback experiences with much less instructor time. Here we report on the results of a qualitative-methods analysis of narrative survey responses from students using CPR in an introductory geoscience class. In addition to an impact on the students' writing and their understanding of what goes in to effective writing, the results indicate that CPR acted as reinforcement for content learning, and an impetus for gaining a deeper understanding of content material. It allowed students to see how other students explained and analyzed content, and to check their understanding of a topic in relation to other students in the class. Not surprisingly, the instructor reported that students performed far better on exam questions that tested knowledge covered by CPR assignments.

Helping Students with Autism Spectrum Disorder Express Their Thoughts and Knowledge in Writing: Tips and Exercises for Developing Writing Skills

ERIC Educational Resources Information Center

Geither, Elise; Meeks, Lisa

2014-01-01

When it comes to academic work, students with Autism Spectrum Disorder (ASD) often have the required knowledge but struggle to get their thoughts down in writing. This is a practical guide to teaching and improving writing skills in students with ASD to meet academic writing standards and prepare for the increased expectations of higher education.…

The Effect of a Self-Cueing Treatment on Top-Level Goal Setting Strategies and Attention to Task in Timed-Writing Sessions.

ERIC Educational Resources Information Center

Hindman, JaneE

A case study examined one college student's poor performances during timed-writing sessions to develop a method to allow students to maintain the quality and ease in writing they achieve in other writing situations. The student, assigned to write a movie review, volunteered to participate in two 90 minute talk-aloud protocol sessions to examine…

How First-year Students Expressed Their Transition to College Experiences Differently Depending on the Affordances of Two Writing Contexts.

PubMed

Kreniske, Philip

2017-09-01

Drawing on theory that positions writing as a social process, this study compares how two distinct contexts influenced the linguistic features of college students' writing over time. In one context, students blogged and received comments, while in the other context students word-processed and received no comments. Systematic qualitative and quantitative analyses of these natural language posts and comments indicated the bloggers used greater rates of cognitive and intensifying expressions in their writing over time than students who word-processed. These results suggest that the affordances of the context influenced narrators' expressive writing over time. The current findings have significance for scholars seeking to understand connections between interactive media, writing processes, and audience, and for college programs across the U.S. that provide support for first-year students.

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

ERIC Educational Resources Information Center

Blanch, Norine; Forsythe, Lenora C.; Van Allen, Jennifer H.; Roberts, Sherron Killingsworth

2017-01-01

Given the importance of writing, especially in light of college and career readiness emphasis, and the observations that time spent writing in context diminishes over a student's years in school, this article proposes to reignite writing instruction in elementary classrooms through three practical approaches for supporting students in authentic…

The Influence of Drawing on Third Graders' Writing Performance.

ERIC Educational Resources Information Center

Norris, Edith A.; Reichard, Carla; Mokhtari, Kouider

1997-01-01

Compares writing products of 60 third-grade students who drew before writing a story to writing products of 59 students who wrote without drawing. Finds that students who drew produced more words and overall wrote better than nondrawers. Notes that results were consistent for boys and girls regardless of group membership. (PA)

Approaches to Treating Student Written Errors

ERIC Educational Resources Information Center

Tran, Thu H.

2013-01-01

Second language writing teachers face numerous challenges when providing feedback on student writing. There may be so many problems in the writing that is almost impossible for them to focus on or they may constantly seek a better method of giving feedback on student written errors. This paper attempts to provide second language writing teachers…

Enhancing Argumentative Essay Writing of Fourth-Grade Students with Learning Disabilities

ERIC Educational Resources Information Center

Deatline-Buchman, Andria; Jitendra, Asha K.

2006-01-01

A within-subject pretest-posttest comparison design was used to explore the effectiveness of a planning and writing intervention in improving the argumentative writing performance of five fourth-grade students with learning disabilities. Students were taught to collaboratively plan and revise their essays and independently write their essays using…

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

ERIC Educational Resources Information Center

Mutwarasibo, Faustin

2013-01-01

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

The Intellectual Content of Freshman English.

ERIC Educational Resources Information Center

Lally, Tim D. P.

The intellectual content of freshman English includes both the subject of writing itself and the subject the student writes about. Writing has often focused on personal subjects with the assumption that the student knows himself or herself and that the student has developed a point of view allowing intelligent writing. A second source of subject…

The Predictive Validity of CBM Writing Indices for Eighth-Grade Students

ERIC Educational Resources Information Center

Amato, Janelle M.; Watkins, Marley W.

2011-01-01

Curriculum-based measurement (CBM) is an alternative to traditional assessment techniques. Technical work has begun to identify CBM writing indices that are psychometrically sound for monitoring older students' writing proficiency. This study examined the predictive validity of CBM writing indices in a sample of 447 eighth-grade students.…

Exploring Writing Anxiety and Self-Efficacy among EFL Graduate Students in Taiwan

ERIC Educational Resources Information Center

Ho, Mei-ching

2016-01-01

This study investigates research writing anxiety and self-efficacy beliefs among English-as-a-Foreign-Language (EFL) graduate students in engineering-related fields. The relationship between the two writing affective constructs was examined and students' perspectives on research writing anxiety were also explored. A total of 218 survey responses…

Literacy Cafe: Making Writing Authentic

ERIC Educational Resources Information Center

Daniels, Erika

2007-01-01

The "Literacy Cafe," a celebration of genre study and student writing, offers students (and visitors!) a positive environment in which to engage in reading and discussion of writing without self-consciousness or fear of criticism. It works because students learn to recognize writing as a learning tool and a relevant, authentic skill in the real…

Comparing Two Methods of Writing Instruction: Effects on Kindergarten Students' Reading Skills

ERIC Educational Resources Information Center

Jones, Cindy D'on; Reutzel, D. Ray; Fargo, Jamison D.

2010-01-01

This experimental study directly compared the effects of two prevalent forms of classroom writing instruction, interactive writing and writing workshop, on kindergarten students' acquisition of early reading skills. Repeated measures data was collected at four points over 16 weeks to monitor growth of 151 kindergarten students in phonological…

Dyslexia, Authorial Identity, and Approaches to Learning and Writing: A Mixed Methods Study

ERIC Educational Resources Information Center

Kinder, Julianne; Elander, James

2012-01-01

Background: Dyslexia may lead to difficulties with academic writing as well as reading. The authorial identity approach aims to help students improve their academic writing and avoid unintentional plagiarism, and could help to understand dyslexic students' approaches to writing. Aims: (1) To compare dyslexic and non-dyslexic students' authorial…

Designing a Website to Support Students' Academic Writing Process

ERIC Educational Resources Information Center

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

2016-01-01

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

A Blended Collaborative Writing Approach for Chinese L2 Primary School Students

ERIC Educational Resources Information Center

Wong, Lung-Hsiang; Chen, Wenli; Chai, Ching-Sing; Chin, Chee-Kuen; Gao, Ping

2011-01-01

This paper outlines an adaptable collaborative writing approach employing a wiki to address the typical weaknesses of young Singaporean Chinese students learning Chinese as second language (L2) in Chinese writing. These students' problems in writing include limited and incorrect use of vocabulary, English-style grammar, badly structured passages,…

Engaging Sources through Reading-Writing Connections across the Disciplines

ERIC Educational Resources Information Center

Carillo, Ellen C.

2016-01-01

This essay argues that what might otherwise be considered "plagiarism" in student writing is a symptom of the difficulties students encounter in their reading and writing, moments in which students' inabilities to critically assess, read, and respond to sources through the act of writing come to the surface. Expanding the context within…

Improving Marketing Students' Writing Skills Using a One-Page Paper

ERIC Educational Resources Information Center

Wright, Newell D.; Larsen, Val

2016-01-01

Employers of marketing graduates view good writing as a core marketing skill, but many marketing students are weak writers. The improvement of student writing should therefore be an important objective in a well-designed marketing curriculum. One-page papers combine the effective teaching of marketing concepts with writing instruction while…

Creating Science Picture Books for an Authentic Audience

ERIC Educational Resources Information Center

DeFauw, Danielle L.; Saad, Klodia

2014-01-01

This article presents an authentic writing opportunity to help ninth-grade students use the writing process in a science classroom to write and illustrate picture books for fourth-grade students to demonstrate and share their understanding of a biology unit on cells. By creating a picture book, students experience the writing process, understand…

An Investigation of Three Chinese Students' English Writing Strategies

ERIC Educational Resources Information Center

Mu, Congjun; Carrington, Suzanne

2007-01-01

The purpose of this study is to investigate the writing processes of second language (L2) writers, specifically examining the writing strategies of three Chinese post-graduate students in an Australian higher education institution. The study was prompted by the paucity of second language writing strategies of Chinese students in an authentic…

Some Characteristics and Writing Problems of Technically Oriented Students.

ERIC Educational Resources Information Center

Ruehr, Ruthann

An understanding of the writing problems and personalities of some of the technically oriented students at Michigan Technological University may help others who teach similar students. Although their scores on aptitude tests are high, these students have had very little experience in writing. In addition, the majority of the students have had very…

Incentivizing Multiple Revisions Improves Student Writing without Increasing Instructor Workload

ERIC Educational Resources Information Center

Stellmack, Mark A.; Sandidge, Rita R.; Sippl, Amy L.; Miller, Danneka J.

2015-01-01

Previous research has shown that when students are required to submit a draft and a revision of their writing, large proportions of students do not improve across drafts. We implemented a writing assignment in which students were permitted to submit up to four optional drafts. To encourage substantive revisions, students were awarded additional…

Anxiety and Self-Efficacy's Relationship with Undergraduate Students' Perceptions of the Use of Metacognitive Writing Strategies

ERIC Educational Resources Information Center

Stewart, Graeme; Seifert, Tricia Anne; Rolheiser, Carol

2015-01-01

There is growing interest in promoting metacognition among college and university students, as this has been linked with positive student learning outcomes. This study explores the relationship between student writing anxiety and self-efficacy on undergraduate students' self-reported use of metacognitive writing strategies. Using undergraduate…

Improving Narrative Writing Skills, Composition Skills, and Related Attitudes among Second Grade Students by Integrating Word Processing, Graphic Organizers, and Art into a Process Approach to Writing.

ERIC Educational Resources Information Center

Gallick-Jackson, Sheryl A.

A practicum program was developed and implemented to improve narrative writing skills, composition skills, and related attitudes among the targeted second grade students. Objectives for the program were for: 75% of the students to increase their narrative writing skills by at least one proficiency level; 75% of the students to increase their…

Prevention, Not Punishment.

ERIC Educational Resources Information Center

DuPont Robert L.

2003-01-01

Describes eight suggestions for implementing a drug-testing program based on study of nine successful programs: Stress student health and safety, make it part of comprehensive education and prevention program, get it in writing, protect student privacy, focus on prevention, not punishment, involve parents and community from the start, evaluate and…

Language-Centered Social Studies: A Natural Integration.

ERIC Educational Resources Information Center

Barrera, Rosalinda B.; Aleman, Magdalena

1983-01-01

Described is a newspaper project in which elementary students report life as it was in the Middle Ages. Students are involved in a variety of language-centered activities. For example, they gather and evaluate information about medieval times and write, edit, and proofread articles for the newspaper. (RM)

Implementation of Writing Across the Curriculum (WAC) learning approaches in social work and sociology gerontology courses.

PubMed

Kolb, Patricia

2013-01-01

This article describes the goals and methods of the international Writing Across the Curriculum (WAC) movement in higher education, and WAC-enriched learning approaches that the author used in teaching a social work gerontology practice course and a sociological theories of aging course. The author's in-class, low-stakes, nongraded writing assignments facilitated students' development of knowledge about gerontological practice and sociological theories, as well as analytical thinking. The assignments are influenced by WAC's perspective that when students write their reactions to information, their understanding and retention of information improves; that writing can facilitate the application of new content to students' own lives and interests; and that increased frequency of writing increases writing comfort and maintenance and can result in the improvement of writing skills. The students' reactions to the assignments have been very positive.

Incorporating A Structured Writing Process into Existing CLS Curricula.

PubMed

Honeycutt, Karen; Latshaw, Sandra

2014-01-01

Good communication and critical thinking are essential skills for all successful professionals, including Clinical Laboratory Science/Medical Laboratory Science (CLS/MLS) practitioners. Professional programs can incorporate writing assignments into their curricula to improve student written communication and critical thinking skills. Clearly defined, scenario-focused writing assignments provide student practice in clearly articulating responses to proposed problems or situations, researching and utilizing informational resources, and applying and synthesizing relevant information. Assessment rubrics, structured feedback, and revision writing methodologies help guide students through the writing process. This article describes how a CLS Program in a public academic medical center, located in the central United States (US) serving five centrally-located US states has incorporated writing intensive assignments into an existing 11-month academic year using formal, informal and reflective writing to improve student written communication and critical thinking skills. Faculty members and employers of graduates assert that incorporating writing intensive requirements have better prepared students for their professional role to effectively communicate and think critically.

Beyond diagnoses: family medicine core themes in student reflective writing.

PubMed

Bradner, Melissa K; Crossman, Steven H; Gary, Judy; Vanderbilt, Allison A; VanderWielen, Lynn

2015-03-01

We share qualitative study results of third-year medical student writings during their family medicine clerkship utilizing a reflective writing exercise from 2005 and 2013. For this paper, 50 student writings were randomly selected from the 2005 cohort in addition to 50 student writings completed by the 2013 cohort. Deductive thematic analysis utilizing Atlas.ti software was completed utilizing the Future of Family Medicine core attributes of family physicians as the a priori coding template. Student writings actively reflect key attributes of family physicians as described by the Future of Family Medicine Report: a deep understanding of the dynamics of the whole person, a generative impact on patients' lives, a talent for humanizing the health care experience, and a natural command of complexity and multidimensional access to care. We discuss how to lead the writing exercise and provide suggestions for facilitating the discussion to bring out these important aspects of family medicine care.

Effects of an SWH Approach and Self-Evaluation on Sixth Grade Students' Learning and Retention of an Electricity Unit

ERIC Educational Resources Information Center

Memis, Esra Kabatas; Seven, Sabriye

2015-01-01

The purpose of this study is to explore the effects of guided, inquiry-based laboratory activities using the Science Writing Heuristic (SWH) approach and self-evaluation on students' science achievement. The study involved three sixth grade classes studying an electricity unit taught by the same primary school teacher. Before the study began, one…

Intentional Implementation: A Self-Study Examining and Evaluating Instructional Implementation of Digital Tools to Foster Academic Writing in the English Secondary Classroom

ERIC Educational Resources Information Center

Alcoser, Michelle Elaine

2017-01-01

This self-study examines the planning, practices, policies, and procedures present in a blended learning classroom environment to develop academic writing with tenth and eleventh grade public high school students. Digital technology is a prevalent and powerful force intertwined with most aspects of the human experience in the twenty-first century.…

Process Features in Writing: Internal Structure and Incremental Value over Product Features. Research Report. ETS RR-15-27

ERIC Educational Resources Information Center

Zhang, Mo; Deane, Paul

2015-01-01

In educational measurement contexts, essays have been evaluated and formative feedback has been given based on the end product. In this study, we used a large sample collected from middle school students in the United States to investigate the factor structure of the writing process features gathered from keystroke logs and the association of that…

The Use of Feedback Systems to Improve Collaborative Text Writing: A Proposal for the Higher Education Context

ERIC Educational Resources Information Center

Mauri, Teresa; Ginesta, Anna; Rochera, Maria-José

2016-01-01

Collaborative writing is a task commonly used for learning and assessment in higher education. The complexity of this type of task requires special support for learning contents. Feedback can be used as a key element to improve students' learning and engagement. This paper presents and evaluates a teaching innovation that sought to design a model…

Neuroplasticity-Based Cognitive and Linguistic Skills Training Improves Reading and Writing Skills in College Students

PubMed Central

Rogowsky, Beth A.; Papamichalis, Pericles; Villa, Laura; Heim, Sabine; Tallal, Paula

2013-01-01

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

Exploring the Amount and Type of Writing Instruction during Language Arts Instruction in Kindergarten Classrooms

PubMed Central

Puranik, Cynthia S.; Al Otaiba, Stephanie; Sidler, Jessica Folsom; Greulich, Luana

2014-01-01

The objective of this exploratory investigation was to examine the nature of writing instruction in kindergarten classrooms and to describe student writing outcomes at the end of the school year. Participants for this study included 21 teachers and 238 kindergarten children from nine schools. Classroom teachers were videotaped once each in the fall and winter during the 90 minute instructional block for reading and language arts to examine time allocation and the types of writing instructional practices taking place in the kindergarten classrooms. Classroom observation of writing was divided into student-practice variables (activities in which students were observed practicing writing or writing independently) and teacher-instruction variables (activities in which the teacher was observed providing direct writing instruction). In addition, participants completed handwriting fluency, spelling, and writing tasks. Large variability was observed in the amount of writing instruction occurring in the classroom, the amount of time kindergarten teachers spent on writing and in the amount of time students spent writing. Marked variability was also observed in classroom practices both within and across schools and this fact was reflected in the large variability noted in kindergartners’ writing performance. PMID:24578591

Exploring the Amount and Type of Writing Instruction during Language Arts Instruction in Kindergarten Classrooms.

PubMed

Puranik, Cynthia S; Al Otaiba, Stephanie; Sidler, Jessica Folsom; Greulich, Luana

2014-02-01

The objective of this exploratory investigation was to examine the nature of writing instruction in kindergarten classrooms and to describe student writing outcomes at the end of the school year. Participants for this study included 21 teachers and 238 kindergarten children from nine schools. Classroom teachers were videotaped once each in the fall and winter during the 90 minute instructional block for reading and language arts to examine time allocation and the types of writing instructional practices taking place in the kindergarten classrooms. Classroom observation of writing was divided into student-practice variables (activities in which students were observed practicing writing or writing independently) and teacher-instruction variables (activities in which the teacher was observed providing direct writing instruction). In addition, participants completed handwriting fluency, spelling, and writing tasks. Large variability was observed in the amount of writing instruction occurring in the classroom, the amount of time kindergarten teachers spent on writing and in the amount of time students spent writing. Marked variability was also observed in classroom practices both within and across schools and this fact was reflected in the large variability noted in kindergartners' writing performance.

How To Improve Students' Writing Styles.

ERIC Educational Resources Information Center

Griffin, Beverly Norris

Instructors often criticize student writing styles in abstract, nebulous terms which further serve to alienate student writers from the concept of style. College instructors should direct students to such concise, recognized discourses on improving writing style as Strunk and White's "The Elements of Style." In these manuals, specific, effective…

Mini-Thesis Writing Course for International Graduate Students.

ERIC Educational Resources Information Center

Wyatt-Brown, Anne M.

An approach to teaching academic writing to foreign graduate students at the University of Florida is described. The course combines general and technical writing assignments to sharpen students' critical thinking skills while improving their organizational techniques and editing strategies. Assignments are designed to help students discover the…

Writing to Learn by Learning to Write during the School Science Laboratory: Helping Middle and High School Students Develop Argumentative Writing Skills as They Learn Core Ideas

ERIC Educational Resources Information Center

Sampson, Victor; Enderle, Patrick; Grooms, Jonathon; Witte, Shelbie

2013-01-01

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…

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

ERIC Educational Resources Information Center

Wilson, Amy Alexandra

2008-01-01

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