QTL mapping of slow-rusting, adult plant resistance to race Ug99 of stem rust fungus in PBW343/Muu RIL population.

PubMed

Singh, Sukhwinder; Singh, Ravi P; Bhavani, Sridhar; Huerta-Espino, Julio; Eugenio, Lopez-Vera Eric

2013-05-01

Races of stem rust fungus pose a major threat to wheat production worldwide. We mapped adult plant resistance (APR) to Ug99 in 141 lines of a PBW343/Muu recombinant inbred lines (RILs) population by phenotyping them for three seasons at Njoro, Kenya in field trials and genotyping them with Diversity Arrays Technology (DArT) markers. Moderately susceptible parent PBW343 and APR parent Muu displayed mean stem rust severities of 66.6 and 5 %, respectively. The mean disease severity of RILs ranged from 1 to 100 %, with an average of 23.3 %. Variance components for stem rust severity were highly significant (p < 0.001) for RILs and seasons and the heritability (h (2)) for the disease ranged between 0.78 and 0.89. Quantitative trait loci (QTL) analysis identified four consistent genomic regions on chromosomes 2BS, 3BS, 5BL, and 7AS; three contributed by Muu (QSr.cim-2BS, QSr.cim-3BS and QSr.cim-7AS) and one (QSr.cim-5BL) derived from PBW343. RILs with flanking markers for these QTLs had significantly lower severities than those lacking the markers, and combinations of QTLs had an additive effect, significantly enhancing APR. The QTL identified on chromosome 3BS mapped to the matching region as the known APR gene Sr2. Four additional QTLs on chromosomes 1D, 3A, 4B, and 6A reduced disease severity significantly at least once in three seasons. Our results show a complex nature of APR to stem rust where Sr2 and other minor slow rusting resistance genes can confer a higher level of resistance when present together.

Effect of different seated positions on lung volume and oxygenation in acute respiratory distress syndrome.

PubMed

Dellamonica, J; Lerolle, N; Sargentini, C; Hubert, S; Beduneau, G; Di Marco, F; Mercat, A; Diehl, J L; Richard, J C M; Bernardin, G; Brochard, L

2013-06-01

Lung volume available for ventilation is markedly decreased during acute respiratory distress syndrome. Body positioning may contribute to increase lung volume and partial verticalization is simple to perform. This study evaluated whether verticalization had parallel effects on oxygenation and end expiratory lung volume (EELV). Prospective multicenter study in 40 mechanically ventilated patients with ALI/ARDS in five university hospital MICUs. We evaluated four 45-min successive trunk position epochs (supine slightly elevated at 15°; semi recumbent with trunk elevated at 45°; seated with trunk elevated at 60° and legs down at 45°; back to supine). Arterial blood gases, EELV measured using the nitrogen washin/washout, and static compliance were measured. Responders were defined by a PaO₂/FiO₂ increase >20 % between supine and seated position. Results are median [25th-75th percentiles]. With median PEEP = 10 cmH₂O, verticalization increased lung volume but only responders (13 patients, 32 %) had a significant increase in EELV/PBW (predicted body weight) compared to baseline. This increase persisted at least partially when patients were positioned back to supine. Responders had a lower EELV/PBW supine [14 mL/kg (13-15) vs. 18 mL/kg (15-27) (p = 0.005)] and a lower compliance [30 mL/cmH₂O (22-38) vs. 42 (30-46) (p = 0.01)] than non-responders. Strain decreased with verticalization for responders. EELV/PBW increase and PaO₂/FiO₂ increase were not correlated. Verticalization is easily achieved and improves oxygenation in approximately 32 % of the patients together with an increase in EELV. Nonetheless, effect of verticalization on EELV/PBW is not predictable by PaO₂/FiO₂ increase, its monitoring may be helpful for strain optimization.

Mapping of stripe rust resistance QTL in Cappelle-Desprez × PBW343 RIL population effective in northern wheat belt of India.

PubMed

Pawar, Sushma Kumari; Sharma, Davinder; Duhan, Joginder Singh; Saharan, Mahender Singh; Tiwari, Ratan; Sharma, Indu

2016-06-01

Stripe rust caused by Puccinia striiformis f. sp. tritici is most important and devastating disease of wheat worldwide, which affects the grain yields, quality and nutrition. To elucidate, the genetic basis of resistance, a mapping population of recombinant inbred lines was developed from a cross between resistant Cappelle-Desprez and susceptible cultivar PBW343 using single-seed descent. Variety PBW343 had been one of the most popular cultivars of North Western Plains Zone, for more than a decade, before succumbing to the stripe rust. Cappelle-Desprez, a source of durable adult plant resistance, has maintained its resistance against stripe rust for a long time in Europe. Map construction and QTL analysis were completed with 1012 polymorphic (DArT and SSR) markers. Screenings for stripe rust disease were carried out in field condition for two consecutive crop seasons (2012-2013 and 2013-2014). Susceptible parent (PBW343) achieved a significant level of disease i.e., 100 % in both the years. In present investigations, resistance in Cappelle-Desprez was found stable and response to the rust ranged from 0 to 1.5 % over the years. The estimated broad-sense heritability (h 2 ) of stripe rust rAUDPC in the mapping population was 0.82. The relative area under the disease progress curve data showed continuous distributions, indicating that trait was controlled multigenically. Genomic region identified on chromosome 2D, was located within the short arm, with flanking markers (Xgwm484-Xcfd73), explained phenotypic variation (PVE) ranged from 13.9 to 31.8 %. The genomic region identified on chromosome 5B was found with the effect of maximum contribution with flanking DArT markers (1376633|F|0-1207571|F|0), PVE ranged from 24 to 27.0 %. This can, therefore, be utilized for marker assisted selection in developing much needed stripe rust resistant lines for the northern wheat belt of India.

Interaction between peri-operative blood transfusion, tidal volume, airway pressure and postoperative ARDS: an individual patient data meta-analysis

PubMed Central

Juffermans, Nicole P.; Hemmes, Sabrine N. T.; Barbas, Carmen S. V.; Beiderlinden, Martin; Biehl, Michelle; Fernandez-Bustamante, Ana; Futier, Emmanuel; Gajic, Ognjen; Jaber, Samir; Kozian, Alf; Licker, Marc; Lin, Wen-Qian; Memtsoudis, Stavros G.; Miranda, Dinis Reis; Moine, Pierre; Paparella, Domenico; Ranieri, Marco; Scavonetto, Federica; Schilling, Thomas; Selmo, Gabriele; Severgnini, Paolo; Sprung, Juraj; Sundar, Sugantha; Talmor, Daniel; Treschan, Tanja; Unzueta, Carmen; Weingarten, Toby N.; Wolthuis, Esther K.; Wrigge, Hermann; de Abreu, Marcelo Gama; Pelosi, Paolo; Schultz, Marcus J.

2018-01-01

Background Transfusion of blood products and mechanical ventilation with injurious settings are considered risk factors for postoperative lung injury in surgical Patients. Methods A systematic review and individual patient data meta-analysis was done to determine the independent effects of peri-operative transfusion of blood products, intra-operative tidal volume and airway pressure in adult patients undergoing mechanical ventilation for general surgery, as well as their interactions on the occurrence of postoperative acute respiratory distress syndrome (ARDS). Observational studies and randomized trials were identified by a systematic search of MEDLINE, CINAHL, Web of Science, and CENTRAL and screened for inclusion into a meta-analysis. Individual patient data were obtained from the corresponding authors. Patients were stratified according to whether they received transfusion in the peri-operative period [red blood cell concentrates (RBC) and/or fresh frozen plasma (FFP)], tidal volume size [≤7 mL/kg predicted body weight (PBW), 7–10 and >10 mL/kg PBW] and airway pressure level used during surgery (≤15, 15–20 and >20 cmH2O). The primary outcome was development of postoperative ARDS. Results Seventeen investigations were included (3,659 patients). Postoperative ARDS occurred in 40 (7.2%) patients who received at least one blood product compared to 40 patients (2.5%) who did not [adjusted hazard ratio (HR), 2.32; 95% confidence interval (CI), 1.25–4.33; P=0.008]. Incidence of postoperative ARDS was highest in patients ventilated with tidal volumes of >10 mL/kg PBW and having airway pressures of >20 cmH2O receiving both RBC and FFP, and lowest in patients ventilated with tidal volume of ≤7 mL/kg PBW and having airway pressures of ≤15 cmH2O with no transfusion. There was a significant interaction between transfusion and airway pressure level (P=0.002) on the risk of postoperative ARDS. Conclusions Peri-operative transfusion of blood products is associated with an increased risk of postoperative ARDS, which seems more dependent on airway pressure than tidal volume size. PMID:29430440

Interaction between peri-operative blood transfusion, tidal volume, airway pressure and postoperative ARDS: an individual patient data meta-analysis.

PubMed

Serpa Neto, Ary; Juffermans, Nicole P; Hemmes, Sabrine N T; Barbas, Carmen S V; Beiderlinden, Martin; Biehl, Michelle; Fernandez-Bustamante, Ana; Futier, Emmanuel; Gajic, Ognjen; Jaber, Samir; Kozian, Alf; Licker, Marc; Lin, Wen-Qian; Memtsoudis, Stavros G; Miranda, Dinis Reis; Moine, Pierre; Paparella, Domenico; Ranieri, Marco; Scavonetto, Federica; Schilling, Thomas; Selmo, Gabriele; Severgnini, Paolo; Sprung, Juraj; Sundar, Sugantha; Talmor, Daniel; Treschan, Tanja; Unzueta, Carmen; Weingarten, Toby N; Wolthuis, Esther K; Wrigge, Hermann; de Abreu, Marcelo Gama; Pelosi, Paolo; Schultz, Marcus J

2018-01-01

Transfusion of blood products and mechanical ventilation with injurious settings are considered risk factors for postoperative lung injury in surgical Patients. A systematic review and individual patient data meta-analysis was done to determine the independent effects of peri-operative transfusion of blood products, intra-operative tidal volume and airway pressure in adult patients undergoing mechanical ventilation for general surgery, as well as their interactions on the occurrence of postoperative acute respiratory distress syndrome (ARDS). Observational studies and randomized trials were identified by a systematic search of MEDLINE, CINAHL, Web of Science, and CENTRAL and screened for inclusion into a meta-analysis. Individual patient data were obtained from the corresponding authors. Patients were stratified according to whether they received transfusion in the peri-operative period [red blood cell concentrates (RBC) and/or fresh frozen plasma (FFP)], tidal volume size [≤7 mL/kg predicted body weight (PBW), 7-10 and >10 mL/kg PBW] and airway pressure level used during surgery (≤15, 15-20 and >20 cmH 2 O). The primary outcome was development of postoperative ARDS. Seventeen investigations were included (3,659 patients). Postoperative ARDS occurred in 40 (7.2%) patients who received at least one blood product compared to 40 patients (2.5%) who did not [adjusted hazard ratio (HR), 2.32; 95% confidence interval (CI), 1.25-4.33; P=0.008]. Incidence of postoperative ARDS was highest in patients ventilated with tidal volumes of >10 mL/kg PBW and having airway pressures of >20 cmH 2 O receiving both RBC and FFP, and lowest in patients ventilated with tidal volume of ≤7 mL/kg PBW and having airway pressures of ≤15 cmH 2 O with no transfusion. There was a significant interaction between transfusion and airway pressure level (P=0.002) on the risk of postoperative ARDS. Peri-operative transfusion of blood products is associated with an increased risk of postoperative ARDS, which seems more dependent on airway pressure than tidal volume size.

Civil air transport: A fresh look at power-by-wire and fly-by-light

NASA Technical Reports Server (NTRS)

Sundberg, Gale R.

1990-01-01

Power-by-wire (PBW) is a key element under subsonic transport flight systems technology with potential savings of over 10 percent in gross take-off-weight and in fuel consumption compared to today's transport aircraft. The PBW technology substitutes electrical actuation in place of centralized hydraulics, uses internal starter-motor/generators and eliminates the need for variable engine bleed air to supply cabin comfort. The application of advanced fiber optics to the electrical power system controls, to built-in-test (BITE) equipment, and to fly-by-light (FBL) flight controls provides additional benefits in lightning and high energy radio frequency (HERF) immunity over existing mechanical or even fly-by-wire controls. The program plan is reviewed and a snapshot is given of the key technologies and their benefits to all future aircraft, both civil and military.

Civil air transport: A fresh look at power-by-wire and fly-by-light

NASA Technical Reports Server (NTRS)

Sundberg, Gale R.

1991-01-01

Power-by-wire (PBW) is a key element under subsonic transport flight systems technology with potential savings of over 10 percent in operating empty weight and in fuel consumption compared to today's transport aircraft. The PBW technology substitutes electrical actuation in place of centralized hydraulics, uses internal starter-motor/generators and eliminates the need for variable engine bleed air to supply cabin comfort. The application of advanced fiber optics to the electrical power system controls, to built-in-test (BIT) equipment, and to fly-by-light (FBL) flight controls provides additional benefits in lightning and high energy radio frequency (HERF) immunity over existing mechanical or even fly-by-wire controls. The program plan is reviewed and a snapshot is given of the key technologies and their benefits to all future aircraft, both civil and military.

The effects of low tidal ventilation on lung strain correlate with respiratory system compliance.

PubMed

Xie, Jianfeng; Jin, Fang; Pan, Chun; Liu, Songqiao; Liu, Ling; Xu, Jingyuan; Yang, Yi; Qiu, Haibo

2017-02-03

The effect of alterations in tidal volume on mortality of acute respiratory distress syndrome (ARDS) is determined by respiratory system compliance. We aimed to investigate the effects of different tidal volumes on lung strain in ARDS patients who had various levels of respiratory system compliance. Nineteen patients were divided into high (C high group) and low (C low group) respiratory system compliance groups based on their respiratory system compliance values. We defined compliance ≥0.6 ml/(cmH 2 O/kg) as C high and compliance <0.6 ml/(cmH 2 O/kg) as C low . End-expiratory lung volumes (EELV) at various tidal volumes were measured by nitrogen wash-in/washout. Lung strain was calculated as the ratio between tidal volume and EELV. The primary outcome was that lung strain is a function of tidal volume in patients with various levels of respiratory system compliance. The mean baseline EELV, strain and respiratory system compliance values were 1873 ml, 0.31 and 0.65 ml/(cmH 2 O/kg), respectively; differences in all of these parameters were statistically significant between the two groups. For all participants, a positive correlation was found between the respiratory system compliance and EELV (R = 0.488, p = 0.034). Driving pressure and strain increased together as the tidal volume increased from 6 ml/kg predicted body weight (PBW) to 12 ml/kg PBW. Compared to the C high ARDS patients, the driving pressure was significantly higher in the C low patients at each tidal volume. Similar effects of lung strain were found for tidal volumes of 6 and 8 ml/kg PBW. The "lung injury" limits for driving pressure and lung strain were much easier to exceed with increases in the tidal volume in C low patients. Respiratory system compliance affected the relationships between tidal volume and driving pressure and lung strain in ARDS patients. These results showed that increasing tidal volume induced lung injury more easily in patients with low respiratory system compliance. Clinicaltrials.gov identifier NCT01864668 , Registered 21 May 2013.

Analysis of Parallel Burn, No-Crossfeed TSTO RLV Architectures and Comparison to Parallel Burn with Crossfeed and Series Burn Architectures

NASA Technical Reports Server (NTRS)

Smith, Garrett; Philips, Alan

2003-01-01

Three dominant Two Stage To Orbit (TSTO) class architectures were studied: Series Burn (SB), Parallel Bum with crossfeed (PBw/cf), and Parallel Burn, no-crossfeed (PBncf). The study goal was to determine what factors uniquely affect PBncf architectures, how each of these factors interact, and to determine from a performance perspective whether a PBncf vehicle could be competitive with a PBw/cf or a SB vehicle using equivalent technology and assumptions. In all cases, performance was evaluated on a relative basis for a fixed payload and mission by comparing gross and dry vehicle masses of a closed vehicle. Propellant combinations studied were LOX: LH2 propelled booster and orbiter (HH) and LOX: Kerosene booster with LOX: LH2 orbiter (KH). The study observations were: 1) A PBncf orbiter should be throttled as deeply as possible after launch until the staging point. 2) A PBncf TSTO architecture is feasible for systems that stage at mach 7. 2a) HH architectures can achieve a mass growth relative to PBw/cf of <20%. 2b) KH architectures can achieve a mass growth relative to Series Burn of <20%. 3) Center of gravity (CG) control will be a major issue for a PBncf vehicle, due to the low orbiter specific thrust to weight ratio and to the position of the orbiter required to align the nozzle heights at liftoff. 4) Thrust to weight ratios of 1.3 at liftoff and between 1.0 and 0.9 when staging at mach 7 appear to be close to ideal for PBncf vehicles. 5) Performance for HH vehicles was better when staged at mach 7 instead of mach 5. The study suggests possible methods to maximize performance of PBncf vehicle architectures in order to meet mission design requirements.

Quantification and varietal variation of low molecular weight glutenin subunits (LMW-GS) using size exclusion chromatography.

PubMed

Dangi, Priya; Khatkar, B S

2018-03-01

Crude glutenin of four commercial wheat varieties viz. C 306, HI 977, HW 2004 and PBW 550 of diverse origin and breadmaking quality were fractionated by size-exclusion chromatography into three fractions of decreasing molecular weights. The relative quantity of peak II, containing LMW-GS specifically, varied considerably among the varieties as reflected from their discrete SEC profiles. The area % of peak II, containing protein of interest, was maximal for C 306 (22.08%) followed by PBW 550 (15.86%). The least proportion of LMW-GS were recovered from variety HW 2004 (9.68%). As the concentration of the sample extract injected to the column increased, the resolution of the peak declined in association with the slight shifting of retention time to the higher values. The best results were obtained for variety C 306 at 100 mg protein concentration with 3 M urea buffer. Consequently, the optimized conditions for purification of LMW-GS in appreciable amounts using SEC were established.

Feasibility and safety of low-flow extracorporeal carbon dioxide removal to facilitate ultra-protective ventilation in patients with moderate acute respiratory distress sindrome.

PubMed

Fanelli, Vito; Ranieri, Marco V; Mancebo, Jordi; Moerer, Onnen; Quintel, Michael; Morley, Scott; Moran, Indalecio; Parrilla, Francisco; Costamagna, Andrea; Gaudiosi, Marco; Combes, Alain

2016-02-10

Mechanical ventilation with a tidal volume (VT) of 6 mL/kg/predicted body weight (PBW), to maintain plateau pressure (Pplat) lower than 30 cmH2O, does not completely avoid the risk of ventilator induced lung injury (VILI). The aim of this study was to evaluate safety and feasibility of a ventilation strategy consisting of very low VT combined with extracorporeal carbon dioxide removal (ECCO2R). In fifteen patients with moderate ARDS, VT was reduced from baseline to 4 mL/kg PBW while PEEP was increased to target a plateau pressure--(Pplat) between 23 and 25 cmH2O. Low-flow ECCO2R was initiated when respiratory acidosis developed (pH < 7.25, PaCO2 > 60 mmHg). Ventilation parameters (VT, respiratory rate, PEEP), respiratory compliance (CRS), driving pressure (DeltaP = VT/CRS), arterial blood gases, and ECCO2R system operational characteristics were collected during the period of ultra-protective ventilation. Patients were weaned from ECCO2R when PaO2/FiO2 was higher than 200 and could tolerate conventional ventilation settings. Complications, mortality at day 28, need for prone positioning and extracorporeal membrane oxygenation, and data on weaning from both MV and ECCO2R were also collected. During the 2 h run in phase, VT reduction from baseline (6.2 mL/kg PBW) to approximately 4 mL/kg PBW caused respiratory acidosis (pH < 7.25) in all fifteen patients. At steady state, ECCO2R with an average blood flow of 435 mL/min and sweep gas flow of 10 L/min was effective at correcting pH and PaCO2 to within 10 % of baseline values. PEEP values tended to increase at VT of 4 mL/kg from 12.2 to 14.5 cmH2O, but this change was not statistically significant. Driving pressure was significantly reduced during the first two days compared to baseline (from 13.9 to 11.6 cmH2O; p < 0.05) and there were no significant differences in the values of respiratory system compliance. Rescue therapies for life threatening hypoxemia such as prone position and ECMO were necessary in four and two patients, respectively. Only two study-related adverse events were observed (intravascular hemolysis and femoral catheter kinking). The low-flow ECCO2R system safely facilitates a low volume, low pressure ultra-protective mechanical ventilation strategy in patients with moderate ARDS.

Low tidal volume and high positive end-expiratory pressure mechanical ventilation results in increased inflammation and ventilator-associated lung injury in normal lungs.

PubMed

Hong, Caron M; Xu, Da-Zhong; Lu, Qi; Cheng, Yunhui; Pisarenko, Vadim; Doucet, Danielle; Brown, Margaret; Aisner, Seena; Zhang, Chunxiang; Deitch, Edwin A; Delphin, Ellise

2010-06-01

Protective mechanical ventilation with low tidal volume (Vt) and low plateau pressure reduces mortality and decreases the length of mechanical ventilation in patients with acute respiratory distress syndrome. Mechanical ventilation that will protect normal lungs during major surgical procedures of long duration may improve postoperative outcomes. We performed an animal study comparing 3 ventilation strategies used in the operating room in normal lungs. We compared the effects on pulmonary mechanics, inflammatory mediators, and lung tissue injury. Female pigs were randomized into 3 groups. Group H-Vt/3 (n = 6) was ventilated with a Vt of 15 mL/kg predicted body weight (PBW)/positive end-expiratory pressure (PEEP) of 3 cm H(2)O, group L-Vt/3 (n = 6) with a Vt of 6 mL/kg PBW/PEEP of 3 cm H(2)O, and group L-Vt/10 (n = 6) with a Vt of 6 mL/kg PBW/PEEP of 10 cm H(2)O, for 8 hours. Hemodynamics, airway mechanics, arterial blood gases, and inflammatory markers were monitored. Bronchoalveolar lavage (BAL) was analyzed for inflammatory markers and protein concentration. The right lower lobe was assayed for mRNA of specific cytokines. The right lower lobe and right upper lobe were evaluated histologically. In contrast to groups H-Vt/3 and L-Vt/3, group L-Vt/10 exhibited a 6-fold increase in inflammatory mediators in BAL (P < 0.001). Cytokines in BAL were similar in groups H-Vt/3 and L-Vt/3. Group H-Vt/3 had a significantly lower lung injury score than groups L-Vt/3 and L-Vt/10. Comparing intraoperative strategies, ventilation with high PEEP resulted in increased production of inflammatory markers. Low PEEP resulted in lower levels of inflammatory markers. High Vt/low PEEP resulted in less histologic lung injury.

Calculations vs. Measurements for Remnant Dose Rates from SNS Spent Structures

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

Popova, Irina I.; Gallmeier, Franz X.; Trotter, Steven M.

The Spallation Neutron Source (SNS) in Oak Ridge, Tennessee, is an accelerator driven neutron scattering facility for materials research. Presently SNS is capable to operate at 1.4 MW proton beam power incident on a mercury target with a proton beam energy of 1 GeV and 60 Hz repetition rate. SNS target system components are periodically replaced because they reach their end-of-life due to radiation induced material damage. Target vessel, which houses mercury target, is exchanged about two-three times per year and the proton beam window (PBW) is exchanged every two – three years.Each spent structure that leaves the SNS sitemore » requires supporting documentation with radionuclide inventory and dose rate prediction for the time of the transportation. Neutronics analyses are performed, assuming realistic irradiation history and decay case to ensure that the container/package, housing the structure, is compliant with the waste management regulations. Analyses are complex due to geometry, multi-code usage and following data treatment.To validate analyses, measurements of dose rates from the spent target vessel # 13 and PBW module #5 were performed. Neutronics analyses were performed to calculate residual dose rates from both structures for the time of measurements.« less

Computing the stresses and deformations of the human eye components due to a high explosive detonation using fluid-structure interaction model.

PubMed

Karimi, Alireza; Razaghi, Reza; Navidbakhsh, Mahdi; Sera, Toshihiro; Kudo, Susumu

2016-05-01

In spite the fact that a very small human body surface area is comprised by the eye, its wounds due to detonation have recently been dramatically amplified. Although many efforts have been devoted to measure injury of the globe, there is still a lack of knowledge on the injury mechanism due to Primary Blast Wave (PBW). The goal of this study was to determine the stresses and deformations of the human eye components, including the cornea, aqueous, iris, ciliary body, lens, vitreous, retina, sclera, optic nerve, and muscles, attributed to PBW induced by trinitrotoluene (TNT) explosion via a Lagrangian-Eulerian computational coupling model. Magnetic Resonance Imaging (MRI) was employed to establish a Finite Element (FE) model of the human eye according to a normal human eye. The solid components of the eye were modelled as Lagrangian mesh, while an explosive TNT, air domain, and aqueous were modelled using Arbitrary Lagrangian-Eulerian (ALE) mesh. Nonlinear dynamic FE simulations were accomplished using the explicit FE code, namely LS-DYNA. In order to simulate the blast wave generation, propagation, and interaction with the eye, the ALE formulation with Jones-Wilkins-Lee (JWL) equation defining the explosive material were employed. The results revealed a peak stress of 135.70kPa brought about by detonation upsurge on the cornea at the distance of 25cm. The highest von Mises stresses were observed on the sclera (267.3kPa), whereas the lowest one was seen on the vitreous body (0.002kPa). The results also showed a relatively high resultant displacement for the macula as well as a high variation for the radius of curvature for the cornea and lens, which can result in both macular holes, optic nerve damage and, consequently, vision loss. These results may have implications not only for understanding the value of stresses and strains in the human eye components but also giving an outlook about the process of PBW triggers damage to the eye. Copyright © 2016 Elsevier Ltd. All rights reserved.

Rationale, study design and analysis plan of the lung imaging morphology for ventilator settings in acute respiratory distress syndrome study (LIVE study): Study protocol for a randomised controlled trial.

PubMed

Jabaudon, Matthieu; Godet, Thomas; Futier, Emmanuel; Bazin, Jean-Étienne; Sapin, Vincent; Roszyk, Laurence; Pereira, Bruno; Constantin, Jean-Michel

2017-10-01

Different acute respiratory distress syndrome (ARDS) phenotypes may explain controversial results in clinical trials. Lung-morphology is one of the ARDS-phenotypes and physiological studies suggest different responses in terms of positive-end-expiratory-pressure (PEEP) and recruitment-manoeuvres (RM) according to loss of aeration. To evaluate whether tailored ventilator regimens may impact ARDS outcomes, our group has designed a randomised-clinical-trial of ventilator settings according to lung morphology in moderate-to-severe ARDS (LIVE study). Patients will be enrolled within the first 12hours of ARDS onset. In both groups, volume-controlled ventilation with low tidal-volumes (Vt) will be used to target a plateau pressure≤30 cmH 2 O. In the control group, the PEEP level and inspired fraction of oxygen (FiO 2 ) will be set using the ARDSNet table; a Vt of 6 mL/kg of predicted body weight (PBW) will be set and prone position (PP) will be applied. In the intervention arm, the ventilator will be set according to lung morphology (focal/non-focal) that will be assessed according to CT-scan±chest x-ray+lung echography. For focal ARDS patients, a Vt of 8 mL/kg PBW will be used along with low PEEP and PP. For non-focal ARDS patients, a Vt of 6 mL/kg PBW will be used with RM and PEEP to reach a plateau pressure≤30 cmH 2 O. The primary outcome is all-cause 90-day mortality and the secondary outcomes are: in-hospital mortality, mortality at day 28, 60, 180 and 365; ventilator-free days at day 30, quality of life at one year; ventilator-associated pneumonia rate; barotrauma; ICU and hospital length of stay. This RCT is registered on Clinicaltrials.gov under identifier NCT02149589. Copyright © 2017 Société française d'anesthésie et de réanimation (Sfar). Published by Elsevier Masson SAS. All rights reserved.

Impact of Ethylene diurea (EDU) on growth, yield and proteome of two winter wheat varieties under high ambient ozone phytotoxicity.

PubMed

Gupta, Sunil K; Sharma, Marisha; Majumder, Baisakhi; Maurya, Vivek K; Lohani, Meenakshi; Deeba, Farah; Pandey, Vivek

2018-04-01

The present study evaluated the impact of high ambient O 3 on morphological, physiological and biochemical traits and leaf proteome in two high-yielding varieties of wheat using ethylene diurea (EDU) as foliar spray (200 and 300 ppm). Average ambient ozone concentration was 60 ppb which was more than sufficient to cause phytotoxic effects. EDU treatment resulted in less lipid peroxidation along with increased chlorophyll content, biomass and yield. EDU alleviated the negative effects of ozone by enhancing activities of antioxidants and antioxidative enzymes. Two dimensional electrophoresis (2DGE) analysis revealed massive changes in protein abundance in Kundan at vegetative stage (50% proteins were increased, 20% were decreased) and at flowering stage (25% increased, 18% decreased). In PBW 343 at both the developmental stages about 15% proteins were increased whereas 20% were decreased in abundance. Higher abundance of proteins related to carbon metabolism, defense and photorespiration conferred tolerance to EDU treated Kundan. In PBW343, EDU provided incomplete protection as evidenced by low abundance of many primary metabolism related proteins. Proteomic changes in response to EDU treatment in two varieties are discussed in relation to growth and yield. Copyright © 2018 Elsevier Ltd. All rights reserved.

Thermal Expansion Measurements of Polymer Matrix Composites and Syntactics

DTIC Science & Technology

1992-04-01

828 (Shell Chemical) epoxy combined with 50.0 PBW EPON® V-40 polyamide curing agent (Shell Chemical) and Owens Corning (E-780) polyester combined 1...with 24 oz. woven roving with an Owens Corning 463 finish. " A 3 x 1, S-2 glass with 27 oz. woven roving with an Owens Corning 933 finish, nominally...wet polyester resin ( Owens Corning E-780) and subsequently processing the composites using the standard vacuum bag cure cycle for this polyester

A worrying trend in Social Anxiety: To what degree are worry and its cognitive factors associated with youth Social Anxiety Disorder?

PubMed

Hearn, Cate S; Donovan, Caroline L; Spence, Susan H; March, Sonja

2017-01-15

Comorbidity between Social Anxiety Disorder (SAD) and Generalized Anxiety Disorder (GAD) is extremely common. This study investigated whether factors commonly associated with GAD, including worry, intolerance of uncertainty (IU), positive and negative beliefs about worry (PBW, NBW), negative problem orientation (NPO) and cognitive avoidance (CA) were associated with SAD severity, symptoms and overall functioning. Participants included 126 youth aged 8-17 years (M=11.29, SD=2.67, Males n=50) with a primary diagnosis of SAD. Participants and a parent underwent a diagnostic interview and completed questionnaires at pre- and 12-week post assessment, and 6-month follow-up. Correlations and hierarchical multiple regression analyses were conducted. Each of the cognitive variables, with the exception of PBW, was found to correlate with SAD symptoms, SAD severity and overall functioning. NPO emerged as an important predictor of SAD severity, self-reported ratings of SAD symptoms, and poorer levels of overall functioning. IU and worry also predicted self-rated SAD symptoms. Measures were chosen on the basis of their sound psychometrics however some were yet to undergo rigorous testing with youth populations. The study design is cross-sectional, which restricts firm conclusions regarding causal and temporal associations between the variables. Findings from this study have implications for the specificity of GAD and SAD in youth. Further research is required to understand whether these cognitive variables play a maintaining role in youth SAD and the extent to which they might influence treatment. Copyright © 2016 Elsevier B.V. All rights reserved.

Quantum Double of Yangian of strange Lie superalgebra Qn and multiplicative formula for universal R-matrix

NASA Astrophysics Data System (ADS)

Stukopin, Vladimir

2018-02-01

Main result is the multiplicative formula for universal R-matrix for Quantum Double of Yangian of strange Lie superalgebra Qn type. We introduce the Quantum Double of the Yangian of the strange Lie superalgebra Qn and define its PBW basis. We compute the Hopf pairing for the generators of the Yangian Double. From the Hopf pairing formulas we derive a factorized multiplicative formula for the universal R-matrix of the Yangian Double of the Lie superalgebra Qn . After them we obtain coefficients in this multiplicative formula for universal R-matrix.

A quasi-experimental, before-after trial examining the impact of an emergency department mechanical ventilator protocol on clinical outcomes and lung-protective ventilation in acute respiratory distress syndrome

PubMed Central

Fuller, Brian M.; Ferguson, Ian T.; Mohr, Nicholas M.; Drewry, Anne M.; Palmer, Christopher; Wessman, Brian T.; Ablordeppey, Enyo; Keeperman, Jacob; Stephens, Robert J.; Briscoe, Cristopher C.; Kolomiets, Angelina A.; Hotchkiss, Richard S.; Kollef, Marin H.

2017-01-01

Objective To evaluate the impact of an emergency department (ED) mechanical ventilation protocol on clinical outcomes and adherence to lung-protective ventilation in patients with acute respiratory distress syndrome (ARDS). Design Quasi-experimental, before-after trial. Setting ED and intensive care units (ICU) of an academic center. Patients Mechanically ventilated ED patients experiencing ARDS while in the ED or after admission to the ICU. Interventions An ED ventilator protocol which targeted parameters in need of quality improvement, as identified by prior work: 1) lung-protective tidal volume; 2) appropriate setting of positive end-expiratory pressure (PEEP); 3) oxygen weaning; and 4) head-of-bed elevation. Measurements and Main Results A total of 229 patients (186 pre-intervention group, 43 intervention group) were studied. In the ED, the intervention was associated with significant changes (P < 0.01 for all) in tidal volume, PEEP, respiratory rate, oxygen administration, and head-of-bed elevation. There was a reduction in ED tidal volume from 8.1 mL/kg PBW (7.0 – 9.1) to 6.4 mL/kg PBW (6.1 – 6.7), and an increase in lung-protective ventilation from 11.1% to 61.5%, P < 0.01. The intervention was associated with a reduction in mortality from 54.8% to 39.5% (OR 0.38, 95% CI 0.17 – 0.83, P = 0.02), and a 3.9 day increase in ventilator-free days, P = 0.01. Conclusions This before-after study of mechanically ventilated patients with ARDS demonstrates that implementing a mechanical ventilator protocol in the ED is feasible, and associated with improved clinical outcomes. PMID:28157140

Genome-wide association for heifer reproduction and calf performance traits in beef cattle.

PubMed

Akanno, Everestus C; Plastow, Graham; Fitzsimmons, Carolyn; Miller, Stephen P; Baron, Vern; Ominski, Kimberly; Basarab, John A

2015-12-01

The aim of this study was to identify SNP markers that associate with variation in beef heifer reproduction and performance of their calves. A genome-wide association study was performed by means of the generalized quasi-likelihood score (GQLS) method using heifer genotypes from the BovineSNP50 BeadChip and estimated breeding values for pre-breeding body weight (PBW), pregnancy rate (PR), calving difficulty (CD), age at first calving (AFC), calf birth weight (BWT), calf weaning weight (WWT), and calf pre-weaning average daily gain (ADG). Data consisted of 785 replacement heifers from three Canadian research herds, namely Brandon Research Centre, Brandon, Manitoba, University of Alberta Roy Berg Kinsella Ranch, Kinsella, Alberta, and Lacombe Research Centre, Lacombe, Alberta. After applying a false discovery rate correction at a 5% significance level, a total of 4, 3, 3, 9, 6, 2, and 1 SNPs were significantly associated with PBW, PR, CD, AFC, BWT, WWT, and ADG, respectively. These SNPs were located on chromosomes 1, 5-7, 9, 13-16, 19-21, 24, 25, and 27-29. Chromosomes 1, 5, and 24 had SNPs with pleiotropic effects. New significant SNPs that impact functional traits were detected, many of which have not been previously reported. The results of this study support quantitative genetic studies related to the inheritance of these traits, and provides new knowledge regarding beef cattle quantitative trait loci effects. The identification of these SNPs provides a starting point to identify genes affecting heifer reproduction traits and performance of their calves (BWT, WWT, and ADG). They also contribute to a better understanding of the biology underlying these traits and will be potentially useful in marker- and genome-assisted selection and management.

Mechanical Ventilation and ARDS in the ED

PubMed Central

Mohr, Nicholas M.; Miller, Christopher N.; Deitchman, Andrew R.; Castagno, Nicole; Hassebroek, Elizabeth C.; Dhedhi, Adam; Scott-Wittenborn, Nicholas; Grace, Edward; Lehew, Courtney; Kollef, Marin H.

2015-01-01

BACKGROUND: There are few data regarding mechanical ventilation and ARDS in the ED. This could be a vital arena for prevention and treatment. METHODS: This study was a multicenter, observational, prospective, cohort study aimed at analyzing ventilation practices in the ED. The primary outcome was the incidence of ARDS after admission. Multivariable logistic regression was used to determine the predictors of ARDS. RESULTS: We analyzed 219 patients receiving mechanical ventilation to assess ED ventilation practices. Median tidal volume was 7.6 mL/kg predicted body weight (PBW) (interquartile range, 6.9-8.9), with a range of 4.3 to 12.2 mL/kg PBW. Lung-protective ventilation was used in 122 patients (55.7%). The incidence of ARDS after admission from the ED was 14.7%, with a mean onset of 2.3 days. Progression to ARDS was associated with higher illness severity and intubation in the prehospital environment or transferring facility. Of the 15 patients with ARDS in the ED (6.8%), lung-protective ventilation was used in seven (46.7%). Patients who progressed to ARDS experienced greater duration in organ failure and ICU length of stay and higher mortality. CONCLUSIONS: Lung-protective ventilation is infrequent in patients receiving mechanical ventilation in the ED, regardless of ARDS status. Progression to ARDS is common after admission, occurs early, and worsens outcome. Patient- and treatment-related factors present in the ED are associated with ARDS. Given the limited treatment options for ARDS, and the early onset after admission from the ED, measures to prevent onset and to mitigate severity should be instituted in the ED. TRIAL REGISTRY: ClinicalTrials.gov; No.: NCT01628523; URL: www.clinicaltrials.gov PMID:25742126

Mechanical Ventilation and ARDS in the ED: A Multicenter, Observational, Prospective, Cross-sectional Study.

PubMed

Fuller, Brian M; Mohr, Nicholas M; Miller, Christopher N; Deitchman, Andrew R; Levine, Brian J; Castagno, Nicole; Hassebroek, Elizabeth C; Dhedhi, Adam; Scott-Wittenborn, Nicholas; Grace, Edward; Lehew, Courtney; Kollef, Marin H

2015-08-01

There are few data regarding mechanical ventilation and ARDS in the ED. This could be a vital arena for prevention and treatment. This study was a multicenter, observational, prospective, cohort study aimed at analyzing ventilation practices in the ED. The primary outcome was the incidence of ARDS after admission. Multivariable logistic regression was used to determine the predictors of ARDS. We analyzed 219 patients receiving mechanical ventilation to assess ED ventilation practices. Median tidal volume was 7.6 mL/kg predicted body weight (PBW) (interquartile range, 6.9-8.9), with a range of 4.3 to 12.2 mL/kg PBW. Lung-protective ventilation was used in 122 patients (55.7%). The incidence of ARDS after admission from the ED was 14.7%, with a mean onset of 2.3 days. Progression to ARDS was associated with higher illness severity and intubation in the prehospital environment or transferring facility. Of the 15 patients with ARDS in the ED (6.8%), lung-protective ventilation was used in seven (46.7%). Patients who progressed to ARDS experienced greater duration in organ failure and ICU length of stay and higher mortality. Lung-protective ventilation is infrequent in patients receiving mechanical ventilation in the ED, regardless of ARDS status. Progression to ARDS is common after admission, occurs early, and worsens outcome. Patient- and treatment-related factors present in the ED are associated with ARDS. Given the limited treatment options for ARDS, and the early onset after admission from the ED, measures to prevent onset and to mitigate severity should be instituted in the ED. ClinicalTrials.gov; No.: NCT01628523; URL: www.clinicaltrials.gov.

Growth and Electrical and Far-Infrared Properties of Wide Electron Wells in Semiconductors

DTIC Science & Technology

1994-04-15

uniform. cmw where the barrier doping is 5 X 10" 6 cm -’, the well 300 K true electron ,profiles are shown for four dfiffer- depth calculated using Eq...in some samples. The mobility vs temperature characteristic of a where y- 0 . 7 6 . Mobility decreases from -9.4x 10’ cm 2/ sample of n-GaAs bulk doped...x 10 14 cm -3 -wt size effect scattering. Points show experimental data (for sample PBW 3 1). II I I 0 2 O 4 O 6 ITm:’au K I 14 ujanmm Hall eff I At

Computer-Based Writing and Paper-Based Writing: A Study of Beginning-Level and Intermediate-Level Chinese Learners' Writing

ERIC Educational Resources Information Center

Kang, Hana

2011-01-01

Chinese writing is one of the most difficult challenges for Chinese learners whose first language writing system is alphabetic letters. Chinese teachers have incorporated computer-based writing into their teaching in the attempt to reduce the difficulties of writing in Chinese, with a particular emphasis on composing (as opposed to simply writing…

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…

[Lung protective ventilation. Ventilatory modes and ventilator parameters].

PubMed

Schädler, Dirk; Weiler, Norbert

2008-06-01

Mechanical ventilation has a considerable potential for injuring the lung tissue. Therefore, attention has to be paid to the proper choice of ventilatory mode and settings to secure lung-protective ventilation whenever possible. Such ventilator strategy should account for low tidal volume ventilation (6 ml/kg PBW), limited plateau pressure (30 to 35 cm H2O) and positive end-expiratory pressure (PEEP). It is unclear whether pressure controlled or volume controlled ventilation with square flow profile is beneficial. The adjustment of inspiration and expiration time should consider the actual breathing mechanics and anticipate the generation of intrinsic PEEP. Ventilatory modes with the possibility of supporting spontaneous breathing should be used as soon as possible.

The Intersection of Community-Based Writing and Computer-Based Writing: A Cyberliteracy Case Study.

ERIC Educational Resources Information Center

Gabor, Catherine

The learning goals that inform service learning as a whole can contribute to the computers and writing field significantly. This paper demonstrates how two lines of inquiry can be furthered, community-based writing and computers and writing, through new data and critical reflection on learning goals and communication tools. The paper presents a…

Characterization of novel heat-responsive transcription factor (TaHSFA6e) gene involved in regulation of heat shock proteins (HSPs) - A key member of heat stress-tolerance network of wheat.

PubMed

Kumar, Ranjeet R; Goswami, Suneha; Singh, Khushboo; Dubey, Kavita; Rai, Gyanendra K; Singh, Bhupinder; Singh, Shivdhar; Grover, Monendra; Mishra, Dwijesh; Kumar, Sanjeev; Bakshi, Suman; Rai, Anil; Pathak, Himanshu; Chinnusamy, Viswanathan; Praveen, Shelly

2018-08-10

Heat stress has an adverse effect on the quality and quantity of agriculturally important crops, especially wheat. The tolerance mechanism has not been explored much in wheat and very few genes/ TFs responsive to heat stress is available on public domain. Here, we identified, cloned and characterized a putative TaHSFA6e TF gene of 1.3 kb from wheat cv. HD2985. We observed an ORF of 368 aa with Hsf DNA binding signature domain in the amino acid sequence. Single copy number of TaHSFA6e was observed integrated in the genome of wheat. Expression analysis of TaHSFA6e under differential HS showed maximum transcripts in wheat cv. Halna (thermotolerant) in response to 38 °C for 2 h during pollination and grain-filling stages, as compared to PBW343, HD2329 and HD2985. Putative target genes of TaHSFA6e (HSP17, HSP70 and HSP90) showed upregulation in response to differential HS (30 & 38 °C, 2 h) during pollination and grain-filling stages. Small HSP17 was observed most triggered in Halna under HS. We observed increase in the catalase, guaiacol peroxidase, total antioxidant capacity (TAC), and decrease in the lipid peroxidation in thermotolerant cvs. (Halna, HD2985), as compared to thermosusceptible (PBW343, HD2329) under differential HS. Multiple stresses (heat - 38 °C, 2 h, and drought - 100 mL of 20% polyethylene Glycol 6000) during seedling stage of wheat showed positive correlation between the expression of TaHSFA6e, putative targets (HSP70, HSP90, HSP17) and TAC. Halna (thermotolerant) performed better, as compared to other contrasting cvs. TaHSFA6e TF can be used as promising candidate gene for manipulating the heat stress-tolerance network. Copyright © 2018 Elsevier B.V. All rights reserved.

Identification of Putative RuBisCo Activase (TaRca1)-The Catalytic Chaperone Regulating Carbon Assimilatory Pathway in Wheat (Triticum aestivum) under the Heat Stress.

PubMed

Kumar, Ranjeet R; Goswami, Suneha; Singh, Khushboo; Dubey, Kavita; Singh, Shweta; Sharma, Renu; Verma, Neeraj; Kala, Yugal K; Rai, Gyanendra K; Grover, Monendra; Mishra, Dwijesh C; Singh, Bhupinder; Pathak, Himanshu; Chinnusamy, Viswanathan; Rai, Anil; Praveen, Shelly

2016-01-01

RuBisCo activase (Rca) is a catalytic chaperone involved in modulating the activity of RuBisCo (key enzyme of photosynthetic pathway). Here, we identified eight novel transcripts from wheat through data mining predicted to be Rca and cloned a transcript of 1.4 kb from cv. HD2985, named as TaRca1 (GenBank acc. no. KC776912). Single copy number of TaRca1 was observed in wheat genome. Expression analysis in diverse wheat genotypes (HD2985, Halna, PBW621, and HD2329) showed very high relative expression of TaRca1 in Halna under control and HS-treated, as compared to other cultivars at different stages of growth. TaRca1 protein was predicted to be chloroplast-localized with numerous potential phosphorylation sites. Northern blot analysis showed maximum accumulation of TaRca1 transcript in thermotolerant cv. during mealy-ripe stage, as compared to thermosusceptible. Decrease in the photosynthetic parameters was observed in all the cultivars, except PBW621 in response to HS. We observed significant increase in the Rca activity in all the cultivars under HS at different stages of growth. HS causes decrease in the RuBisCo activity; maximum reduction was observed during pollination stage in thermosusceptible cvs. as validated through immunoblotting. We observed uniform carbon distribution in different tissues of thermotolerant cvs., as compared to thermosusceptible. Similarly, tolerance level of leaf was observed maximum in Halna having high Rca activity under HS. A positive correlation was observed between the transcript and activity of TaRca1 in HS-treated Halna. Similarly, TaRca1 enzyme showed positive correlation with the activity of RuBisCo. There is, however, need to manipulate the thermal stability of TaRca1 enzyme through protein engineering for sustaining the photosynthetic rate under HS-a novel approach toward development of "climate-smart" crop.

The Writing-Based Practice: The Development of Social and Emotional Awareness in Adolescents

ERIC Educational Resources Information Center

Parkin, Johanna

2017-01-01

Although a great deal of research exists regarding various components of the Writing-Based Practice along with best practice of writing instruction, the research that does exist only examines how writing instruction impacts writing. This research study, however, examined whether there is a potential connection between a writing immersion program,…

Re(Place) Your Typical Writing Assignment: An Argument for Place-Based Writing

ERIC Educational Resources Information Center

Jacobs, Elliot

2011-01-01

Place-based writing affords students an opportunity to write meaningfully about themselves, grounded in a place that they know. Place-based writing is versatile and can be additive--taking just a week or two within a semester of different projects--or transformative, if positioned as the theme for an entire course. If students can learn to write…

Silent store detection and recording in memory storage

DOEpatents

Bose, Pradip; Cher, Chen-Yong; Nair, Ravi

2017-03-07

An aspect includes receiving a write request that includes a memory address and write data. Stored data is read from a memory location at the memory address. Based on determining that the memory location was not previously modified, the stored data is compared to the write data. Based on the stored data matching the write data, the write request is completed without writing the write data to the memory and a corresponding silent store bit, in a silent store bitmap is set. Based on the stored data not matching the write data, the write data is written to the memory location, the silent store bit is reset and a corresponding modified bit is set. At least one of an application and an operating system is provided access to the silent store bitmap.

Silent store detection and recording in memory storage

DOEpatents

Bose, Pradip; Cher, Chen-Yong; Nair, Ravi

2016-09-20

An aspect includes receiving a write request that includes a memory address and write data. Stored data is read from a memory location at the memory address. Based on determining that the memory location was not previously modified, the stored data is compared to the write data. Based on the stored data matching the write data, the write request is completed without writing the write data to the memory and a corresponding silent store bit, in a silent store bitmap is set. Based on the stored data not matching the write data, the write data is written to the memory location, the silent store bit is reset and a corresponding modified bit is set. At least one of an application and an operating system is provided access to the silent store bitmap.

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

Bose, Pradip; Cher, Chen-Yong; Nair, Ravi

An aspect includes receiving a write request that includes a memory address and write data. Stored data is read from a memory location at the memory address. Based on determining that the memory location was not previously modified, the stored data is compared to the write data. Based on the stored data matching the write data, the write request is completed without writing the write data to the memory and a corresponding silent store bit, in a silent store bitmap is set. Based on the stored data not matching the write data, the write data is written to the memorymore » location, the silent store bit is reset and a corresponding modified bit is set. At least one of an application and an operating system is provided access to the silent store bitmap.« less

Program of Research on Legal Writing: Phase II: Research on a Writing Exercise. LSAC Research Report Series.

ERIC Educational Resources Information Center

Breland, Hunter M.; Carlton, Sydell T.; Taylor, Susan

Based on the results of a Phase 1 investigation into the nature of legal writing, a prototype writing assessment, the Diagnostic Writing Skills Test (DWST) for entering law students was developed. The DWST is composed of two multiple-choice testlets based on prompts and responses to the Law School Admission Test (LSAT) Writing Sample. It contains…

Lagging behind Writing Pedagogical Developments: The Impact of Implementing Process-Based Approach on Learners' Writing in a Vietnamese Secondary Education Context

ERIC Educational Resources Information Center

Ngo, Chau M.; Trinh, Lap Q.

2011-01-01

The field of English language education has seen developments in writing pedagogy, moving from product-based to process-based and then to genre-based approaches. In Vietnam, teaching secondary school students how to write in English is still lagging behind these growing developments. Product-based approach is commonly seen in English writing…

Consequences of bacterial resistance to disinfection by iodine in potable water

NASA Technical Reports Server (NTRS)

Mcfeters, Gordon A.; Pyle, Barry H.

1987-01-01

This study was done to quantify the sensitivity of bacteria to iodine under controlled laboratory conditions. When exposed to 1 mg/1 I2 for 1 min, bacteria isolated from the Shuttle were more resistant than a P. aeruginosa isolated from a povidine-iodine solution. Cultures grown in rich media were more sensitive than those grown in low nutrient solutions. The P. aeruginosa and a P. cepacia isolated from the Shuttle were resuspended in PBW after exposure to iodine. Iodinated cells recovered better than uniodinated controls. Pseudomonads in biofilms developed on coupons of stainless steel were more resistant to iodine than cells suspended in buffered water. Although resistant bacteria may colonize spacecraft water systems, multiple treatment barriers should provide adequate control of these contaminants.

Source-Based Tasks in Writing Independent and Integrated Essays

ERIC Educational Resources Information Center

Gholami, Javad; Alinasab, Mahsa

2017-01-01

Integrated writing tasks have gained considerable attention in ESL and EFL writing assessment and are frequently needed and used in academic settings and daily life. However, they are very rarely practiced and promoted in writing classes. This paper explored the effects of source-based writing practice on EFL learners' composing abilities and…

Silent store detection and recording in memory storage

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

Bose, Pradip; Cher, Chen-Yong; Nair, Ravi

An aspect includes receiving a write request that includes a memory address and write data. Stored data is read from a memory location at the memory address. Based on determining that the memory location was not previously modified, the stored data is compared to the write data. Based on the stored data matching the write data, the write request is completed without writing the write data to the memory and a corresponding silent store bit, in a silent store bitmap is set. Based on the stored data not matching the write data, the write data is written to the memorymore » location, the silent store bit is reset and a corresponding modified bit is set. At least one of an application and an operating system is provided access to the silent store bitmap.« less

Comprehension and Writing Strategy Training Improves Performance on Content-Specific Source-Based Writing Tasks

ERIC Educational Resources Information Center

Weston-Sementelli, Jennifer L.; Allen, Laura K.; McNamara, Danielle S.

2016-01-01

Source-based essays are evaluated both on the quality of the writing and the content appropriate interpretation and use of source material. Hence, composing a high-quality source-based essay (an essay written based on source material) relies on skills related to both reading (the sources) and writing (the essay) skills. As such, source-based…

Comprehension and Writing Strategy Training Improves Performance on Content-Specific Source-Based Writing Tasks

ERIC Educational Resources Information Center

Weston-Sementelli, Jennifer L.; Allen, Laura K.; McNamara, Danielle S.

2018-01-01

Source-based essays are evaluated both on the quality of the writing and the content appropriate interpretation and use of source material. Hence, composing a high-quality source-based essay (an essay written based on source material) relies on skills related to both reading (the sources) and writing (the essay) skills. As such, source-based…

Theorization and an Empirical Investigation of the Component-Based and Developmental Text Writing Fluency Construct

ERIC Educational Resources Information Center

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

2018-01-01

We discuss a component-based, developmental view of text writing fluency, which we tested using data from children in Grades 2 and 3. "Text writing fluency" was defined as efficiency and automaticity in writing connected texts, which acts as a mediator between text generation (oral language), transcription skills, and writing quality. We…

What about Writing? A National Exploratory Study of Writing Instruction in Teacher Preparation Programs

ERIC Educational Resources Information Center

Myers, Joy; Scales, Roya Q.; Grisham, Dana L.; Wolsey, Thomas DeVere; Dismuke, Sherry; Smetana, Linda; Yoder, Karen Kreider; Ikpeze, Chinwe; Ganske, Kathy; Martin, Susan

2016-01-01

This small scale, exploratory study reveals how writing instruction is taught to preservice teachers across the United States in university-based preservice teacher education programs based on online survey results from 63 teacher educators in literacy from 50 institutions. Despite the growing writing demands and high stakes writing sample testing…

Scaffolded Writing and Rewriting in the Discipline: A Web-Based Reciprocal Peer Review System

ERIC Educational Resources Information Center

Cho, Kwangsu; Schunn, Christian D.

2007-01-01

This paper describes how SWoRD (scaffolded writing and rewriting in the discipline), a web-based reciprocal peer review system, supports writing practice, particularly for large content courses in which writing is considered critical but not feasibly included. To help students gain content knowledge as well as writing and reviewing skills, SWoRD…

Combining Quality and Curriculum-Based Measurement: A Suggested Assessment Protocol in Writing

ERIC Educational Resources Information Center

Ganzeveld, Paula

2015-01-01

Curriculum-Based Measures in writing (CBM-W) assesses a variety of fluency-based components of writing. While support exists for the use of CBM measures in the area of writing, there is a need to conduct further validation studies to investigate the utility of these measures within elementary and secondary classrooms. Since only countable indices…

The Effectiveness of the Creative Writing Instruction Program Based on Speaking Activities (CWIPSA)

ERIC Educational Resources Information Center

Bayat, Seher

2016-01-01

This study aims to develop a creative writing instruction program based on speaking activities and to investigate its effect on fourth-grade primary school students' creative writing achievements and writing attitudes. The experimental method based on the pre-test/post-test model was used in this research. The research was conducted with 42…

Examining the Value of a Scaffolded Critique Framework to Promote Argumentative and Explanatory Writings within an Argument-Based Inquiry Approach

ERIC Educational Resources Information Center

Jang, Jeong-yoon; Hand, Brian

2017-01-01

This study investigated the value of using a scaffolded critique framework to promote two different types of writing--argumentative writing and explanatory writing--with different purposes within an argument-based inquiry approach known as the Science Writing Heuristic (SWH) approach. A quasi-experimental design with sixth and seventh grade…

Teaching Writing for the "Real World": Community and Workplace Writing

ERIC Educational Resources Information Center

Cox, Michelle; Ortmeier-Hooper, Christina; Tirabassi, Katherine E.

2009-01-01

In this article, the authors offer an approach to teaching that can help students prepare to write for the workplace and in the community: a case study of community-based writing. In this case-study project, students work in groups to study the writing needs and practices of a community-based group or organization, such as a local public library,…

Effects of Web-Based Collaborative Writing on Individual L2 Writing Development

ERIC Educational Resources Information Center

Bikowski, Dawn; Vithanage, Ramyadarshanie

2016-01-01

This study investigated the effect of repeated in-class web-based collaborative writing tasks on second language writers' (L2) individual writing scores. A pre-test post-test research model was used in addition to participant surveys, class observations, and teacher interviews. Participants included 59 L2 writers in a writing class at a large U.S.…

Genre-Based Tasks in Foreign Language Writing: Developing Writers' Genre Awareness, Linguistic Knowledge, and Writing Competence

ERIC Educational Resources Information Center

Yasuda, Sachiko

2011-01-01

This study examines how novice foreign language (FL) writers develop their genre awareness, linguistic knowledge, and writing competence in a genre-based writing course that incorporates email-writing tasks. To define genre, the study draws on systemic functional linguistics (SFL) that sees language as a resource for making meaning in a particular…

Impact of Web Based Learning on EFL: Using On-Line Discussion Forum (ODF) to Enhance Students' Writing Skill

ERIC Educational Resources Information Center

Akmal

2017-01-01

Web based learning is considered as a breakthrough in the teaching of writing skill to the pre-service teachers at University of PGRI Semarang, Indonesia. The students should write argumentative, persuasive, and descriptive essays. This research offers significant contribution in term of the impact of web based learning on writing skill of English…

The Effect of Using Writer's Workshop Approach on Developing Basic Writing Skills (Mechanics of Writing) of Prospective Teachers of English in Egypt

ERIC Educational Resources Information Center

Salem, Ashraf Atta M. S.

2013-01-01

The present study aimed at investigating the effects of using a program based on the writing workshop approach on developing basic writing skills of prospective teachers of English in Hurgada faculty of Education. For that purpose, the researcher constructed and validated a teaching program based on the writing workshop approach, checklist of the…

Teaching Writing

ERIC Educational Resources Information Center

Tomas, Z.; Kostka, I.; Mott-Smith, J. A.

2013-01-01

The authors of "Teaching Writing" draw on their years of teaching and their knowledge of theory and research to present major concepts in teaching L2 writing. These concepts encompass how cultural differences affect the writing class, planning instruction, text-based writing, writing strategies, modeling, and responding to student…

Exploring Undergraduate Disciplinary Writing: Expectations and Evidence in Psychology and Chemistry

ERIC Educational Resources Information Center

Moran, Katherine E.

2013-01-01

Research in the area of academic writing has demonstrated that writing varies significantly across disciplines and among genres within disciplines. Two important approaches to studying diversity in disciplinary academic writing have been the genre-based approach and the corpus-based approach. Genre studies have considered the situatedness of…

Epidemiological characteristics, practice of ventilation, and clinical outcome in patients at risk of acute respiratory distress syndrome in intensive care units from 16 countries (PRoVENT): an international, multicentre, prospective study.

PubMed

Neto, Ary Serpa; Barbas, Carmen S V; Simonis, Fabienne D; Artigas-Raventós, Antonio; Canet, Jaume; Determann, Rogier M; Anstey, James; Hedenstierna, Goran; Hemmes, Sabrine N T; Hermans, Greet; Hiesmayr, Michael; Hollmann, Markus W; Jaber, Samir; Martin-Loeches, Ignacio; Mills, Gary H; Pearse, Rupert M; Putensen, Christian; Schmid, Werner; Severgnini, Paolo; Smith, Roger; Treschan, Tanja A; Tschernko, Edda M; Melo, Marcos F V; Wrigge, Hermann; de Abreu, Marcelo Gama; Pelosi, Paolo; Schultz, Marcus J

2016-11-01

Scant information exists about the epidemiological characteristics and outcome of patients in the intensive care unit (ICU) at risk of acute respiratory distress syndrome (ARDS) and how ventilation is managed in these individuals. We aimed to establish the epidemiological characteristics of patients at risk of ARDS, describe ventilation management in this population, and assess outcomes compared with people at no risk of ARDS. PRoVENT (PRactice of VENTilation in critically ill patients without ARDS at onset of ventilation) is an international, multicentre, prospective study undertaken at 119 ICUs in 16 countries worldwide. All patients aged 18 years or older who were receiving mechanical ventilation in participating ICUs during a 1-week period between January, 2014, and January, 2015, were enrolled into the study. The Lung Injury Prediction Score (LIPS) was used to stratify risk of ARDS, with a score of 4 or higher defining those at risk of ARDS. The primary outcome was the proportion of patients at risk of ARDS. Secondary outcomes included ventilatory management (including tidal volume [V T ] expressed as mL/kg predicted bodyweight [PBW], and positive end-expiratory pressure [PEEP] expressed as cm H 2 O), development of pulmonary complications, and clinical outcomes. The PRoVENT study is registered at ClinicalTrials.gov, NCT01868321. The study has been completed. Of 3023 patients screened for the study, 935 individuals fulfilled the inclusion criteria. Of these critically ill patients, 282 were at risk of ARDS (30%, 95% CI 27-33), representing 0·14 cases per ICU bed over a 1-week period. V T was similar for patients at risk and not at risk of ARDS (median 7·6 mL/kg PBW [IQR 6·7-9·1] vs 7·9 mL/kg PBW [6·8-9·1]; p=0·346). PEEP was higher in patients at risk of ARDS compared with those not at risk (median 6·0 cm H 2 O [IQR 5·0-8·0] vs 5·0 cm H 2 O [5·0-7·0]; p<0·0001). The prevalence of ARDS in patients at risk of ARDS was higher than in individuals not at risk of ARDS (19/260 [7%] vs 17/556 [3%]; p=0·004). Compared with individuals not at risk of ARDS, patients at risk of ARDS had higher in-hospital mortality (86/543 [16%] vs 74/232 [32%]; p<0·0001), ICU mortality (62/533 [12%] vs 66/227 [29%]; p<0·0001), and 90-day mortality (109/653 [17%] vs 88/282 [31%]; p<0·0001). V T did not differ between patients who did and did not develop ARDS (p=0·471 for those at risk of ARDS; p=0·323 for those not at risk). Around a third of patients receiving mechanical ventilation in the ICU were at risk of ARDS. Pulmonary complications occur frequently in patients at risk of ARDS and their clinical outcome is worse compared with those not at risk of ARDS. There is potential for improvement in the management of patients without ARDS. Further refinements are needed for prediction of ARDS. None. Copyright © 2016 Elsevier Ltd. All rights reserved.

Analysis of Parallel Burn Without Crossfeed TSTO RLV Architectures and Comparison to Parallel Burn With Crossfeed and Series Burn Architectures

NASA Technical Reports Server (NTRS)

Smith, Garrett; Phillips, Alan

2002-01-01

There are currently three dominant TSTO class architectures. These are Series Burn (SB), Parallel Burn with crossfeed (PBw/cf), and Parallel Burn without crossfeed (PBncf). The goal of this study was to determine what factors uniquely affect PBncf architectures, how each of these factors interact, and to determine from a performance perspective whether a PBncf vehicle could be competitive with a PBw/cf or SB vehicle using equivalent technology and assumptions. In all cases, performance was evaluated on a relative basis for a fixed payload and mission by comparing gross and dry vehicle masses of a closed vehicle. Propellant combinations studied were LOX: LH2 propelled orbiter and booster (HH) and LOX: Kerosene booster with LOX: LH2 orbiter (KH). The study conclusions were: 1) a PBncf orbiter should be throttled as deeply as possible after launch until the staging point. 2) a detailed structural model is essential to accurate architecture analysis and evaluation. 3) a PBncf TSTO architecture is feasible for systems that stage at mach 7. 3a) HH architectures can achieve a mass growth relative to PBw/cf of < 20%. 3b) KH architectures can achieve a mass growth relative to Series Burn of < 20%. 4) center of gravity (CG) control will be a major issue for a PBncf vehicle, due to the low orbiter specific thrust to weight ratio and to the position of the orbiter required to align the nozzle heights at liftoff. 5 ) thrust to weight ratios of 1.3 at liftoff and between 1.0 and 0.9 when staging at mach 7 appear to be close to ideal for PBncf vehicles. 6) performance for all vehicles studied is better when staged at mach 7 instead of mach 5. The study showed that a Series Burn architecture has the lowest gross mass for HH cases, and has the lowest dry mass for KH cases. The potential disadvantages of SB are the required use of an air-start for the orbiter engines and potential CG control issues. A Parallel Burn with crossfeed architecture solves both these problems, but the mechanics of a large bipropellant crossfeed system pose significant technical difficulties. Parallel Burn without crossfeed vehicles start both booster and orbiter engines on the ground and thus avoid both the risk of orbiter air-start and the complexity of a crossfeed system. The drawback is that the orbiter must use 20% to 35% of its propellant before reaching the staging point. This induces a weight penalty in the orbiter in order to carry additional propellant, which causes a further weight penalty in the booster to achieve the same staging point. One way to reduce the orbiter propellant consumption during the first stage is to throttle down the orbiter engines as much as possible. Another possibility is to use smaller or fewer engines. Throttling the orbiter engines soon after liftoff minimizes CG control problems due to a low orbiter liftoff thrust, but may result in an unnecessarily high orbiter thrust after staging. Reducing the number or size of engines size may cause CG control problems and drift at launch. The study suggested possible methods to maximize performance of PBncf vehicle architectures in order to meet mission design requirements.

Writing Pal: Feasibility of an Intelligent Writing Strategy Tutor in the High School Classroom

ERIC Educational Resources Information Center

Roscoe, Rod D.; McNamara, Danielle S.

2013-01-01

The Writing Pal (W-Pal) is a novel intelligent tutoring system (ITS) that offers writing strategy instruction, game-based practice, essay writing practice, and formative feedback to developing writers. Compared to more tractable and constrained learning domains for ITS, writing is an ill-defined domain because the features of effective writing are…

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

ERIC Educational Resources Information Center

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

2016-01-01

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

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…

Affective and Social Factors in a Project-Based Writing Course

ERIC Educational Resources Information Center

Kathpalia, Sujata Surinder; Heah, Carmel

2011-01-01

Much of the work in academic writing has focused on the cognitive rather than the affective and social aspects involved in project-based writing. Emphasis in past research has been on skills and processes of writing rather than on affective factors such as motivation, attitudes, feelings or social factors involving intrapersonal and interpersonal…

Writing as Learning: A Content-Based Approach.

ERIC Educational Resources Information Center

Rothstein, Evelyn; Lauber, Gerald

Based on the understanding that writing should not be confined to the language arts classroom, this book provides over 200 examples of how 12 different strategies can be used in kindergarten through high school classrooms. The writing strategies in the book demonstrate how writing can also be employed as a powerful tool for processing new…

The Use of a Computer-Based Writing Program: Facilitation or Frustration?

ERIC Educational Resources Information Center

Chen, Chi-Fen Emily; Cheng, Wei-Yuan

2006-01-01

The invention of computer-based writing program has revolutionized the way of teaching second language writing. Embedded with artificial intelligence scoring engine, it can provide students with both immediate score and diagnostic feedback on their essays. In addition, some of such programs offer convenient writing and editing tools to facilitate…

Exploring EFL Learners' Lexical Application in AWE-Based Writing

ERIC Educational Resources Information Center

Lu, Zhihong; Li, Zhenxiao

2016-01-01

With massive utilization of Automated Writing Evaluation (AWE) tools, it is feasible to detect English as a Foreign Language (EFL) learners' lexical application so as to improve their writing quality. This study aims to explore Chinese EFL learners' lexical application to see if AWE-based writing can bring about positive effects of lexicon on…

Incorporating Process-Based Writing Pedagogy into First-Year Learning Communities: Strategies and Outcomes

ERIC Educational Resources Information Center

Barnhisel, Greg; Stoddard, Evan; Gorman, Jennifer

2012-01-01

This article reports a study that examines the efforts of one school--Duquesne University in Pittsburgh, Pennsylvania--to improve student writing in first-year learning communities by promoting so-called process-based writing pedagogy outside of writing classes. Administrators encouraged instructors of subject-matter classes to integrate the…

An effective write policy for software coherence schemes

NASA Technical Reports Server (NTRS)

Chen, Yung-Chin; Veidenbaum, Alexander V.

1992-01-01

The authors study the write behavior and evaluate the performance of various write strategies and buffering techniques for a MIN-based multiprocessor system using the simple software coherence scheme. Hit ratios, memory latencies, total execution time, and total write traffic are used as the performance indices. The write-through write-allocate no-fetch cache using a write-back write buffer is shown to have a better performance than both write-through and write-back caches. This type of write buffer is effective in reducing the volume as well as bursts of write traffic. On average, the use of a write-back cache reduces by 60 percent the total write traffic generated by a write-through cache.

How Is Emergent Writing Based on Drawing? Analyses of Children's Products and Their Sorting by Children and Mothers.

ERIC Educational Resources Information Center

Levin, Iris; Bus, Adriana G.

2003-01-01

Compared 28- to 53-month-olds' writing and drawing. Scores on a writing scale composed of graphic, "writing-like," and symbolic schemes improved with age. Recognition of drawings as drawings preceded recognition of writings as writings. Writing and drawing scores were substantially correlated, even with age partialed out, suggesting that…

Contextualized Writing: Promoting Audience-Centered Writing through Scenario-Based Learning

ERIC Educational Resources Information Center

Golden, Paullett

2018-01-01

Scenario-based learning is an approach for student-centered learning used in the medical and legal fields, but is little used in liberal arts. In this study, I examine students' understanding and application of audience-centered writing techniques after a semester of formal scenario-based essays and problem-based activities. Comparing the grades…

The Examination of the Effects of Writing Strategy-Based Procedural Facilitative Environments on Students' English Foreign Language Writing Anxiety Levels

PubMed Central

Tsiriotakis, Ioanna K.; Vassilaki, Eleni; Spantidakis, Ioannis; Stavrou, Nektarios A. M.

2017-01-01

Empirical studies have shown that anxiety and negative emotion can hinder language acquisition. The present study implemented a writing instructional model so as to investigate its effects on the writing anxiety levels of English Foreign Language learners. The study was conducted with 177 participants, who were administered the Second Language Writing Anxiety Inventory (SLWAI; Cheng, 2004) that assesses somatic, cognitive and behavioral anxiety, both at baseline and following the implementation of a writing instructional model. The hypothesis stated that the participant's writing anxiety levels would lessen following the provision of a writing strategy-based procedural facilitative environment that fosters cognitive apprenticeship. The initial hypothesis was supported by the findings. Specifically, in the final measurement statistical significant differences appeared where participants in the experimental group showed notable lower mean values of the three factors of anxiety, a factor that largely can be attributed to the content of the intervention program applied to this specific group. The findings validate that Foreign Language writing anxiety negatively effects Foreign Language learning and performance. The findings also support the effectiveness of strategy-based procedural facilitative writing environments that foster cognitive apprenticeship, so as to enhance language skill development and reduce feelings of Foreign Language writing anxiety. PMID:28119658

The Examination of the Effects of Writing Strategy-Based Procedural Facilitative Environments on Students' English Foreign Language Writing Anxiety Levels.

PubMed

Tsiriotakis, Ioanna K; Vassilaki, Eleni; Spantidakis, Ioannis; Stavrou, Nektarios A M

2016-01-01

Empirical studies have shown that anxiety and negative emotion can hinder language acquisition. The present study implemented a writing instructional model so as to investigate its effects on the writing anxiety levels of English Foreign Language learners. The study was conducted with 177 participants, who were administered the Second Language Writing Anxiety Inventory (SLWAI; Cheng, 2004) that assesses somatic, cognitive and behavioral anxiety, both at baseline and following the implementation of a writing instructional model. The hypothesis stated that the participant's writing anxiety levels would lessen following the provision of a writing strategy-based procedural facilitative environment that fosters cognitive apprenticeship. The initial hypothesis was supported by the findings. Specifically, in the final measurement statistical significant differences appeared where participants in the experimental group showed notable lower mean values of the three factors of anxiety, a factor that largely can be attributed to the content of the intervention program applied to this specific group. The findings validate that Foreign Language writing anxiety negatively effects Foreign Language learning and performance. The findings also support the effectiveness of strategy-based procedural facilitative writing environments that foster cognitive apprenticeship, so as to enhance language skill development and reduce feelings of Foreign Language writing anxiety.

Text-Based Writing of Low-Skilled Postsecondary Students: Relation to Comprehension, Self-Efficacy and Teacher Judgments

ERIC Educational Resources Information Center

Perin, Dolores; Lauterbach, Mark; Raufman, Julia; Kalamkarian, Hoori Santikian

2017-01-01

Summarization and persuasive writing are important in postsecondary education and often require the use of source text. However, students entering college with low literacy skills often find this type of writing difficult. The present study compared predictors of performance on text-based summarization and persuasive writing in a sample of…

Engaging a "Pedagogy of Discomfort": Emotion as Critical Inquiry in Community-Based Writing Courses

ERIC Educational Resources Information Center

Prebel, Julie

2016-01-01

This article revisits the scholarship on emotion in composition studies and extends this work through a consideration of emotion in community-based writing courses. With examples from student reflection essays from one such course, Writing With the Community, I explore emotion as a generative aspect of the students' semester writing projects for…

Impact of Guided-Inquiry-Based Instruction with a Writing and Reflection Emphasis on Chemistry Students' Critical Thinking Abilities

ERIC Educational Resources Information Center

Gupta, Tanya; Burke, K. A.; Mehta, Akash; Greenbowe, Thomas J.

2015-01-01

The Science Writing Heuristic (SWH) laboratory instruction approach has been used successfully over a decade to engage students in laboratory activities. SWH-based instruction emphasizes knowledge construction through individual writing and reflection, and collaborative learning as a group. In the SWH approach, writing is a core component of…

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…

Free Computer-Based Assistive Technology to Support Students with High-Incidence Disabilities in the Writing Process

ERIC Educational Resources Information Center

Bouck, Emily C.; Meyer, Nancy K.; Satsangi, Rajiv; Savage, Melissa N.; Hunley, Megan

2015-01-01

Written expression is a neglected but critical component of education; yet, the writing process--from prewriting, to writing, and postwriting--is often an area of struggle for students with disabilities. One strategy to assist students with disabilities struggling with the writing process is the use of computer-based technology. This article…

Using Literature-Based Prompts To Teach Writing Competencies: Directed Reading and Writing Lessons.

ERIC Educational Resources Information Center

Gelsinger, Barry D.

Intended to help teachers integrate writing instruction with the study of literature, this teaching guide offers a philosophy of writing instruction, describes a procedure for teaching reading and writing lessons, and provides a sequence of writing skills. For various literature selections, the guide defines vocabulary, provides topic discussion…

My Changed Body: Background, development and acceptability of a self-compassion based writing activity for female survivors of breast cancer.

PubMed

Przezdziecki, Astrid; Alcorso, Jessica; Sherman, Kerry A

2016-05-01

To assess consumer and health professional user acceptability of a web-based self-compassion writing activity to minimize psychological distress related to the negative impact of breast cancer on body image. "My Changed Body" is a web-based writing activity that combines expressive writing with a self-compassionate approach that focuses on cancer-related adverse body image alterations. Breast cancer survivors (n=15) and health professionals (n=20) provided feedback via a survey regarding the appearance, organization and content of the website and writing activity. Both breast cancer survivors and health professionals rated the website highly in terms of design, layout and content. Participants commented positively on the website's clear wording, appealing design and ease of navigation. Suggestions for improving the website included simplifying the instructions for the writing activity and allowing participants' writing to be saved. Results from both breast cancer survivors and health professionals suggest a moderate to high level of user acceptability and positive ratings for the overall impression of the website. Self-compassion based writing interventions can be translated to a web-based self-administered activity for body image difficulties after breast cancer treatment in a format that is acceptable to consumers and health professionals. Copyright © 2016. Published by Elsevier Ireland Ltd.

Effects of planning strategies on writing dynamics and final texts.

PubMed

Limpo, Teresa; Alves, Rui A

2018-06-12

Expert writing involves the interaction among three cognitively demanding processes: planning, translating, and revising. To manage the cognitive load brought on by these processes, writers frequently use strategies. Here, we examined the effects of planning strategies on writing dynamics and final texts. Before writing an argumentative text with the triple-task technique, 63 undergraduates were asked either to elaborate an outline with the argumentative structure embedded (structure-based planning condition), to provide a written list of ideas for the text (list-based planning condition), or to do a non-writing-related filler task (no planning condition). Planning showed no effects on the length of the pre-writing pause and cognitive effort, but influenced writing processes occurrences. Compared to participants in the no-planning condition, those in the planning conditions showed a later activation of revising. Moreover, participants in the structure-based condition were mainly focused on translating in the beginning and middle of composition, whereas their peers tended to distribute their attention among all processes. Planning ahead of writing also resulted in texts with longer words, produced at a higher rate. Only the structure-based planning strategy led to an increase in the number of argumentation elements as well as in essays' persuasiveness and overall quality. There was, however, no indication that these improvements in final texts were associated with changes in the dynamics of writing. Overall, the use of structure-based plans seems to be an effective and efficient way of improving undergraduates' argumentative writing. Copyright © 2018 Elsevier B.V. All rights reserved.

Responding to Emotion in Practice-Based Writing

ERIC Educational Resources Information Center

Rai, Lucy

2012-01-01

This paper will consider the significance of emotion in assessment through reflective or experiential writing in the context of professional practice-based learning. It is based on a 12 month study conducted with undergraduate social work students undertaking what are referred to as "reflective writing" assessments. This form of assessment is a…

The Effectiveness of Internet-Based Peer Feedback Training on Chinese EFL College Students' Writing Proficiency

ERIC Educational Resources Information Center

Jiang, Jiahong; Yu, Yibing

2014-01-01

English writing, an indispensable skill in English learning, plays an important role in improving learners' language proficiency. With the wide spread and use of wired or wireless internet, EFL students can easily help and be helped with English writing. Therefore, the application of internet-based peer feedback training on writing to foreign or…

Peer-Mediated vs. Individual Writing: Measuring Fluency, Complexity, and Accuracy in Writing

ERIC Educational Resources Information Center

Soleimani, Maryam; Modirkhamene, Sima; Sadeghi, Karim

2017-01-01

Drawing upon Vygotsky's Sociocultural Theory (SCT), this study aimed at investigating the effect of two writing modes, namely, peer-mediated/collaborative vs. individual writing on measures of fluency, accuracy, and complexity of female EFL learners' writing. Based on an in-house placement test and the First Certificate in English writing paper, a…

Laser direct writing of micro- and nano-scale medical devices

PubMed Central

Gittard, Shaun D; Narayan, Roger J

2010-01-01

Laser-based direct writing of materials has undergone significant development in recent years. The ability to modify a variety of materials at small length scales and using short production times provides laser direct writing with unique capabilities for fabrication of medical devices. In many laser-based rapid prototyping methods, microscale and submicroscale structuring of materials is controlled by computer-generated models. Various laser-based direct write methods, including selective laser sintering/melting, laser machining, matrix-assisted pulsed-laser evaporation direct write, stereolithography and two-photon polymerization, are described. Their use in fabrication of microstructured and nanostructured medical devices is discussed. Laser direct writing may be used for processing a wide variety of advanced medical devices, including patient-specific prostheses, drug delivery devices, biosensors, stents and tissue-engineering scaffolds. PMID:20420557

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…

Process Writing and Communicative-Task-Based Instruction: Many Common Features, but More Common Limitations?

ERIC Educational Resources Information Center

Bruton, Anthony

2005-01-01

Process writing and communicative-task-based instruction both assume productive tasks that prompt self-expression to motivate students and as the principal engine for developing L2 proficiency in the language classroom. Besides this, process writing and communicative-task-based instruction have much else in common, despite some obvious…

The Effects of Participation, Performance, and Interest in a Game-Based Writing Environment

ERIC Educational Resources Information Center

Liao, Calvin C. Y.; Chang, Wan-Chen; Chan, Tak-Wai

2018-01-01

We have observed that many computer-supported writing environments based on pedagogical strategies have only been designed to incorporate the cognitive aspects, but motivational aspects should also be included. Hence, we theorize that integrating game-based learning into the writing environment may be a practical approach that can facilitate…

Producing an Online Undergraduate Literary Magazine: A Guide to Using Problem-Based Learning in the Writing and Publishing Classroom

ERIC Educational Resources Information Center

Persichetti, Amy L.

2016-01-01

This article will illustrate how a problem-based learning (PBL) course (Savery, 2006) can be used in a writing program as a vehicle for both creative and preprofessional learning. English 420: Writing, Publishing, and Editing is offered every fall, and its counterpart, English 423: Writing, Publishing, and Editing is offered each spring. The…

The Computer-Based Writing Program: A Clinical Teaching Experience for Education Interns to Develop Professional Knowledge and Skills in Effective Instructional Writing Practices

ERIC Educational Resources Information Center

Painter, Diane D.

2016-01-01

The four-week university-sponsored summer Computer-based Writing (CBW) Program directed by the head of a special education initial teacher licensure program gave teaching interns opportunities to work with young struggling writers in a supervised clinical setting to address keyboarding skills, writing conventions and knowledge and application of…

Automated Writing Evaluation for Formative Assessment of Second Language Writing: Investigating the Accuracy and Usefulness of Feedback as Part of Argument-Based Validation

ERIC Educational Resources Information Center

Ranalli, Jim; Link, Stephanie; Chukharev-Hudilainen, Evgeny

2017-01-01

An increasing number of studies on the use of tools for automated writing evaluation (AWE) in writing classrooms suggest growing interest in their potential for formative assessment. As with all assessments, these applications should be validated in terms of their intended interpretations and uses. A recent argument-based validation framework…

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…

Fostering Writing in Upper Primary Grades: A Study into the Distinct and Combined Impact of Explicit Instruction and Peer Assistance

ERIC Educational Resources Information Center

De Smedt, Fien; Van Keer, Hilde

2018-01-01

As writing is a complex and resource demanding task, high-quality writing instruction is indispensable from primary grades on to support beginning writers in developing effective writing skills. Writing research should therefore provide teachers and schools with evidence-based guidelines for teaching writing in daily practice. In this respect, the…

Writer's Workshop vs. Writing Prompts: The Effect on First Graders' Writing Ability and Attitude towards Writing

ERIC Educational Resources Information Center

Carroll, Stacy; Feng, Jay

2010-01-01

In the county schools, students are assessed every nine weeks based on a writing prompt using a rubric supplied by the county, but the students are often taught using Writer's Workshop. This action research attempted to determine if Writer's Workshop and the use of writing prompts have different effects on first graders' writing ability and…

Writeaerobics: 40 Workshop Exercises To Improve Your Writing Teaching. Bill Harp Professional Teachers Library.

ERIC Educational Resources Information Center

Thomason, Tommy

To teach writing well, teachers need three things: first, they have to understand writing itself, as well as writing pedagogy; second, they need to be writers themselves; and third, they need to know how to communicate their knowledge about writing effectively to their students. This book is based on the premise that writing ability--and teaching…

Writing Activities for Developing Reading Comprehension.

ERIC Educational Resources Information Center

Karlin, Robert; Karlin, Andrea R.

As both draw upon language and experience, and both deal with meaning, writing and reading can be learned concurrently. Writing activities having a positive effect on reading skills include notetaking and sentence combining exercises. A more productive way of improving reading comprehension through writing is to have students base their writing on…

Lesson Study: Developing a Knowledge Base for Elementary Writing Instruction

ERIC Educational Resources Information Center

McQuitty, Vicki

2011-01-01

Concern about students' writing skills has led to recommendations that elementary teachers receive more professional development in how to teach writing (National Commission on Writing, 2006). However, there is currently little evidence about the knowledge teachers need to teach writing well, and it is therefore difficult for teacher…

The Politics of Writing across the Curriculum.

ERIC Educational Resources Information Center

Fulwiler, Toby

Writing across the curriculum has become an educational reform movement that now questions the nature, purpose, and goals of educational institutions. Writing across the curriculum is based on premises such as the following: reading, writing, talking, and listening are the modes through which people think and learn; the more people write the…

Personal, Expository, Critical, and Creative: Using Writing in Mathematics Courses

ERIC Educational Resources Information Center

Braun, Benjamin

2014-01-01

This article provides a framework for creating and using writing assignments based on four types of writing: personal, expository, critical, and creative. This framework includes specific areas of student growth affected by these writing styles. Illustrative sample assignments are given throughout for each type of writing and various combinations…

Perceptions of Preceptors and Students on the Importance of Writing

ERIC Educational Resources Information Center

Fields, Tina T.; Hatala, Jeff J.; Nauert, Richard F.

2014-01-01

Health administration programs vary from other administrative programs based on emphasis in writing. Prior studies about writing skills in professional degree programs show student writing skills are not at a professional level. There is no literature at present that identifies important and essential writing skills related specifically to…

Strategies to Advance College-Ready Writing Competencies

ERIC Educational Resources Information Center

Wang, Manhui Amy

2013-01-01

While many college students at two-year public colleges need Basic Writing classes before entering college-level writing courses, only 34% have successfully passed their Basic Writing classes (Ternes, 2008). Troyo (2000) maintained that the reason students failed in Basic Writing classes was that more research-based effective teaching strategies…

Writing Our Wrongs.

ERIC Educational Resources Information Center

Rothschild, Jeffrey

In writing, as with tools, form must always follow function. From this perspective there can be no "good" writing, only effective writing. Unfortunately, in most instructional situations the function of communicating to an audience is often neglected. Most so-called poor writing falls into the category of writer-based prose. Once student writing…

Engaging Young Adolescents in School-Based Writing

ERIC Educational Resources Information Center

Yost, Deborah S.; Liang, Ling L.; Vogel, Robert

2014-01-01

How might middle school teachers and schools more appropriately engage early adolescent students in the writing process so that they are motivated and engaged to "want" to write and write well? This article introduces "Writers Matter," an approach designed to engage and motivate young adolescents in the writing process,…

Dispensing of high concentration Ag nano-particles ink for ultra-low resistivity paper-based writing electronics.

PubMed

Wang, Fuliang; Mao, Peng; He, Hu

2016-02-17

Paper-based writing electronics has received a lot of interest recently due to its potential applications in flexible electronics. To obtain ultra-low resistivity paper-based writing electronics, we developed a kind of ink with high concentration of Ag Nano-particles (up to 80 wt%), as well as a related dispensing writing system consisting an air compressor machine and a dispenser. Additionally, we also demonstrated the writability and practical application of our proposed ink and writing system. Based on the study on the effect of sintering time and pressure, we found the optimal sintering time and pressure to obtain high quality Ag NPs wires. The electrical conductivity of nano-silver paper-based electronics has been tested using the calculated resistivity. After hot-pressure sintering at 120 °C, 25 MPa pressure for 20 minutes, the resistivity of silver NPs conductive tracks was 3.92 × 10(-8) (Ωm), only 2.45 times of bulk silver. The mechanical flexibility of nano-silver paper-based electronics also has been tested. After 1000 bending cycles, the resistivity slightly increased from the initial 4.01 × 10(-8) to 5.08 × 10(-8) (Ωm). With this proposed ink preparation and writing system, a kind of paper-based writing electronics with ultra-low resistivity and good mechanical flexibility was achieved.

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…

Direct Writing of Graphene-based Nanoelectronics via Atomic Force Microscopy

DTIC Science & Technology

2012-05-07

To) 07-05-2012 4. TITLE AND SUBTITLE 5a. CONTRACT NUMBER Direct Writing of Graphene -based Nanoelectronics via Atomic Force Microscopy 5b. GRANT...ABSTRACT This project employs direct writing with an atomic force microscope (AFM) to fabricate simple graphene -based electronic components like resistors...and transistors at nanometer-length scales. The goal is to explore their electrical properties for graphene -based electronics. Conducting

Sustaining Composition: Studying Content-Based, Ecological, and Economical Sustainability of Open-Source Textbooks through "Writing Spaces: Readings on Writing"

ERIC Educational Resources Information Center

Munson, Margaret

2013-01-01

Writing programs in institutions of higher education work to prepare students for real-world writing within any field of study. The composition of "Writing Spaces: Readings on Writing" offers an open-source text for students, teachers, and policy-makers at all levels. Exposure to an open space for learning encourages access to information,…

Curriculum-Based Measures in Writing: A School-Based Evaluation of Predictive Validity

ERIC Educational Resources Information Center

Terenzi, Christina M.

2009-01-01

Recent research in the area of Curriculum-Based Measures (CBM) in writing has shown that traditionally used metrics, such as total words written and total words correct, may not be the best tools for measuring writing performance, for both secondary and elementary aged children (e.g., Gansle, Noell, VanDerHeyden, Naquin, & Slider, 2002; Tindal…

Exploring Processes of Collaborative Creativity--The Role of Emotions in Children's Joint Creative Writing

ERIC Educational Resources Information Center

Vass, Eva

2007-01-01

This paper reports a study on children's classroom-based collaborative creative writing. Based on socio-cultural theory, the central aim of the research was to contribute to current understanding of young children's creativity, and describe ways in which peer collaboration can resource, stimulate and enhance classroom-based creative writing. The…

Using Mentor Texts to Teach Writing in Science and Social Studies

ERIC Educational Resources Information Center

Pytash, Kristine E.; Morgan, Denise N.

2014-01-01

This article explores how the research-based practice of using mentor texts can support students' writing within their subject areas. Specifically, this article examines the writing demands of the Common Core Writing Standards and how using mentor texts helps teachers meet these writing standards. We share guiding principles for using mentor…

Moving beyond Journaling to Dialogues in Writing

ERIC Educational Resources Information Center

Hail, Cindy; George, Sue; Hail, John

2013-01-01

The last two decades have produced theoretical-based methodology models emphasizing student-centered and learner-controlled writing experiences. During the 1990s, writing evolved into a function of learning. As more was learned about the writing process, it became evident that writing led to clarifying thinking and served as a forum for revealing…

Writing to Learn across the Curriculum. Fastback 209.

ERIC Educational Resources Information Center

Myers, John W.

Intended for use by secondary school teachers in all subject areas, this booklet provides research based information designed to make writing a learning process. Following brief discussions of the writing-to-learn concept, the importance of writing in all curricular areas, and steps in developing a writing across the curriculum program, the…

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…

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…

Marathon Writing--A Letter to Parents.

ERIC Educational Resources Information Center

McCoy, Linda Jones

Based on a year's work with 16 second grade students, this two-part paper reports the successful use of the Marathon Writing (continuous writing for short periods on a regular basis) strategy in encouraging beginning writers to write independently. The first part of the paper explains the technique of marathon writing, and notes that even though…

Riding Elvis's Motorcycle: Using Self-Regulated Strategy Development To PLAN and WRITE for a State Writing Exam.

ERIC Educational Resources Information Center

De La Paz, Susan; Owen, Bonnie; Harris, Karen R.; Graham, Steve

2000-01-01

This article describes implementation of the Self-Regulated Strategy Development (SRSD) approach to help students learn a specific essay writing strategy in preparation for a state writing test. It also reviews the theoretical and research bases for using SRSD to teaching writing strategies. (Contains references.) (DB)

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…

Investigating the feasibility of a BCI-driven robot-based writing agent for handicapped individuals

NASA Astrophysics Data System (ADS)

Syan, Chanan S.; Harnarinesingh, Randy E. S.; Beharry, Rishi

2014-07-01

Brain-Computer Interfaces (BCIs) predominantly employ output actuators such as virtual keyboards and wheelchair controllers to enable handicapped individuals to interact and communicate with their environment. However, BCI-based assistive technologies are limited in their application. There is minimal research geared towards granting disabled individuals the ability to communicate using written words. This is a drawback because involving a human attendant in writing tasks can entail a breach of personal privacy where the task entails sensitive and private information such as banking matters. BCI-driven robot-based writing however can provide a safeguard for user privacy where it is required. This study investigated the feasibility of a BCI-driven writing agent using the 3 degree-of- freedom Phantom Omnibot. A full alphanumerical English character set was developed and validated using a teach pendant program in MATLAB. The Omnibot was subsequently interfaced to a P300-based BCI. Three subjects utilised the BCI in the online context to communicate words to the writing robot over a Local Area Network (LAN). The average online letter-wise classification accuracy was 91.43%. The writing agent legibly constructed the communicated letters with minor errors in trajectory execution. The developed system therefore provided a feasible platform for BCI-based writing.

The Effectiveness of a Program Based on the Combination of Relevance and Confidence Motivational Strategies in Developing EFL Argumentative Writing Skills and Overcoming Writing Apprehension among Students Teachers at Faculty of Education

ERIC Educational Resources Information Center

Ahmed Helwa, Hasnaa Sabry Abdel-Hamid

2014-01-01

The aim of this research is to investigate the effectiveness of a program based on the combination of relevance and confidence motivational strategies in developing EFL argumentative writing skills and overcoming writing apprehension among students teachers at Faculty of Education. The design of the research is a mixed research methodology. It…

Treating of Content-Based Instruction to Teach Writing Viewed from EFL Learners' Creativity

ERIC Educational Resources Information Center

Jaelani, Selamet Riadi

2017-01-01

The objectives of the research are to examine: (1) whether Content-Based Instruction is more effective than Problem-based learning to teach writing to the EFL Learners; (2) whether the EFL Learners having high creativity have better writing than those having low creativity; and (3) whether there is an interaction between teaching methods and EFL…

A Corpus-Based Discourse Information Analysis of Chinese EFL Learners' Autonomy in Legal Case Brief Writing

ERIC Educational Resources Information Center

Chen, Jinshi

2017-01-01

Legal case brief writing is pedagogically important yet insufficiently discussed for Chinese EFL learners majoring in law. Based on process genre approach and discourse information theory (DIT), the present study designs a corpus-based analytical model for Chinese EFL learners' autonomy in legal case brief writing and explores the process of case…

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

ERIC Educational Resources Information Center

Zhao, Ruilan; Hirvela, Alan

2015-01-01

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

Children's Writing Processes when Using Computers: Insights Based on Combining Analyses of Product and Process

ERIC Educational Resources Information Center

Gnach, Aleksandra; Wiesner, Esther; Bertschi-Kaufmann, Andrea; Perrin, Daniel

2007-01-01

Children and young people are increasingly performing a variety of writing tasks using computers, with word processing programs thus becoming their natural writing environment. The development of keystroke logging programs enables us to track the process of writing, without changing the writing environment for the writers. In the myMoment schools…

Keep Writing Weird: A Call for Eco-Administration and Engaged Writing Programs

ERIC Educational Resources Information Center

House, Veronica

2016-01-01

Influenced by ecological theories of writing, the author proposes a new model for writing curriculum design and community-based projects. The article provides a project of the Writing Initiative for Service and Engagement at the University of Colorado Boulder as an example of programmatic engagement with a community issue using an ecological…

How Professional Writing Pedagogy and University-Workplace Partnerships Can Shape the Mentoring of Workplace Writing

ERIC Educational Resources Information Center

Kohn, Liberty

2015-01-01

This article analyzes literature on university-workplace partnerships and professional writing pedagogy to suggest best practices for workplace mentors to mentor new employees and their writing. The article suggests that new employees often experience cultural confusion due to (a) the transfer of education-based writing strategies and (b) the…

Differentiating Digital Writing Instruction: The Intersection of Technology, Writing Instruction, and Digital Genre Knowledge

ERIC Educational Resources Information Center

Martin, Nicole M.; Lambert, Claire

2015-01-01

U.S. adolescents' prior technology experiences and exposure to digital genres vary, but they will often write digital texts as they enter college and adulthood. We explored middle school students' digital writing instructional experience in the context of a university-based summer digital writing camp. The sixth- through eighth-grade adolescents…

Writing in the Park: Inquiry into Urban Youths' Place-Based Digital Writing Processes

ERIC Educational Resources Information Center

Silva, Bethany

2017-01-01

Theories of writing process have informed the teaching of writing for the past forty years, providing writing mentors with a language of prewriting, drafting, revising, editing, and publishing that broadens ways to invite young writers to approach composition. In the past forty years, new technologies for composition have impacted the products,…

Student Perceptions on Collaborative Writing in a Project-Based Course

ERIC Educational Resources Information Center

Deveci, Tanju

2018-01-01

The traditional view that writing is an individual activity often translates into the teaching of it as an individual task. Rarely do students engage in extensive dialogue with their peers when writing. However, much writing in the workplace takes place in collaboration with others. Although, on the surface, many authors may not seem to write with…

The Effects of Collaborative Writing Activity Using Google Docs on Students' Writing Abilities

ERIC Educational Resources Information Center

Suwantarathip, Ornprapat; Wichadee, Saovapa

2014-01-01

Google Docs, a free web-based version of Microsoft Word, offers collaborative features which can be used to facilitate collaborative writing in a foreign language classroom. The current study compared writing abilities of students who collaborated on writing assignments using Google Docs with those working in groups in a face-to-face classroom.…

Word Processing and the Writing Process: Enhancement or Distraction?

ERIC Educational Resources Information Center

Dalton, David W.; Watson, James F.

This study examined the effects of a year-long word processing program on learners' holistic writing skills. Based on results of a writing pretest, 80 seventh grade students were designated as relatively high or low in prior writing achievement and assigned to one of two groups: a word processing treatment and a conventional writing process…

Helping Preservice Teachers Learn to Assess Writing: Practice and Feedback in a Web-Based Environment

ERIC Educational Resources Information Center

Dempsey, Michael S.; PytlikZillig, Lisa M.; Bruning, Roger H.

2009-01-01

Writing is a highly valued skill that is often neglected in the classroom; one reason is that teachers often do not receive adequate training in writing assessment and instruction. Teachers, particularly preservice teachers, need practice making detailed assessments of student writing and to build their confidence for assessing student writing,…

Environmental Flux and Locally Focused College Writing

ERIC Educational Resources Information Center

Shepley, Nathan

2014-01-01

This article reviews insights from place-based education and ecological models of writing to show how these theories can work together to shape locally focused composition pedagogies. From place-based education, the researcher takes an emphasis on physical specificity, and from ecological models of writing, the researcher takes an emphasis 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…

Dispensing of high concentration Ag nano-particles ink for ultra-low resistivity paper-based writing electronics

PubMed Central

Wang, Fuliang; Mao, Peng; He, Hu

2016-01-01

Paper-based writing electronics has received a lot of interest recently due to its potential applications in flexible electronics. To obtain ultra-low resistivity paper-based writing electronics, we developed a kind of ink with high concentration of Ag Nano-particles (up to 80 wt%), as well as a related dispensing writing system consisting an air compressor machine and a dispenser. Additionally, we also demonstrated the writability and practical application of our proposed ink and writing system. Based on the study on the effect of sintering time and pressure, we found the optimal sintering time and pressure to obtain high quality Ag NPs wires. The electrical conductivity of nano-silver paper-based electronics has been tested using the calculated resistivity. After hot-pressure sintering at 120 °C, 25 MPa pressure for 20 minutes, the resistivity of silver NPs conductive tracks was 3.92 × 10−8 (Ωm), only 2.45 times of bulk silver. The mechanical flexibility of nano-silver paper-based electronics also has been tested. After 1000 bending cycles, the resistivity slightly increased from the initial 4.01 × 10−8 to 5.08 × 10−8 (Ωm). With this proposed ink preparation and writing system, a kind of paper-based writing electronics with ultra-low resistivity and good mechanical flexibility was achieved. PMID:26883558

Scientists as writers

NASA Astrophysics Data System (ADS)

Yore, Larry D.; Hand, Brian M.; Prain, Vaughan

2002-09-01

This study attempted to establish an image of a science writer based on a synthesis of writing theory, models, and research literature on academic writing in science and other disciplines and to contrast this image with an actual prototypical image of scientists as writers of science. The synthesis was used to develop a questionnaire to assess scientists' writing habits, beliefs, strategies, and perceptions about print-based language. The questionnaire was administered to 17 scientists from science and applied science departments of a large Midwestern land grant university. Each respondent was interviewed following the completion of the questionnaire with a custom-designed semistructured protocol to elaborate, probe, and extend their written responses. These data were analyzed in a stepwise fashion using the questionnaire responses to establish tentative assertions about the three major foci (type of writing done, criteria of good science writing, writing strategies used) and the interview responses to verify these assertions. Two illustrative cases (a very experienced, male physical scientist and a less experienced, female applied biological scientist) were used to highlight diversity in the sample. Generally, these 17 scientists are driven by the academy's priority of publishing their research results in refereed, peer-reviewed journals. They write their research reports in isolation or as a member of a large research team, target their writing to a few journals that they also read regularly, use writing in their teaching and scholarship to inform and persuade science students and other scientists, but do little border crossing into other discourse communities. The prototypical science writer found in this study did not match the image based on a synthesis of the writing literature in that these scientists perceived writing as knowledge telling not knowledge building, their metacognition of written discourse was tacit, and they used a narrow array of genre, strategies, target audiences, and expectations for their writing.

Enhancing Successful Outcomes of Wiki-Based Collaborative Writing: A State-of-the-Art Review of Facilitation Frameworks

ERIC Educational Resources Information Center

Stoddart, Andrew; Chan, Joe Yong-Yi; Liu, Gi-Zen

2016-01-01

This state-of-the-art review research undertook a survey of a variety of studies regarding wiki-based collaborative writing projects and from this body of work extracted the best practices tenets of facilitation. Wiki-based collaborative writing projects are becoming more common in second language (L2) pedagogy. Such projects have multiple aims.…

Automated Measurement of Syntactic Complexity in Corpus-Based L2 Writing Research and Implications for Writing Assessment

ERIC Educational Resources Information Center

Lu, Xiaofei

2017-01-01

Research investigating corpora of English learners' language raises new questions about how syntactic complexity is defined theoretically and operationally for second language (L2) writing assessment. I show that syntactic complexity is important in construct definitions and L2 writing rating scales as well as in L2 writing research. I describe…

Can Machine Scoring Deal with Broad and Open Writing Tests as Well as Human Readers?

ERIC Educational Resources Information Center

McCurry, Doug

2010-01-01

This article considers the claim that machine scoring of writing test responses agrees with human readers as much as humans agree with other humans. These claims about the reliability of machine scoring of writing are usually based on specific and constrained writing tasks, and there is reason for asking whether machine scoring of writing requires…

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…

Technical Writing Practically Unified through Industry.

ERIC Educational Resources Information Center

Houston, Linda S.

Two technical writing courses at a two-year agricultural college were designed to meet the individualized needs of students in various agricultural studies in the animal industries, horticulture, agricultural business, and agricultural mechanics. Offering a technical writing program based upon the writing tasks of the students' intended…

Examining the Value of a Scaffolded Critique Framework to Promote Argumentative and Explanatory Writings Within an Argument-Based Inquiry Approach

NASA Astrophysics Data System (ADS)

Jang, Jeong-yoon; Hand, Brian

2017-12-01

This study investigated the value of using a scaffolded critique framework to promote two different types of writing—argumentative writing and explanatory writing—with different purposes within an argument-based inquiry approach known as the Science Writing Heuristic (SWH) approach. A quasi-experimental design with sixth and seventh grade students taught by two teachers was used. A total of 170 students participated in the study, with 87 in the control group (four classes) and 83 in the treatment group (four classes). All students used the SWH templates as an argumentative writing to guide their written work and completed these templates during the SWH investigations of each unit. After completing the SWH investigations, both groups of students were asked to complete the summary writing task as an explanatory writing at the end of each unit. All students' writing samples were scored using analytical frameworks developed for the study. The results indicated that the treatment group performed significantly better on the explanatory writing task than the control group. In addition, the results of the partial correlation suggested that there is a very strong significantly positive relationship between the argumentative writing and the explanatory writing.

"Thinking-for-Writing": A Prolegomenon on Writing Signed Languages.

PubMed

Rosen, Russell S; Hartman, Maria C; Wang, Ye

2017-01-01

In his article in this American Annals of the Deaf special issue that also includes the present article, Grushkin argues that the writing difficulties of many deaf and hard of hearing children result primarily from the orthographic nature of the writing system; he proposes a new system based on features found in signed languages. In response, the present authors review the literature on D/HH children's writing difficulties, outline the main percepts of and assumptions about writing signed languages, discuss "thinking-for-writing" as a process in developing writing skills, offer research designs to test the effectiveness of writing signed language systems, and provide strategies for adopting "thinking-for-writing" in education. They conclude that until empirical studies show that writing signed languages effectively reflects writers' "thinking-for-writing," the alphabetic orthographic system of English should still be used, and ways should be found to teach D/HH children to use English writing to express their thoughts.

Computer-Based Multimodal Composing Activities, Self-Revision, and L2 Acquisition through Writing

ERIC Educational Resources Information Center

Dzekoe, Richmond

2017-01-01

This study investigated how 22 advanced-low proficiency ESL students used computer-based multimodal composing activities (CBMCAs) to facilitate self-revision and learn English through academic writing in the USA. The CBMCAs involved a combination of writing, listening, visual analysis, and speaking activities. The research was framed within an…

Writing-Based Teaching: Essential Practices and Enduring Questions

ERIC Educational Resources Information Center

Vilardi, Teresa, Ed.; Chang, Mary, Ed.

2009-01-01

Written by the team at Bard College's Institute for Writing and Thinking, this book is designed to provide practical guidance regarding the challenges and potential of writing-based teaching, and suggestions for how to adapt the practices to particular classroom situations. The contributors share candid, first-hand accounts of what it is like to…

Machine Learning Based Evaluation of Reading and Writing Difficulties.

PubMed

Iwabuchi, Mamoru; Hirabayashi, Rumi; Nakamura, Kenryu; Dim, Nem Khan

2017-01-01

The possibility of auto evaluation of reading and writing difficulties was investigated using non-parametric machine learning (ML) regression technique for URAWSS (Understanding Reading and Writing Skills of Schoolchildren) [1] test data of 168 children of grade 1 - 9. The result showed that the ML had better prediction than the ordinary rule-based decision.

Curriculum-Based Measures of Writing for High School Students

ERIC Educational Resources Information Center

Diercks-Gransee, Barbara; Weissenburger, Jacalyn Wright; Johnson, Cindy L.; Christensen, Paul

2009-01-01

The purpose of this study was to determine whether technically adequate curriculum-based measures of writing could be identified for use with high school students. The participants included 10th-grade general and special education students from two public school districts in Wisconsin. Students (n = 82) completed two narrative writing samples in…

For the Sake of Argument: An Approach to Teaching Evidence-Based Writing

ERIC Educational Resources Information Center

Friedrich, Linda; Bear, Rachel; Fox, Tom

2018-01-01

The National Writing Project's (NWP) College, Career, and Community Writers Program (C3WP) aims to improve young people's ability to write thoughtful, evidence-based arguments. In an era where public discourse has become increasingly polarized, and "echo chambers" of narrow views populate people's social media feeds, teaching students to…

A Preliminary Investigation of Racial Bias in Early Writing Curriculum-Based Measures

ERIC Educational Resources Information Center

Kondisko, Joseph E.

2017-01-01

Using de-identified data, this study investigated the relationship between racial categories with curriculum-based early writing measures (CBM-W), which included word dictation, picture word sentence writing, and story prompt tasks for over 300 participants in Grades 1, 2, and 3. Words written, words spelled correctly, correct letter sequences,…

Assessing Technical Writing in Institutional Contexts: Using Outcomes-Based Assessment for Programmatic Thinking.

ERIC Educational Resources Information Center

Carter, Michael; Anson, Chris M.; Miller, Carolyn R.

2003-01-01

Notes that technical writing instruction often operates in isolation from other components of students' communication education. Argues for altering this isolation by moving writing instruction to a place of increased programmatic perspective, which may be attained through a means of assessment based on educational outcomes. Discusses two models…

Please Write: Using Critical Friend Letter Writing in Teacher Research

ERIC Educational Resources Information Center

Samaras, Anastasia P.; Sell, Corey

2013-01-01

This study examines students' experiences using letter writing designed as a socio-cultural-based tool for critical friend work to promote dialogue and critique of their self-study teacher research projects. It seeks to understand their diverse experiences to inform future practice and contribute to the knowledge base of critical friend work in…

Factors Influencing Effective Writing.

ERIC Educational Resources Information Center

Muccino, Mary Ann; And Others

Focusing on procedures and strategies suitable for teaching writing to students in grades 4, 6, and 8, this paper examines the factors that have been shown through research to influence effective writing. The paper divides the research examined into the categories of metacognition; socially-based writing strategies; theory-tested approaches to…

Reading and Thinking through Writing in General Education.

ERIC Educational Resources Information Center

Bennet, James R.; Hodges, Karen

1986-01-01

Describes a writing based course in freshman world literature and summarizes tests, writing assignments, and class activities used in teaching "The Odyssey,""Metamorphoses,""Hamlet," and other works. (JG)

Oklahoma's Marshall Plan: Combining Professional Development and Summer Writing Camps in Low-Income Elementary Schools. National Writing Project at Work. Volume 1, Number 8

ERIC Educational Resources Information Center

Simmons, Eileen

2004-01-01

Eileen Simmons, a veteran teacher-consultant from the Oklahoma State University Writing Project, describes collaboration among writing project teacher-consultants and site-based teachers to plan professional development before, during, and after a summer writing camp for students at their school. This model, which has been adapted in a variety of…

The Comparison of Fourth Grade Students' Essays Based on Free and Guided Writing Technique in Terms of the Quality of Written Expression

ERIC Educational Resources Information Center

Calp, Mehrali

2015-01-01

Writing exercises are more effective than grammar rules in terms of making children acquire language skills. Knowing the characteristics of text genres and the rules of writing are not enough to improve writing skills of teacher candidates and to acquire necessary strategies for teaching how to write. Teachers would be uncertain about assessment…

Analyzing Genre Exemplars in Preparation for Writing: The Case of an L2 Graduate Student in the ESP Genre-Based Instructional Framework of Academic Literacy

ERIC Educational Resources Information Center

Cheng, An

2008-01-01

Some researchers believe that the ESP genre-based framework of writing instruction is effective in teaching discipline-specific English EAP writing to L2 learners, especially to advanced L2 graduate students. However, studies examining students' genre-based learning in such a framework are still underrepresented in current ESP genre-based…

Learning to Write and Loving It! Preschool-Kindergarten

ERIC Educational Resources Information Center

Trehearne, Miriam P.

2011-01-01

"Learning to Write and Loving It!" equips teachers of young children with practical strategies, assessment tools, and motivating writing activities that are based on current research and proven practice and are easily applicable to all kinds of learning environments. Included are many authentic writing samples and photos to illustrate effective,…

The Teaching of EFL Writing in Indonesia

ERIC Educational Resources Information Center

Ariyanti

2016-01-01

Writing is one of the most important aspects in English language acquisition. Teaching writing has its own challenges since there are some steps and requirements that teachers should prepare to undertake in the classroom. This article is aimed to discuss teaching and learning writing in the classroom based on theoretical conceptualisation. In…

A Developmental Writing Scale. Research Report. ETS RR-08-19

ERIC Educational Resources Information Center

Attali, Yigal; Powers, Don

2008-01-01

This report describes the development of grade norms for timed-writing performance in two modes of writing: persuasive and descriptive. These norms are based on objective and automatically computed measures of writing quality in grammar, usage, mechanics, style, vocabulary, organization, and development. These measures are also used in the…

Culture Shock: Teaching Writing within Interdisciplinary Contact Zones

ERIC Educational Resources Information Center

Brammer, Charlotte; Amare, Nicole; Campbell, Kim Sydow

2008-01-01

To help writing faculty learn the language of discourse communities across campus, we conducted faculty interviews as a first attempt to describe knowledge about disciplinary cultures, specifically with regard to writing. Based on the data received from the interviews about disciplinary definitions and characteristics of good writing and how…

Lessons Learned from the Collaborative Writing Process

ERIC Educational Resources Information Center

Bhavsar, Victoria; Ahn, Ruth

2013-01-01

We reflect on how to implement the instrumental aspect of collaborative writing in such a way that the developmental aspect of collaborative writing is maximally fostered, based on conditions necessary for socially constructed learning. We discuss four instrumental strategies that bolster mutual ownership of the writing and protect the social…

Integrating Levels of Critical Thinking into Writing Assignments for Introductory Psychology Students.

ERIC Educational Resources Information Center

Willis, A. Sandra

Short analytical writing exercises were designed to develop critical thinking and writing skills; stimulate creative thinking and writing; promote learning of psychological concepts; and to assess student knowledge. Design of these assignments was based on Bloom's taxonomy of multiple levels of critical thinking: recall, comprehension,…

The Use of Computers to Aid the Teaching of Creative Writing.

ERIC Educational Resources Information Center

Sharples, Mike

1983-01-01

An analysis of the writing process is followed by a description of programs used in a computer-based creative writing scheme developed at Edinburgh University. An account of a project to study the program's effect on the creative writings of 11 year old pupils concludes the article. (EAO)

L1 vs L2 Writing: ESL Graduate Students' Perceptions.

ERIC Educational Resources Information Center

Silva, Tony

1992-01-01

A classroom-based study is reported that explored English-as-a-Second Language graduate students' perceptions about (1) differences between writing in their native language and writing in English, and (2) how these difference should be reflected in ESL writing teachers' practices. (19 references) (Author/LB)

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,…

Early Grade Writing Assessment: An Instrument Model

ERIC Educational Resources Information Center

Jiménez, Juan E.

2017-01-01

The United Nations Educational, Scientific, and Cultural Organization promoted the creation of a model instrument for individual assessment of students' foundational writing skills in the Spanish language that was based on a literature review and existing writing tools and assessments. The purpose of the "Early Grade Writing Assessment"…

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,…

First Language Composition Pedagogy in the Second Language Classroom: A Reassesment.

ERIC Educational Resources Information Center

Ross, Steven; And Others

1988-01-01

Evaluated the effectiveness of using native language (Japanese) based writing methods in English as a second language (ESL) classrooms. The methods compared included sentence combining and structural grammar instruction with journal writing, controlled composition writing with feedback on surface error, and peer reformulation. Journal writing, but…

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…

Johnny Can Write: Identifying the Epistemological Language of Undergraduate Writers

ERIC Educational Resources Information Center

Frye, Matthew Jay

2017-01-01

This dissertation examines the epistemological moves made by Washington State University undergraduates in their general education course writing and during two impromptu writing assessment exams administered by the WSU writing program. It builds from previous interview-based research on epistemological change (Perry, 1998; diSessa, 1993;…

Implementation and Outcomes of a Faculty-Based, Peer Review Manuscript Writing Workshop.

PubMed

Kulage, Kristine M; Larson, Elaine L

2016-01-01

The publication of scholarly work and research findings is an important expectation for nursing faculty; however, academic writing is often neglected, leaving dissemination through manuscript writing an area of concern for the nursing profession. Writing initiatives have been utilized to promote scholarly dissemination in schools of nursing, but those described in the literature have been primarily non-United States based and student focused. This article describes a faculty-based manuscript writing workshop, assesses participants' impressions, and describes its impact on scholarly output. The workshop is a collaborative learning process utilizing peer review to improve manuscript quality and model behaviors for improving writing and peer-reviewing skills. Seventeen workshop participants including three predoctoral students, 6 postdoctoral fellows, and 8 faculty members completed an anonymous workshop survey (81% response rate). All but 1 of 17 manuscripts reviewed in the workshop are published, accepted, or in the review process. All participants indicated that the workshop was a valuable use of time and would recommend it to colleagues. The greatest reported workshop benefit was its function as an impetus to complete and submit manuscripts. We recommend the manuscript writing workshop model for other schools of nursing seeking ways to expand their scholarly output and create accountability for dissemination through manuscript writing. Copyright © 2016 Elsevier Inc. All rights reserved.

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

ERIC Educational Resources Information Center

Lin, Zheng

2016-01-01

This study aims to re-story the provision of the context-model-based instruction in teaching EFL writing, focusing especially on students' development of the context model and learning to guide EFL writing with the context model. The research data have been collected from the audio recordings of the classroom instruction, the teacher-researcher's…

The Common Core State Standards and Evidence-Based Educational Practices: The Case of Writing

ERIC Educational Resources Information Center

Troia, Gary A.; Olinghouse, Natalie G.

2013-01-01

Although writing plays an important role in the academic, psychosocial, and economic success of individuals, typical writing instruction and assessment in the United States generally does not reflect evidence-based practices. The Common Core State Standards (CCSS) place a great deal of emphasis on written expression and may encourage an increased…

Missing in Action: Writing Process-Based Instructional Practices and Measures of Higher-Order Literacy Achievement in Predominantly Urban Elementary Schools

ERIC Educational Resources Information Center

Briddell, Andrew

2013-01-01

This study of 1,974 fifth grade students investigated potential relationships between writing process-based instruction practices and higher-order thinking measured by a standardized literacy assessment. Writing process is defined as a highly complex, socio-cognitive process that includes: planning, text production, review, metacognition, writing…

Design and Assessment of an Assignment-Based Curriculum to Teach Scientific Writing and Scientific Peer Review

ERIC Educational Resources Information Center

Glaser, Rainer E.

2014-01-01

A writing-intensive, upper-level undergraduate course which integrates content, context, collaboration, and communication in a unique fashion, is described. The topic of the seminar is "Scientific Writing in Chemistry" and an assignment-based curriculum was developed to instruct students on best practices in all aspects of science…

The Factor Structure of Curriculum-Based Writing Indices at Grades 3, 7, and 10

ERIC Educational Resources Information Center

Brown, Alec Judd

2012-01-01

National assessment data indicate that the large majority of students in America perform below expected proficiency levels in the area of writing. Given the importance of writing skills, this is a significant problem. Curriculum-based measurement, when used for progress monitoring and intervention planning, has been shown to lead to improved…

Linguistic Characteristics of ESL Writing in Task-based E-mail Activities.

ERIC Educational Resources Information Center

Li, Yili

2000-01-01

Investigated the efficacy of integrating task-based e-mail activities into a process-oriented English-as-Second-Language (ESL) writing class. Particular focus was on the linguistic characteristics of 132 pieces of e-mail writing by ESL students in tasks that differed in terms of purpose, audience interaction, and task structure. Computerized text…

A Comparison of the Effects of Reflective Learning Portfolios and Dialogue Journal Writing on Iranian EFL Learners' Accuracy in Writing Performance

ERIC Educational Resources Information Center

Hemmati, Fatemeh; Soltanpour, Fatemeh

2012-01-01

This study aimed at comparing the effects of reflective learning portfolio (RLP) and dialogue journal writing (DJW) on the Iranian EFL learners' grammatical accuracy in writing as well as their overall writing performance. 60 Iranian EFL learners between the ages of 17 to 30 who were studying at general English courses were selected based on their…

Informing Understanding of Young Students' Writing Challenges and Opportunities: Insights From the Development of a Digital Writing Tool That Supports Students With Learning Disabilities

ERIC Educational Resources Information Center

Vue, Ge; Hall, Tracey E.; Robinson, Kristin; Ganley, Patricia; Elizalde, Emma; Graham, Steve

2016-01-01

Conducting focus groups with target audiences to assess user needs is a critical step in the process of designing and developing a web-based writing environment. This descriptive study examined focus group data gathered to address two questions: First, do data from focus groups affirm and expand our understanding of writing and writing development…

Writing Process Products in Intermediate-Grade Children With and Without Language-Based Learning Disabilities.

PubMed

Koutsoftas, Anthony D

2016-12-01

Difficulties with written expression are an important consideration in the assessment and treatment of school-age children. This study evaluated how intermediate-grade children with and without written language difficulties fared on a writing task housed within the Hayes and Berninger (2014) writing process framework. Sixty-four children completed a writing task whereby they planned, wrote, and revised a narrative story across 3 days. Children had extended time to produce an outline, first draft, and final copy of their story. Language transcription approaches were used to obtain measures reflecting writing productivity, complexity, accuracy, and mechanics, in addition to measures of planning and revision. Results indicated that children with writing difficulties produced poorer quality stories compared with their peers yet were not significantly different across all measures. Children with typical development produced longer stories with better spelling accuracy. Writing process measures predicted significant amounts of variance in writing quality across the sample. Writing should be considered as part of language assessment and intervention, whether as the sole language difficulty or alongside difficulties with speaking, listening, or reading in children with language-based learning difficulties. Implications for translation of research to practice and service delivery are provided.

WITH: a system to write clinical trials using XML and RDBMS.

PubMed Central

Fazi, Paola; Luzi, Daniela; Manco, Mariarosaria; Ricci, Fabrizio L.; Toffoli, Giovanni; Vignetti, Marco

2002-01-01

The paper illustrates the system WITH (Write on Internet clinical Trials in Haematology) which supports the writing of a clinical trial (CT) document. The requirements of this system have been defined analysing the writing process of a CT and then modelling the content of its sections together with their logical and temporal relationships. The system WITH allows: a) editing the document text; b) re-using the text; and c) facilitating the cooperation and the collaborative writing. It is based on XML mark-up language, and on a RDBMS. This choice guarantees: a) process standardisation; b) process management; c) efficient delivery of information-based tasks; and d) explicit focus on process design. PMID:12463823

Secondary Writing Centers: Benefits of College and Secondary Collaboration.

ERIC Educational Resources Information Center

Brinkley, Ellen H.

Based on college writing center models, a number of high schools are deciding to establish writing centers, some of them in anticipation of competency tests in composition. Staffing can be the single most significant and expensive factor for secondary schools wanting to provide writing centers. Among the options for dealing with the staffing…

Using Evidence-Based Practices to Teach Writing to Children with Autism Spectrum Disorders

ERIC Educational Resources Information Center

Asaro-Saddler, Kristie

2016-01-01

Writing is a powerful tool that can be used for multiple purposes. Students demonstrate their knowledge through writing, and it is the primary means by which teachers evaluate their students' performance. Despite its importance, many students, including those with autism spectrum disorders (ASD), struggle with writing. Teachers, often unaware of…

On the Strategies of Graduation Thesis Writing Teaching of Translation Major Undergraduates Based on Eco-Translatology

ERIC Educational Resources Information Center

Lin, Wang

2017-01-01

Graduation thesis is an indispensible procedure for each undergraduate, which is crucial for successful graduation, employment, further study and even further development. However, due to most undergraduates' ignorance of academic writing and the deficiency of current thesis writing course, thesis writing ability can hardly be enhanced and…

AWE-Based Corrective Feedback on Developing EFL Learners' Writing Skill

ERIC Educational Resources Information Center

Lu, Zhihong; Li, Xiaowei; Li, Zhenxiao

2015-01-01

The effective design and use of Automated Writing Evaluation (AWE) tools in developing English as a Foreign Language (EFL) learners' writing skill and learner autonomy have remained great challenges for system designers, developers, and EFL instructors compared with that of the pencil-paper writing in the context of regular teacher-fronted…

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.…

Role-Playing as Critical Thinking in the Technical Writing Classroom.

ERIC Educational Resources Information Center

Wilner, Arlene

Given the affective dimension of writing in the workplace, assignments based on casebook scenarios have definite advantages in a technical or professional writing course. An English professor surveyed faculty in the Schools of Business and Education at Rider College prior to revising a course in technical writing. A majority of faculty, when asked…

Teamwork and Feedback: Broadening the Base of Collaborative Writing.

ERIC Educational Resources Information Center

Gebhardt, Richard

Many advocates of collaborative writing place too little emphasis on the emotional benefits of feedback to the writer by restricting group feedback to relatively late points in the writing process. Collaboration is as appropriate during the early stages of writing as it is after the completion of a draft. Students can receive feedback from…

Self-Monitoring Support for Learning to Write

ERIC Educational Resources Information Center

Cho, Kwangsu; Cho, Moon-Heum; Hacker, Douglas J.

2010-01-01

This study examined the role of self-monitoring (SM) support for writing skill improvement in a reciprocal peer review of writing system called scaffolded writing and revision in the disciplines (SWoRD). Based on previous literature on the key role of SM in self-regulated learning, students were provided with opportunities to self-monitor their…

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…

Assessing Text-Based Writing of Low-Skilled College Students

ERIC Educational Resources Information Center

Perin, Dolores; Lauterbach, Mark

2018-01-01

The problem of poor writing skills at the postsecondary level is a large and troubling one. This study investigated the writing skills of low-skilled adults attending college developmental education courses by determining whether variables from an automated scoring system were predictive of human scores on writing quality rubrics. The human-scored…

Writing-to-Learn in the Inquiry-Science Classroom: Effective Strategies from Middle School Science and Writing Teachers

ERIC Educational Resources Information Center

Baker, William P.; Barstack, Renee; Clark, Diane; Hull, Elizabeth; Goodman, Ben; Kook, Judy; Kraft, Kaatje; Ramakrishna, Pushpa; Roberts, Elisabeth; Shaw, Jerome; Weaver, David; Lang, Michael

2008-01-01

Student writing skills are an important concern for every teacher. This is especially true when using inquiry-based approaches in the science classroom. Writing promotes critical-thinking skills and construction of vital scientific concepts and challenges ingrained misconceptions. Yet, many teachers encounter practical problems when incorporating…

Found Poetry: Creating Space for Imaginative Arts-Based Literacy Research Writing

ERIC Educational Resources Information Center

Patrick, Lisa D.

2016-01-01

This theoretical position article inquires into poetic methodologies in literacy research and argues for the inclusion of poetry in social science research writing. The unconventional use of poetry in research writing challenges the traditionally accepted role prose plays in academic writing. Research poetry is written from and about research…

A Powerful Tool: Writing Based on Knowledge and Understanding

ERIC Educational Resources Information Center

Ginty, Eloise; Hawkins, Joanna; Kurzman, Karen; Leddy, Diana; Miller, Jane

2016-01-01

The National Writing Project (NWP) has contributed enormously and consistently to the effort to help teachers help students learn to write. In the early 1970s, researchers such as Donald Graves and Janet Emig began studying the ways writers go about the task of thinking and producing polished writing. The NWP's book "Because Writing…

Effectiveness of Systemic Text Analysis in EFL Writing Instruction

ERIC Educational Resources Information Center

Velasco Tovar, Ender

2016-01-01

This action research study investigates the effectiveness of a model based on the theory of systemic text analysis for the teaching of EFL writing. Employing students' pieces of writing and a teachers' survey as data collection instruments, the writing performance of a group of monolingual intermediate level adult students enrolled on a private…

Writing Like a Scientist: Exploring Elementary Teachers' Understandings and Practices of Writing in Science

NASA Astrophysics Data System (ADS)

Glen, Nicole J.; Dotger, Sharon

2013-10-01

This qualitative study examined the connections between elementary teachers’ conceptions of how scientists use writing and how the teachers used writing during science lessons. Data collected included lesson observations, interviews, handouts to students, and curriculum resources. The findings revealed that teachers in this study thought scientists write for several purposes: the presentation of data, observations, experiences, procedures, and facts. The teachers used writing tasks that mirrored this with their students. The teachers also had a limited definition of creativity in writing, and when they had students write creatively in science it was to add in fictional elements. Implications of this study include providing teachers with better models for how and why scientists write, including these models in more inquiry-based science lessons, and directly relating concepts of nature of science to elementary science writing.

Laser-based direct-write techniques for cell printing

PubMed Central

Schiele, Nathan R; Corr, David T; Huang, Yong; Raof, Nurazhani Abdul; Xie, Yubing; Chrisey, Douglas B

2016-01-01

Fabrication of cellular constructs with spatial control of cell location (±5 μm) is essential to the advancement of a wide range of applications including tissue engineering, stem cell and cancer research. Precise cell placement, especially of multiple cell types in co- or multi-cultures and in three dimensions, can enable research possibilities otherwise impossible, such as the cell-by-cell assembly of complex cellular constructs. Laser-based direct writing, a printing technique first utilized in electronics applications, has been adapted to transfer living cells and other biological materials (e.g., enzymes, proteins and bioceramics). Many different cell types have been printed using laser-based direct writing, and this technique offers significant improvements when compared to conventional cell patterning techniques. The predominance of work to date has not been in application of the technique, but rather focused on demonstrating the ability of direct writing to pattern living cells, in a spatially precise manner, while maintaining cellular viability. This paper reviews laser-based additive direct-write techniques for cell printing, and the various cell types successfully laser direct-written that have applications in tissue engineering, stem cell and cancer research are highlighted. A particular focus is paid to process dynamics modeling and process-induced cell injury during laser-based cell direct writing. PMID:20814088

Utilizing Curriculum-Based Measurements of Writing in Third and Fifth Grade

ERIC Educational Resources Information Center

Dombek, Jennifer Lucas

2013-01-01

The purpose of this study was to address the utility of curriculum-based measurements of written expression (CBM-W) for predicting writing growth longitudinally and address the extent to which CBM-W relate to other academic and behavior measures. CBM-W has been shown to be an appropriate and useful method for assessing and monitoring writing skill…

Assessing Children's Writing Products: The Role of Curriculum Based Measures

ERIC Educational Resources Information Center

Dockrell, Julie E.; Connelly, Vincent; Walter, Kirsty; Critten, Sarah

2015-01-01

The assessment of children's writing raises technical and practical challenges. In this paper we examine the potential use of a curriculum based measure for writing (CBM-W) to assess the written texts of pupils in Key Stage 2 (M age 107 months, range 88 to 125). Two hundred and thirty six Year three, five and six pupils completed a standardized…

Writing. A Research-Based Writing Program for Students with High Access to Computers. ACOT Report #2.

ERIC Educational Resources Information Center

Hiebert, Elfrieda H.; And Others

This report summarizes the curriculum development and research effort that took place at the Cupertino Apple Classrooms of Tomorrow (ACOT) site from January through June 1987. Based on the premise that computers make revising and editing much easier, the four major objectives emphasized by the computer-intensive writing program are fluency,…

Design of Open Content Social Learning That Increases Learning Efficiency and Engagement Based on Open Pedagogy

ERIC Educational Resources Information Center

John, Benneaser; Thavavel, V.; Jayaraj, Jayakumar; Muthukumar, A.; Jeevanandam, Poornaselvan Kittu

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…

Writing for Science Literacy

NASA Astrophysics Data System (ADS)

Chamberlin, Shannon Marie

Scientific literacy is the foundation on which both California's currently adopted science standards and the recommended new standards for science are based (CDE, 2000; NRC, 2011). The Writing for Science Literacy (WSL) curriculum focuses on a series of writing and discussion tasks aimed at increasing students' scientific literacy. These tasks are based on three teaching and learning constructs: thought and language, scaffolding, and meta-cognition. To this end, WSL is focused on incorporating several strategies from the Rhetorical Approach to Reading, Writing, Listening and Speaking to engage students in activities designed to increase their scientific literacy; their ability to both identify an author's claim and evidence and to develop their own arguments based on a claim and evidence. Students participated in scaffolded activities designed to strengthen their written and oral discourse, hone their rhetorical skills and improve their meta-cognition. These activities required students to participate in both writing and discussion tasks to create meaning and build their science content knowledge. Students who participated in the WSL curriculum increased their written and oral fluency and were able to accurately write an evidence-based conclusion all while increasing their conceptual knowledge. This finding implies that a discourse rich curriculum can lead to an increase in scientific knowledge.

Biometric verification in dynamic writing

NASA Astrophysics Data System (ADS)

George, Susan E.

2002-03-01

Pen-tablet devices capable of capturing the dynamics of writing record temporal and pressure information as well as the spatial pattern. This paper explores biometric verification based upon the dynamics of writing where writers are distinguished not on the basis of what they write (ie the signature), but how they write. We have collected samples of dynamic writing from 38 Chinese writers. Each writer was asked to provide 10 copies of a paragraph of text and the same number of signature samples. From the data we have extracted stroke-based primitives from the sentence data utilizing pen-up/down information and heuristic rules about the shape of the character. The x, y and pressure values of each primitive were interpolated into an even temporal range based upon a 20 msec sampling rate. We applied the Daubechies 1 wavelet transform to the x signal, y signal and pressure signal using the coefficients as inputs to a multi-layer perceptron trained with back-propagation on the sentence data. We found a sensitivity of 0.977 and specificity of 0.990 recognizing writers based on test primitives extracted from sentence data and measures of 0.916 and 0.961 respectively, from test primitives extracted from signature data.

The science writing tool

NASA Astrophysics Data System (ADS)

Schuhart, Arthur L.

This is a two-part dissertation. The primary part is the text of a science-based composition rhetoric and reader called The Science Writing Tool. This textbook has seven chapters dealing with topics in Science Rhetoric. Each chapter includes a variety of examples of science writing, discussion questions, writing assignments, and instructional resources. The purpose of this text is to introduce lower-division college science majors to the role that rhetoric and communication plays in the conduct of Science, and how these skills contribute to a successful career in Science. The text is designed as a "tool kit," for use by an instructor constructing a science-based composition course or a writing-intensive Science course. The second part of this part of this dissertation reports on student reactions to draft portions of The Science Writing Tool text. In this report, students of English Composition II at Northern Virginia Community College-Annandale were surveyed about their attitudes toward course materials and topics included. The findings were used to revise and expand The Science Writing Tool.

Reach Out and Write Someone.

ERIC Educational Resources Information Center

Arnold, Vanessa D.; Roach, Terry D.

1993-01-01

Writing letters to elected officials and letters to the editor helps students articulate their thoughts based on sound evidence and valid reasoning, avoiding "sounding off" and emotional appeals. Writing skills, critical thinking, and civic values are reinforced. (SK)

Practice of mechanical ventilation in cardiac arrest patients and effects of targeted temperature management: A substudy of the targeted temperature management trial.

PubMed

Harmon, Matthew B A; van Meenen, David M P; van der Veen, Annelou L I P; Binnekade, Jan M; Dankiewicz, Josef; Ebner, Florian; Nielsen, Niklas; Pelosi, Paolo; Schultz, Marcus J; Horn, Janneke; Friberg, Hans; Juffermans, Nicole P

2018-05-12

Mechanical ventilation practices in patients with cardiac arrest are not well described. Also, the effect of temperature on mechanical ventilation settings is not known. The aims of this study were 1) to describe practice of mechanical ventilation and its relation with outcome 2) to determine effects of different target temperatures strategies (33 °C versus 36 °C) on mechanical ventilation settings. This is a substudy of the TTM-trial in which unconscious survivors of a cardiac arrest due to a cardiac cause were randomized to two TTM strategies, 33 °C (TTM33) and 36 °C (TTM36). Mechanical ventilation data were obtained at three time points: 1) before TTM; 2) at the end of TTM (before rewarming) and 3) after rewarming. Logistic regression was used to determine an association between mechanical ventilation variables and outcome. Repeated-measures mixed modelling was performed to determine the effect of TTM on ventilation settings. Mechanical ventilation data was available for 567 of the 950 TTM patients. Of these, 81% was male with a mean (SD) age of 64 (12) years. At the end of TTM median tidal volume was 7.7 ml/kg predicted body weight (PBW)(6.4-8.7) and 60% of patients were ventilated with a tidal volume ≤ 8 ml/kg PBW. Median PEEP was 7.7cmH 2 O (6.4-8.7) and mean driving pressure was 14.6 cmH 2 O (±4.3). The median FiO 2 fraction was 0.35 (0.30-0.45). Multivariate analysis showed an independent relationship between increased respiratory rate and 28-day mortality. TTM33 resulted in lower end-tidal CO 2 (Pgroup = 0.0003) and higher alveolar dead space fraction (Pgroup = 0.003) compared to TTM36, while PCO 2 levels and respiratory minute volume were similar between groups. In the majority of the cardiac arrest patients, protective ventilation settings are applied, including low tidal volumes and driving pressures. High respiratory rate was associated with mortality. TTM33 results in lower end-tidal CO 2 levels and a higher alveolar dead space fraction compared to TTTM36. Copyright © 2018 The Authors. Published by Elsevier B.V. All rights reserved.

Using Academic Literacies and Genre-Based Models for Academic Writing Instruction: A "Literacy" Journey

ERIC Educational Resources Information Center

Wingate, Ursula

2012-01-01

Three writing development initiatives carried out at King's College London UK are discussed in this article to illustrate the need to draw on different theoretical models to create effective methods of teaching academic writing. The sequence of initiatives resembles a journey: the destination is to develop academic writing programmes suitable for…

Persuasive Writing and Self-Regulation Training for Writers with Autism Spectrum Disorders

ERIC Educational Resources Information Center

Asaro-Saddler, Kristie; Bak, Nicole

2014-01-01

In this single-subject study, we examined the effects of a persuasive writing and self-regulation strategy on the writing of children with autism spectrum disorders (ASD). Six children with ASD worked in pairs to learn a mnemonic-based strategy for planning and writing a persuasive essay using the self-regulated strategy development (SRSD)…

Teaching Writing in the Social Sciences: A Comparison and Critique of Three Models

ERIC Educational Resources Information Center

Hansen, Kristine; Adams, Joyce

2010-01-01

This article describes and evaluates three approaches to teaching writing in the social sciences, particularly psychology: an English department-based course for all social science majors; a team-teaching model that embeds writing in core courses in psychology; and a stand-alone course dedicated to teaching writing in psychology, often taken…

The New Writing Pedagogy

ERIC Educational Resources Information Center

Pascopella, Angela; Richardson, Will

2009-01-01

It's been almost 40 years since the teaching of writing in schools had its last major shift, a move to an emphasis on the "writing process," which still holds sway in most classrooms today. But with the advent of Web-based social networking tools like blogs and wikis, YouTube and Facebook, it may be that the next revision of writing pedagogy is…

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

ERIC Educational Resources Information Center

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

2018-01-01

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

Developing Cultural Literacy through the Writing Process: Empowering All Learners.

ERIC Educational Resources Information Center

Palmer, Barbara C.; And Others

Combining the expansion of cultural literacy with the development of process-based writing, this book addresses each stage of the writing process, with emphasis on the recursive and overlapping nature of these stages. Numerous related model activities at the end of each chapter show how to develop the writing process, while expanding the writer's…

The Traits of Effective Spanish Writing = Las caracteristicas de la buena escritura en espanol. Second Edition.

ERIC Educational Resources Information Center

Flores, Will A.; Arrasmith, Dean G.

This English-Spanish language report includes the rationale for creating an assessment model for Spanish writing, offering an overview of the components of high quality assessment for any subject area, particularly Spanish writing. It presents the characteristics of effective Spanish writing, rubrics for scoring student performance based on the…

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…

Singing in Science: Writing and Recording Student Lyrics to Express Learning

ERIC Educational Resources Information Center

Nelson, Sara D.; Norton-Meier, Lori

2009-01-01

This article explores the use of lyric writing in elementary science. It details an exploratory project in which elementary students and a professional musician collaborated to write and record lyrics at the conclusion of an inquiry-based science unit. What we found was that lyric writing when used as a summary reflection activity in science…

Persuasive Writing with Mobile-Based Graphic Organizers in Inclusive Classrooms across the Curriculum

ERIC Educational Resources Information Center

Regan, Kelley; Evmenova, Anya S.; Good, Kevin; Legget, Alicia; Ahn, Soo Y.; Gafurov, Boris; Mastropieri, Margo

2018-01-01

As writing instruction expands beyond the language arts classroom, students with disabilities, English language learners, and others who struggle with writing continue to need support with written expression. A timely practice to support student writing is the use of technology. This study used a quasi-experimental group design to examine the…

Making Communication Matter: Integrating Instruction, Projects and Assignments to Teach Writing and Design

ERIC Educational Resources Information Center

Riddell, William T.; Courtney, Jennifer; Constans, Eric; Dahm, Kevin; Harvey, Roberta; von Lockette, Paris

2010-01-01

An integrated technical writing and design course has been developed at Rowan University. This course was developed using aspects of project-based learning and recent discussions about design education, as well as pedagogical approaches from the write-to-learn and the writing in the disciplines (WID) movements. The result is a course where the…

Towards Contextual Experimentation: Creating a Faculty Learning Community to Cultivate Writing-to-Learn Practices

ERIC Educational Resources Information Center

Chang, Mary K.; Rao, Kavita; Stewart, Maria L.; Farley, Cynthia A.; Li, Katherine

2016-01-01

In order to explore ways to integrate new pedagogical practices, five faculty members created an informal faculty learning community focused on writing-to-learn practices, an inquiry and process-based writing pedagogy. The faculty members learned the writing-to-learn practices together, periodically met to discuss how they implemented the…

Examining Alphabet Writing Fluency in Kindergarten: Exploring the Issue of Time on Task

ERIC Educational Resources Information Center

Puranik, Cynthia S.; Patchan, Melissa M.; Sears, Mary M.; McMaster, Kristen L.

2017-01-01

Curriculum-based measures (CBMs) are necessary for educators to quickly assess student skill levels and monitor progress. This study examined the use of the alphabet writing fluency task, a CBM of writing, to assess handwriting fluency--that is, how well children access, retrieve, and write letter forms automatically. In the current study, the…

Quality Standards Matter: A Comparative Case Study Examining Interactive Writing in the Preschool Setting

ERIC Educational Resources Information Center

Hall, Anna H.

2017-01-01

Interactive writing is a research-based early literacy strategy that has been found effective at increasing young children's oral language skills, alphabet knowledge, phonemic awareness, concepts of print, and early writing skills. This paper reports on a case study which explored the feasibility and fidelity of implementing interactive writing in…

The Influence of Students' L1 and Spoken English in English Writing: A Corpus-Based Research

ERIC Educational Resources Information Center

Prihantoro

2016-01-01

Academic writing requires both style and grammatical correctness; however, efforts in improving the quality of English academic writing by non-native students have been focused on grammar. Structures observed in this study were grammatically correct, but considered unnatural in academic writing genre. This research involves a group of non-native…

"Thinking-for-Writing": A Prolegomenon on Writing Signed Languages

ERIC Educational Resources Information Center

Rosen, Russell S.; Hartman, Maria C.; Wang, Ye

2017-01-01

In this article in this "American Annals of the Deaf" special issue that also includes the present article, Grushkin (EJ1174123) argues that the writing difficulties of many deaf and hard of hearing children result primarily from the orthographic nature of the writing system; he proposes a new system based on features found in signed…

A Case Study: A Teacher's Instruction of Writing in Rural Northeast Mississippi

ERIC Educational Resources Information Center

Anderson-Crane, Betty

2008-01-01

When writing instructors use form (essay form) based upon state testing standards on the state rubric to guide students in writing, they may be teaching form to limit higher level thinking content (Albertson, 2004). Instructors may not feel confident enough in their teaching of writing for high-stakes' testing; therefore, they may instruct…

Assessing Writing in Elementary Schools: Moving Away from a Focus on Mechanics

ERIC Educational Resources Information Center

Casey, Laura B.; Miller, Neal D.; Stockton, Michelle B.; Justice, William V.

2016-01-01

Many students struggle with writing; however, curriculum-based measures (CBM) of writing often use assessment criteria that focus primarily on mechanics. When academic development is assessed in this way, more complex aspects of a student's writing, such as the expression and development of ideas, may be neglected. The current study was a…

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…

Writing as Soul Work: Training Teachers in a Group-Based Career-Narrative Approach

ERIC Educational Resources Information Center

Lengelle, Reinekke; Ashby, Sjon

2017-01-01

Writing as soul work refers to the active engagement of students in transformative writing activities in a group setting with the aim to enable students to develop new, more empowering narratives. This article explains how soul work through writing can be used to foster career adaptability, expressed in the form of increased awareness and…

Research-Based Writing Practices and the Common Core: Meta-Analysis and Meta-Synthesis

ERIC Educational Resources Information Center

Graham, Steve; Harris, Karen R.; Santangelo, Tanya

2015-01-01

In order to meet writing objectives specified in the Common Core State Standards (CCSS), many teachers need to make significant changes in how writing is taught. While CCSS identified what students need to master, it did not provide guidance on how teachers are to meet these writing benchmarks. The current article presents research-supported…

Evaluation of a computer-based prompting intervention to improve essay writing in undergraduates with cognitive impairment after acquired brain injury.

PubMed

Ledbetter, Alexander K; Sohlberg, McKay Moore; Fickas, Stephen F; Horney, Mark A; McIntosh, Kent

2017-11-06

This study evaluated a computer-based prompting intervention for improving expository essay writing after acquired brain injury (ABI). Four undergraduate participants aged 18-21 with mild-moderate ABI and impaired fluid cognition at least 6 months post-injury reported difficulty with the writing process after injury. The study employed a non-concurrent multiple probe across participants, in a single-case design. Outcome measures included essay quality scores and number of revisions to writing counted then coded by type using a revision taxonomy. An inter-scorer agreement procedure was completed for quality scores for 50% of essays, with data indicating that agreement exceeded a goal of 85%. Visual analysis of results showed increased essay quality for all participants in intervention phase compared with baseline, maintained 1 week after. Statistical analyses showed statistically significant results for two of the four participants. The authors discuss external cuing for self-monitoring and tapping of existing writing knowledge as possible explanations for improvement. The study provides preliminary evidence that computer-based prompting has potential to improve writing quality for undergraduates with ABI.

Mental Representations Formed From Educational Website Formats

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

Elizabeth T. Cady; Kimberly R. Raddatz; Tuan Q. Tran

2006-10-01

The increasing popularity of web-based distance education places high demand on distance educators to format web pages to facilitate learning. However, limited guidelines exist regarding appropriate writing styles for web-based distance education. This study investigated the effect of four different writing styles on reader’s mental representation of hypertext. Participants studied hypertext written in one of four web-writing styles (e.g., concise, scannable, objective, and combined) and were then administered a cued association task intended to measure their mental representations of the hypertext. It is hypothesized that the scannable and combined styles will bias readers to scan rather than elaborately read, whichmore » may result in less dense mental representations (as identified through Pathfinder analysis) relative to the objective and concise writing styles. Further, the use of more descriptors in the objective writing style will lead to better integration of ideas and more dense mental representations than the concise writing style.« less

Reflective Writing in the Competency-Based Curriculum at the Cleveland Clinic Lerner College of Medicine

PubMed Central

Isaacson, J Harry; Salas, Renee; Koch, Carl; McKenzie, Margaret

2008-01-01

The Cleveland Clinic Lerner College of Medicine of Case Western Reserve University is a five-year medical school where the major emphasis is to train physician investigators. In this article we describe our experience with reflective writing in our competency-based medical school, which has reflective practice as one of the nine core competencies. We outline how we use reflective writing as a way to help students develop their reflective practice skills. Reflective writing opportunities, excerpts of student pieces, and faculty and student perspectives are included. We have experienced the value of reflective writing in medical school education and believe elements of our program can be adapted to other training environments. PMID:21364819

The Cortical Network for Braille Writing in the Blind.

PubMed

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

2016-01-01

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

The Cortical Network for Braille Writing in the Blind

PubMed Central

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

2017-01-01

Fundamental forms of high-order cognition, such as reading and writing, are usually studied in the context of one modality - vision. People without sight, however, use the kinesthetic-based Braille writing, and haptic-based Braille reading. We asked whether the cognitive and motor control mechanisms underlying writing and reading are modality-specific or supramodal. While a number of previous functional Magnetic Resonance Imaging (fMRI) studies have investigated the brain network for Braille reading in the blind, such studies on Braille writing are lacking. Consequently, no comparative network analysis of Braille writing vs. reading exists. Here, we report the first study of Braille writing, and a comparison of the brain organization for Braille writing vs Braille reading. FMRI was conducted in a Siemens 3T Trio scanner. Our custom MRI-compatible drawing/writing lectern was further modified to provide for Braille reading and writing. Each of five paragraphs of novel Braille text describing objects, faces and navigation sequences was read, then reproduced twice by Braille writing from memory, then read a second time. During Braille reading, the haptic-sensing of the Braille letters strongly activated not only the early visual area V1 and V2, but some highly specialized areas, such as the classical visual grapheme area and the Exner motor grapheme area. Braille-writing-from-memory, engaged a significantly more extensive network in dorsal motor, somatosensory/kinesthetic, dorsal parietal and prefrontal cortex. However, in contrast to the largely extended V1 activation in drawing-from-memory in the blind after training (Likova, 2012), Braille writing from memory generated focal activation restricted to the most foveal part of V1, presumably reflecting topographically the focal demands of such a “pin-pricking” task. PMID:28890944

Pre-Service Teachers' Perceptions on Game Based Learning Scenarios in Primary Reading and Writing Instruction Courses

ERIC Educational Resources Information Center

Karadag, Ruhan

2015-01-01

The aim of this study was to explore pre-service teachers' perceptions on the use of game-based learning in a Primary Reading and Writing Instruction Course. A mixed method research was used in the study. Participants were composed of a total of 189 pre-service teachers taking the Primary Reading and Writing Instruction course during the fall term…

A Program Based on English Digital Stories to Develop the Writing Performance and Reflective Thinking of Preparatory School Pupils

ERIC Educational Resources Information Center

Hassan Seifeddin, Ahmed; Zakareya Ahmed, Samah; Yahia Mohammed Ebrahim, Eman

2015-01-01

This study aimed to investigate the effect of a program based on English digital stories on second-year preparatory pupils' writing performance and reflective thinking. Two writing performance tests (pretest and posttest) as well as a reflective thinking test were prepared by the researchers. Two 2nd-year intact classes from El Sadat Prep School…

Transferring Generic Features and Recontextualizing Genre Awareness: Understanding Writing Performance in the ESP Genre-Based Literacy Framework

ERIC Educational Resources Information Center

Cheng, An

2007-01-01

Despite the impact of the ESP genre-based framework of teaching discipline-specific writing to L2 learners, especially to L2 graduate students, the writing performance of learners in such a framework is still not fully explored. In this paper, I analyze three article introductions written by a Chinese-speaking graduate student in electrical…

Effect of Weblog-Based Process Approach on EFL Learners' Writing Performance and Autonomy

ERIC Educational Resources Information Center

Azari, Mohammad Hosein

2017-01-01

This article investigated the effect of weblog use in a process-based writing course on the writing performance of students as well as on their level of learner autonomy. The participants were 43 English language learners who were doing their BA in the field of English Language Teaching. The control group (n = 19) went through in-class writing…

The Use of Descriptors with Exemplar and Model Answers to Improve Quality of Students' Narrative Writing in English French and Arabic

ERIC Educational Resources Information Center

Somba, Anne W.; Obura, Ger; Njuguna, Margaret; Itevete, Boniface; Mulwa, Jones; Wandera, Nooh

2015-01-01

The importance of writing skills in enhancing student performance in language exams and even other subject areas is widely acknowledged. At Jaffery secondary, the approach to the teaching of writing has generally been to use three approaches: product-based approach with focus on what the students composed; process-based approach that is focused on…

Do We Need a Single Standard of Value for Institutional Assessment? An Essay Response to Asao Inoue's "Community-Based Assessment Pedagogy"

ERIC Educational Resources Information Center

Elbow, Peter

2006-01-01

Inoue [Inoue, A. B. (2005). "Community-based assessment pedagogy." "Assessing Writing: An International Journal, 3", 208-238] sets up a radically experimental writing class as a kind of laboratory of assessment. He seeks to avoid the standard situation where a teacher unilaterally assesses and grades student writing, using only his or her own…

Monitoring Elementary Students' Writing Progress Using Curriculum-Based Measures: Grade and Gender Differences

ERIC Educational Resources Information Center

McMaster, Kristen L.; Shin, Jaehyun; Espin, Christine A.; Jung, Pyung-Gang; Wayman, Miya Miura; Deno, Stanley L.

2017-01-01

The purpose of this study was to examine slopes from curriculum-based measures of writing (CBM-W) as indicators of growth in writing. Responses to story prompts administered for 5 min to 89 students in Grades 2-5 were collected across 12 weeks and scored for correct word sequences (CWS) and correct minus incorrect sequences (CIWS). Linear mixed…

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.

Writing to the Common Core: Teachers' Responses to Changes in Standards and Assessments for Writing in Elementary Schools

ERIC Educational Resources Information Center

Wilcox, Kristen Campbell; Jeffery, Jill V.; Gardner-Bixler, Andrea

2016-01-01

This multiple case study investigated how the Common Core State Standards (CCSS) for writing and teacher evaluation system based in part on CCSS assessments might be influencing writing instruction in elementary schools. The sample included nine schools: Six achieved above-predicted performance on English Language Arts (ELA) as well as prior ELA…

ASL, Total Communication and Oralism: Identifying Shared Characteristics of School-Based Writing Intervention Programs for Deaf and Hard-of-Hearing Students, K-6

ERIC Educational Resources Information Center

Reed, Carolyn Mascia

2009-01-01

To be effective in providing a writing literacy program, regardless of communication approaches, educators should establish program-wide conditions that promote English writing literacy over time. The researcher's purpose for this study was to identify shared characteristics of writing intervention programs in three different communication school…

College English Writing Instruction for Non-English Majors in Mainland China: The "Output-Driven, Input-Enabled" Hypothesis Perspective

ERIC Educational Resources Information Center

Ren, Junhong

2017-01-01

College English writing instruction has been a prominent research area in EFL field in mainland China. This paper has continued the focus by exploring a seemingly effective way for college English writing instruction in China--teaching writing based on reading on the basis of the "output-driven, input-enabled" hypothesis. This hypothesis…

Write Your Ticket to College: A Genre-Based College Admission Essay Workshop for Ethnically Diverse, Underserved Students

ERIC Educational Resources Information Center

Early, Jessica Singer; DeCosta-Smith, Meredith; Valdespino, Arturo

2010-01-01

This article describes a writing workshop that took place with 41 low-income, multi-ethnic 12th-grade students who received instruction on specific genre features for writing college admission essays. As a result, students improved the quality of their college admission essays and demonstrated greater confidence with this writing task. This…

Writing through Visual Acts of Reading: Incorporating Visual Aesthetics in Integrated Writing and Reading Tasks

ERIC Educational Resources Information Center

Choo, Suzanne S.

2010-01-01

The English curriculum tends to be framed in relation to two unconscious boundaries based on the dichotomies between writing and reading as well as print and image. This paper re-envisions the curriculum as comprising a hybrid space where students are involved in composing texts that integrate writing and reading practices while also considering…

Writing Class: How Class-Based Culture Influences Community College Student Experience in College Writing

ERIC Educational Resources Information Center

Morris, Myla

2016-01-01

This study was designed to build on the existing research on teaching and learning in community college contexts and the literature of college writing in two-year schools. The work of Pierre Bourdieu formed the primary theoretical framework and composition theory was used to position this study in the literature of the college writing discipline.…

Those Who Do, Can: Teachers Writing, Writers Teaching. A Sourcebook.

ERIC Educational Resources Information Center

Root, Robert L., Jr.; Steinberg, Michael

Based on a series of seven summer workshops on creative writing and pedagogy, this book offers an "inside-out" approach to teaching and writing, an approach that teachers can use for personal growth and self-enrichment as well as for application and inspiration in their public school classrooms. Essays in the book are: (1) "'The Writing's for Us':…

Action Research: The Implementation of Writing Workshop in the Third Grade.

ERIC Educational Resources Information Center

Strech, Lorie L.

By the 1980s, the whole language philosophy (Goodman, 1986), based on the idea that reading and writing should be done for authentic purposes, gained credibility. As the movement gained momentum, more teachers began to adopt the student-centered writing workshop as a way of teaching writing. A study of a class of 27 culturally diverse third…

Can Cognitive Writing Models Inform the Design of the Common Core State Standards?

ERIC Educational Resources Information Center

Hayes, John R.; Olinghouse, Natalie G.

2015-01-01

In this article, we compare the Common Core State Standards in Writing to the Hayes cognitive model of writing, adapted to describe the performance of young and developing writers. Based on the comparison, we propose the inclusion of standards for motivation, goal setting, writing strategies, and attention by writers to the text they have just…

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

ERIC Educational Resources Information Center

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

2018-01-01

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

Increasing Writing Self-Efficacy of Adult Learners: Different Approaches, Different Results

ERIC Educational Resources Information Center

Plakhotnik, Maria S.; Rocco, Tonette S.

2016-01-01

To help graduate students with academic writing, a college of education at a large university implemented a new service, Writing Support Circles. Based on the results of the first series of this service, we changed its design. The purpose of this article is to share how changes in the design affected these adult learners' writing self-efficacy and…

"I write to know what I think": a four-year writing curriculum.

PubMed

Lister, Elena; Kravis, Nathan; Sandberg, Larry; Halpern, Jeffrey K; Cabaniss, Deborah L; Singer, Meriamne B

2008-12-01

The four-year writing curriculum of the Columbia Center for Psychoanalytic Training and Research has as its main objective to teach candidates to learn about analysis through writing. Learning to write about analyses ultimately entails learning to clarify and then express how one thinks and functions as an analyst. Since its inception ten years ago, the program has evolved into its current structure, a stepwise approach through the years of candidate training based on a didactic method called "layering." For each level of the course, candidates' typical writing difficulties are examined, and examples given of write-ups and how they were used in teaching. The essential role of the faculty experience is also described.

Performance of Fourth-Grade Students in the 2012 NAEP Computer-Based Writing Pilot Assessment: Scores, Text Length, and Use of Editing Tools. Working Paper Series. NCES 2015-119

ERIC Educational Resources Information Center

White, Sheida; Kim, Young Yee; Chen, Jing; Liu, Fei

2015-01-01

This study examined whether or not fourth-graders could fully demonstrate their writing skills on the computer and factors associated with their performance on the National Assessment of Educational Progress (NAEP) computer-based writing assessment. The results suggest that high-performing fourth-graders (those who scored in the upper 20 percent…

The Effects of Wiki-Based Recursive Process Writing on Chinese Narrative Essays for Chinese as a Second Language (CSL) Students in Singapore

ERIC Educational Resources Information Center

Chin, Chee Kuen; Gong, Cheng; Tay, Boon Pei

2015-01-01

This paper reports on the effects of using wiki-based process writing in Singapore's Chinese as a Second Language (CSL) scenarios. A group of 32 Secondary 1 (Seventh Grade) students ("Students") received various forms of online scaffolding at different steps of the writing process over two years. A whole set of teaching materials on 45…

Writing Assignments with a Metacognitive Component Enhance Learning in a Large Introductory Biology Course

PubMed Central

Mynlieff, Michelle; Manogaran, Anita L.; St. Maurice, Martin

2014-01-01

Writing assignments, including note taking and written recall, should enhance retention of knowledge, whereas analytical writing tasks with metacognitive aspects should enhance higher-order thinking. In this study, we assessed how certain writing-intensive “interventions,” such as written exam corrections and peer-reviewed writing assignments using Calibrated Peer Review and including a metacognitive component, improve student learning. We designed and tested the possible benefits of these approaches using control and experimental variables across and between our three-section introductory biology course. Based on assessment, students who corrected exam questions showed significant improvement on postexam assessment compared with their nonparticipating peers. Differences were also observed between students participating in written and discussion-based exercises. Students with low ACT scores benefited equally from written and discussion-based exam corrections, whereas students with midrange to high ACT scores benefited more from written than discussion-based exam corrections. Students scored higher on topics learned via peer-reviewed writing assignments relative to learning in an active classroom discussion or traditional lecture. However, students with low ACT scores (17–23) did not show the same benefit from peer-reviewed written essays as the other students. These changes offer significant student learning benefits with minimal additional effort by the instructors. PMID:26086661

Intermodality in Teaching Writing

ERIC Educational Resources Information Center

Christensen, Margarette

2012-01-01

This dissertation articulates a writing pedagogy based on a theory of "intermodality" to help writing instructors navigate the affordances and challenges of multimodal composition. Drawing from recent discoveries in neuroscience about how the brain makes meaning, I situate this pedagogy of intermodality--literally, "between the…

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

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.

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

Development and Usability Test of an e-Learning Tool for Engineering Graduates to Develop Academic Writing in English: A Case Study

ERIC Educational Resources Information Center

Lin, Chih-Chung; Liu, Gi-Zen; Wang, Tzong-I

2017-01-01

Many non-native English speaking (NNES) graduates are required to write academic papers in English; consequently, recent research in the past decade has been devoted to investigating the usefulness of genre-based Writing Instructions (GBWI) on learners' writing cultivation. There is little specific guidance, however, on how GBWI can be employed in…

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

ERIC Educational Resources Information Center

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

2016-01-01

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

Orientations for the Teaching of Writing: A Legacy of the National Writing Project

ERIC Educational Resources Information Center

Whitney, Anne Elrod; Friedrich, Linda

2013-01-01

Background/Context: Founded in 1974 by James Gray and a group of teacher colleagues who came together as the Bay Area Writing Project in California, the National Writing Project is a professional development network that has spread from one site to 197 university-based sites across the U.S. After such a long period of time in operation, it becomes…

A New Approach to Teaching Business Writing: Writing across the Core--A Document Based Curriculum

ERIC Educational Resources Information Center

Hutchins, Teresa D.

2015-01-01

This paper describes the transition that the Anisfield School of Business of Ramapo College of New Jersey made from a conventional Writing Across the Curriculum approach to a Writing Across the Business Core approach. The impetus for the change is explained as well as the creation and design of the program. The document driven program is analyzed,…

How to Teach Poetry Writing: Workshops for Ages 8-13. Developing Creative Literacy, 2nd Edition

ERIC Educational Resources Information Center

Morgan, Michaela

2011-01-01

Now in a fully revised and extended second edition, "How to Teach Poetry Writing: Workshops for Ages 8-13" is a practical and activity based resource of writing workshops to help you teach poetry in the primary classroom. Designed to help build writing, speaking and listening skills, this book contains a wide selection of workshops exemplifying a…

Validity of Scores for a Developmental Writing Scale Based on Automated Scoring

ERIC Educational Resources Information Center

Attali, Yigal; Powers, Donald

2009-01-01

A developmental writing scale for timed essay-writing performance was created on the basis of automatically computed indicators of writing fluency, word choice, and conventions of standard written English. In a large-scale data collection effort that involved a national sample of more than 12,000 students from 4th, 6th, 8th, 10th, and 12th grade,…

Writing Editorials.

ERIC Educational Resources Information Center

Pappas, Marjorie L.

2003-01-01

Presents a thematic unit for middle schools on editorial writing, or persuasive writing, based on the Pathways Model for information skills lessons. Includes assessing other editorials; student research process journals; information literacy and process skills; and two lesson plans that involve library media specialists as well as teachers. (LRW)

The Meanings of "Purpose."

ERIC Educational Resources Information Center

Walzer, Arthur E.

"Purpose" is an important term in rhetorical theory and writing pedagogy. An analysis of the presentation of "purpose" in three well-regarded, theory-based textbooks ("Writing in the Liberal Arts Tradition: A Rhetoric with Readings,""Writing with a Purpose," and "Form and Surprise in Composition")…

Energy-efficient writing scheme for magnetic domain-wall motion memory

NASA Astrophysics Data System (ADS)

Kim, Kab-Jin; Yoshimura, Yoko; Ham, Woo Seung; Ernst, Rick; Hirata, Yuushou; Li, Tian; Kim, Sanghoon; Moriyama, Takahiro; Nakatani, Yoshinobu; Ono, Teruo

2017-04-01

We present an energy-efficient magnetic domain-writing scheme for domain wall (DW) motion-based memory devices. A cross-shaped nanowire is employed to inject a domain into the nanowire through current-induced DW propagation. The energy required for injecting the magnetic domain is more than one order of magnitude lower than that for the conventional field-based writing scheme. The proposed scheme is beneficial for device miniaturization because the threshold current for DW propagation scales with the device size, which cannot be achieved in the conventional field-based technique.

Learning autonomy in writing class: Implementation of project-based learning in english for spesific purposes

NASA Astrophysics Data System (ADS)

Ayu Sukerti, G. N.; Yuliantini, Ny

2018-01-01

This research was aimed to analyze students’ attitude on learning autonomy through the implementation of project-based learning (PBL). Writing has been considered one of the most difficult competencies to master as it incorporates several integrated language skills. Thus, teaching writing in English for Specific Class posts a huge challenge as students often feel discouraged by the complex series of processes involved in producing a well-structured piece of writing. This research implemented PBL as the learning model to boost students’ learning outcomes and construct self-directed learning. Participants were 25 second semester students enrolled in a three-year undergraduate program in Informatics Management. The implementation of PBL in writing class contributed real advantages since it allowed students to collaboratively arrange outline in order to produce individual drafts and final essays. The study revealed that students were able to be involved in a more deep and autonomous learning as they helped each other during group discussion. The students autonomously engaged in the completion of the project in a more positive attitude. They also acquired more knowledge in the aspect of grammar and learned how to use language in proper context based on the feedbacks they got during revising their writing.

The Social Nature of Written Text: A Research-Based Review and Summary of Conceptual Issues in the Teaching of Writing. Concept Paper No. 8.

ERIC Educational Resources Information Center

Sperling, Melanie

This paper reviews and summarizes research studies in writing and related language areas that help educators to understand how writing is socially based. The purpose of the paper is to cast classroom practice in the variously dim and gleaming lights of research and theory, linking practice, research, and theory by looking with a close-up lens at…

Social Constructivism and Case-Writing for an Integrated Curriculum

ERIC Educational Resources Information Center

Doubleday, Alison F.; Brown, Blase; Patston, Philip A.; Jurgens-Toepke, Pamela; Strotman, Meaghan Driscoll; Koerber, Anne; Haley, Colin; Briggs, Charlotte; Knight, G. William

2015-01-01

Case-writing within an integrated, systems-based health professions education curriculum presents many unique challenges. Specifically, case-writing in this context must consider integration of multidisciplinary learning objectives and synthesis of biomedical and clinical sciences. Establishing an effective process for content integration and…

Effects of Early Writing Intervention Delivered within a Data-Based Instruction Framework

ERIC Educational Resources Information Center

Jung, Pyung-Gang; McMaster, Kristen L.; delMas, Robert C.

2017-01-01

We examined effects of research-based early writing intervention delivered within a data-based instruction (DBI) framework for children with intensive needs. We randomly assigned 46 students with and without disabilities in Grades 1 to 3 within classrooms to either treatment or control. Treatment students received research-based early writing…

"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.

A Mixed Methods Analysis of the Effect of Google Docs Environment on EFL Learners' Writing Performance and Causal Attributions for Success and Failure

ERIC Educational Resources Information Center

Seyyedrezaie, Zari Sadat; Ghonsooly, Behzad; Shahriari, Hesamoddin; Fatemi, Hazar Hosseini

2016-01-01

This study investigated the effect of writing process in Google Docs environment on Iranian EFL learners' writing performance. It also examined students' perceptions towards the effects of Google Docs and their perceived causes of success or failure in writing performance. In this regard, 48 EFL students were chosen based on their IELTs writing…

Effects of Task Planning and Rhetorical Mode of Writing on Lexical Complexity, Syntactic Complexity, and Overall Writing Quality of EFL Writers' Task Performance

ERIC Educational Resources Information Center

Yildiz, Mine; Yesilyurt, Savas

2017-01-01

Based on Robinson's Triadic Componential Framework and the definition of task planning by Ellis (2005), this study was carried out to find out the effects of task planning and rhetorical mode on lexical and syntactic complexity, and overall writing quality of writing production of EFL learners. Following a repeated-measures design, the present…

WriteSim TCExam - An open source text simulation environment for training novice researchers in scientific writing

PubMed Central

2010-01-01

Background The ability to write clearly and effectively is of central importance to the scientific enterprise. Encouraged by the success of simulation environments in other biomedical sciences, we developed WriteSim TCExam, an open-source, Web-based, textual simulation environment for teaching effective writing techniques to novice researchers. We shortlisted and modified an existing open source application - TCExam to serve as a textual simulation environment. After testing usability internally in our team, we conducted formal field usability studies with novice researchers. These were followed by formal surveys with researchers fitting the role of administrators and users (novice researchers) Results The development process was guided by feedback from usability tests within our research team. Online surveys and formal studies, involving members of the Research on Research group and selected novice researchers, show that the application is user-friendly. Additionally it has been used to train 25 novice researchers in scientific writing to date and has generated encouraging results. Conclusion WriteSim TCExam is the first Web-based, open-source textual simulation environment designed to complement traditional scientific writing instruction. While initial reviews by students and educators have been positive, a formal study is needed to measure its benefits in comparison to standard instructional methods. PMID:20509946

Key Writing Challenges of Practice-Based Doctorates

ERIC Educational Resources Information Center

San Miguel, Caroline; Nelson, Cynthia D.

2007-01-01

Building on the increasing interest within English for Academic Purposes (EAP) in postgraduate literacy development, this article examines the complexities of writing research at the academic/professional interface. It analyses two literature reviews by professional doctorate students at an Australian university who were writing research in their…

From Fake to Fiction: Young Children Learn about Writing Fiction.

ERIC Educational Resources Information Center

Taberski, Sharon

1987-01-01

Presents five strategies for helping elementary school students learn to write fiction: (1) stress topic selection; (2) use literature to teach fiction writing; (3) stress main character change or problem solving; (4) emphasize reality-based stories; and (5) encourage students to research their fiction. (SKC)

What Hands May Tell Us about Reading and Writing

ERIC Educational Resources Information Center

Mangen, Anne

2016-01-01

Reading and writing are increasingly performed with digital, screen-based technologies rather than with analogue technologies such as paper and pen(cil). The current digitization is an occasion to "unpack," theoretically and conceptually, what is entailed in reading and writing as embodied, multisensory processes involving audiovisual…

Some contingencies of spelling

PubMed Central

Lee, Vicki L.; Sanderson, Gwenda M.

1987-01-01

This paper presents some speculation about the contingencies that might select standard spellings. The speculation is based on a new development in the teaching of spelling—the process writing approach, which lets standard spellings emerge collateral to a high frequency of reading and writing. The paper discusses this approach, contrasts it with behavior-analytic research on spelling, and suggests some new directions for this latter research based on a behavioral interpretation of the process writing approach to spelling. PMID:22477529

Creative writing in recovery from severe mental illness.

PubMed

King, Robert; Neilsen, Philip; White, Emma

2013-10-01

There is evidence that creative writing forms an important part of the recovery experience of people affected by severe mental illness. In this paper, we consider theoretical models that explain how creative writing might contribute to recovery, and we discuss the potential for creative writing in psychosocial rehabilitation. We argue that the rehabilitation benefits of creative writing might be optimized through focus on process and technique in writing, rather than content, and that consequently, the involvement of professional writers might be important. We describe a pilot workshop that deployed these principles and was well-received by participants. Finally, we make recommendations regarding the role of creative writing in psychosocial rehabilitation for people recovering from severe mental illness and suggest that the development of an evidence base regarding the effectiveness of creative writing is a priority. © 2012 The Authors; International Journal of Mental Health Nursing © 2012 Australian College of Mental Health Nurses Inc.

Teaching Chinese College ESL Writing: A Genre-Based Approach

ERIC Educational Resources Information Center

Yang, Yilong

2016-01-01

College students' English writing plays a vital role in their language learning and further education. However, the current college English teaching falls far behind to resolve this issue, which includes insufficient writing ability compared with that of listening and speaking, inadequate teacher instruction and students' exercise, negative…

The Flexibility of Self Regulated Strategy Development for Teaching Argumentative Text

ERIC Educational Resources Information Center

Leins, Patricia A.; Cuenca-Carlino, Yojanna; Kiuhara, Sharlene A.; Jacobson, Laura Thompson

2017-01-01

An increasing challenge for many secondary special education teachers is preparing students for the writing demands in postsecondary settings. The self-regulated strategy development (SRSD) model of writing instruction, considered an evidence-based practice, is an effective strategy for enhancing the writing skills of students with disabilities,…

Veterans as Adult Learners in Composition Courses

ERIC Educational Resources Information Center

Navarre Cleary, Michelle; Wozniak, Kathryn

2013-01-01

Considering veterans in the context of research on adult and nontraditional students in college writing classes, this article proposes Malcolm Knowles's six principles for adult learning as an asset-based heuristic for investigating how writing programs and writing teachers might build upon existing resources to support veteran students.

Writing in Chemistry: An Effective Learning Tool.

ERIC Educational Resources Information Center

Sherwood, Donna W.; Kovac, Jeffrey

1999-01-01

Presents some general strategies for using writing in chemistry courses based on experiences in developing a systematic approach to using writing as an effective learning tool in chemistry courses, and testing this approach in high-enrollment general chemistry courses at the University of Tennessee-Knoxville. Contains 18 references. (WRM)

Mark-Up-Based Writing Error Analysis Model in an On-Line Classroom.

ERIC Educational Resources Information Center

Feng, Cheng; Yano, Yoneo; Ogata, Hiroaki

2000-01-01

Describes a new component called "Writing Error Analysis Model" (WEAM) in the CoCoA system for teaching writing composition in Japanese as a foreign language. The Weam can be used for analyzing learners' morphological errors and selecting appropriate compositions for learners' revising exercises. (Author/VWL)

A Study of Metacognitive-Strategies-Based Writing Instruction for Vocational College Students

ERIC Educational Resources Information Center

Lv, Fenghua; Chen, Hongxin

2010-01-01

Effective English writing has long been a challenge in English language teaching. With the development of cognitive psychology, metacognition has drawn more and more researchers' attention and provides a new perspective for EFL writing. Metacognitive theory mainly includes metacognitive knowledge and metacognitive strategy. Among all the learning…

Framework for Success in Postsecondary Writing

ERIC Educational Resources Information Center

National Writing Project (NJ1), 2011

2011-01-01

The concept of "college readiness" is increasingly important in discussions about students' preparation for postsecondary education. This Framework describes the rhetorical and twenty-first-century skills as well as habits of mind and experiences that are critical for college success. Based in current research in writing and writing pedagogy, the…

Does Automated Feedback Improve Writing Quality?

ERIC Educational Resources Information Center

Wilson, Joshua; Olinghouse, Natalie G.; Andrada, Gilbert N.

2014-01-01

The current study examines data from students in grades 4-8 who participated in a statewide computer-based benchmark writing assessment that featured automated essay scoring and automated feedback. We examined whether the use of automated feedback was associated with gains in writing quality across revisions to an essay, and with transfer effects…

A Writing-Intensive, Methods-Based Laboratory Course for Undergraduates

ERIC Educational Resources Information Center

Colabroy, Keri L.

2011-01-01

Engaging undergraduate students in designing and executing original research should not only be accompanied by technique training but also intentional instruction in the critical analysis and writing of scientific literature. The course described here takes a rigorous approach to scientific reading and writing using primary literature as the model…

Using Wikis to Promote Collaborative EFL Writing

ERIC Educational Resources Information Center

Aydin, Zelilha; Yildiz, Senem

2014-01-01

This study focuses on the use of wikis in collaborative writing projects in foreign language learning classrooms. A total of 34 intermediate level university students learning English as a foreign language (EFL) were asked to accomplish three different wiki-based collaborative writing tasks, (argumentative, informative and decision-making) working…

Simulation in JFL: Business Writing

ERIC Educational Resources Information Center

Fukushima, Tatsuya

2007-01-01

This article discusses a simulation wherein learners of Japanese as a Foreign Language (JFL) in a business writing course at an American university are assigned tasks to write a series of business letters based on situations that are likely to occur in actual business settings. After an overview of the theoretical background, this article…

Writing (ONLINE) Space: Composing Webware in Perl.

ERIC Educational Resources Information Center

Hartley, Cecilia; Schendel, Ellen; Neal, Michael R.

1999-01-01

Points to scholarship that helped the authors think about the ideologies behind Writing Spaces, a Web-based site for computer-mediated communication that they constructed using Perl scripts. Argues that writing teachers can and should shape online spaces to facilitate their individual pedagogies rather than allowing commercial software to limit…

Writing to Like Writing: A Longitudinal First-Person Education Experiment

ERIC Educational Resources Information Center

Iran-Nejad, Asghar; Xu, Yuejin; Mansouri, Behzad

2013-01-01

Reported in this article was an experiment in which 143 undergraduates in an educational psychology course were encouraged to engage in the performance learning activity (PLA) of "seeking their own revelations (or insights) and reflecting on them in writing." The hypothesis, grounded in the biofunctionally-based, first-person…

Writing Centre Tutoring Sessions: Addressing Students' Concerns

ERIC Educational Resources Information Center

Winder, Roger; Kathpalia, Sujata S.; Koo, Swit Ling

2016-01-01

The guiding principle behind university writing centres is to focus on the process of writing rather than the finished product, prioritising higher order concerns related to organisation and argumentation of texts rather than lower order concerns of grammar and punctuation. Using survey-based data, this paper examines students' concerns regarding…

Student Editing Internships in Low-Industry Geographical Areas.

ERIC Educational Resources Information Center

Young, Gene

Morehead State University's technical writing internship program provides students who are not suited to larger, industry-based writing internship programs with professional writing experience. Most interns are English majors, and only the best and most interested students are selected. The program confers 3-6 semester hours' credit and aims to…

Power and Identity in the Creative Writing Classroom

ERIC Educational Resources Information Center

Leahy, Anna, Ed.

2005-01-01

This book remaps theories and practices for teaching creative writing at university and college level. This collection critiques well-established approaches for teaching creative writing in all genres and builds a comprehensive and adaptable pedagogy based on issues of authority, power, and identity. A long-needed reflection, this book shapes…

A Systematic Approach to Proposal Writing.

ERIC Educational Resources Information Center

Alvir, Howard P.

This document contains two research exercises entitled: "Revising Rough Drafts into Short and Simple Texts" and "Developing Vote Curriculum Criteria Based upon Federal Guidelines." The first exercise can be used by educators wishing to conduct a proposal writing workshop centered around the development and writing of acceptable goals, objectives,…

Reexamining the Writing Apprehension Measure

ERIC Educational Resources Information Center

Autman, Hamlet; Kelly, Stephanie

2017-01-01

This article contains two measurement development studies on writing apprehension. Study 1 reexamines the validity of the writing apprehension measure based on the finding from prior research that a second false factor was embedded. The findings from Study 1 support the validity of a reduced measure with 6 items versus the original 20-item…

Teaching Writing from a Writer's Point of View.

ERIC Educational Resources Information Center

Hermsen, Terry, Ed.; Fox, Robert, Ed.

Based on a series of successful summer writing institutes, this book presents practical ways for teachers to reinvigorate their classrooms and their own attitudes toward creative writing. In four complementary sections focusing on four groups of writers--creative writers in residence, K-12 students and teachers who participated in the summer…

Putting the "I" in Science

ERIC Educational Resources Information Center

Goddard, Lise

2014-01-01

In this article, the author addresses the issue of bias in language used in conventional training in scientific writing that encourages adherence to the rule: "don't use 'I' when writing science reports." Such writing is to be objective rather than subjective; it is to be dispassionate, detached, fact-based, and…

Research-Based Integrated Reading and Writing Course Development

ERIC Educational Resources Information Center

Pierce, Calisa A.

2017-01-01

With the continuing national emphases on acceleration and completion, an integrated reading and writing course (a combined developmental reading and developmental writing course, with all levels compressed into a single course) is one way to move students more quickly and efficiently through the developmental sequence while still maintaining…

Syntactic Language Correlates of Written Communication Apprehension.

ERIC Educational Resources Information Center

Stacks, Don W.; And Others

A study provided the initial test of a multidimensional instrument based on the idea that syntactic language choice might predict writing apprehension. The test measured six factors: (1) blank page paralysis, (2) general affect toward writing, (3) positive/negative business affect, (4) alternative modes, (5) attitude toward writing competence, and…

The Effect of Journal Writing on Students' Cognitive Critical Thinking Skills: "A Quasi-Experimental Research on an English as a Foreign Language (EFL) Undergraduate Classroom in Egypt"

ERIC Educational Resources Information Center

Shaarawy, Hanaa Youssef

2014-01-01

Based on writing weekly academic journals and on Bloom's (1984) taxonomy of cognitive critical thinking skills, this article reports on a quasi-experiment where journal writing was an additional task to an academic writing course. The experiment was carried out with first year university students (semester two) in one of the Egyptian private…

Game-Based Practice versus Traditional Practice in Computer-Based Writing Strategy Training: Effects on Motivation and Achievement

ERIC Educational Resources Information Center

Proske, Antje; Roscoe, Rod D.; McNamara, Danielle S.

2014-01-01

Achieving sustained student engagement with practice in computer-based writing strategy training can be a challenge. One potential solution is to foster engagement by embedding practice in educational games; yet there is currently little research comparing the effectiveness of game-based practice versus more traditional forms of practice. In this…

An Exploration of Alternative Scoring Methods Using Curriculum-Based Measurement in Early Writing

ERIC Educational Resources Information Center

Allen, Abigail A.; Poch, Apryl L.; Lembke, Erica S.

2018-01-01

This manuscript describes two empirical studies of alternative scoring procedures used with curriculum-based measurement in writing (CBM-W). Study 1 explored the technical adequacy of a trait-based rubric in first grade. Study 2 explored the technical adequacy of a trait-based rubric, production-dependent, and production-independent scores in…

Influence of writing and reading intertrack interferences in terms of bit aspect ratio in shingled magnetic recording

NASA Astrophysics Data System (ADS)

Nobuhara, Hirofumi; Okamoto, Yoshihiro; Yamashita, Masato; Nakamura, Yasuaki; Osawa, Hisashi; Muraoka, Hiroaki

2014-05-01

In this paper, we investigate the influence of the writing and reading intertrack interferences (ITIs) in terms of bit aspect ratio (BAR) in shingled magnetic recording by computer simulation using a read/write model which consists of a writing process based on Stoner-Wohlfarth switching asteroid by a one-side shielded isosceles triangular write head and a reading process by an around shielded read head for a discrete Voronoi medium model. The results show that BAR should be 3 to reduce the influence of writing and reading ITIs, media noise, and additive white Gaussian noise in an assumed areal density of 4.61Tbpsi.

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

A technical writing programme implemented in a first-year engineering course at KU Leuven

NASA Astrophysics Data System (ADS)

Heylen, Christel; Vander Sloten, Jos

2013-12-01

Technical communication and technical writing are important skills for the daily work-life of every engineer. In the first-year engineering programme at KU Leuven, a technical writing programme is implemented within the project-based course 'Problem Solving and Engineering Design'. This paper describes a case study for implementing a writing programme based on active learning methods and situated learning in large classes. The programme consists of subsequent cycles of instructions, learning by doing and reflection on received feedback. In addition, a peer-review assignment, together with an interactive lecture using clicking devices, is incorporated within the assignments of the second semester. A checklist of desired writing abilities makes it easier to grade the large number of papers. Furthermore, this ensures that all staff involved in the evaluation process uses the same criteria to grade and for providing feedback.

Teaching Pharmacology Graduate Students how to Write an NIH Grant Application

PubMed Central

O’Donnell, Lauren A.; Surratt, Christopher K.

2015-01-01

Objective. To fill the gap in grant writing training in pharmacology graduate education using an active-learning strategy. Design. Graduate students wrote subsections of a grant according to NIH guidelines. Students revised their applications based on multiple rounds of critiques from professors and peers throughout a semester-long scientific writing course. Assessment. Prerevision and postrevision grant drafts were graded. Students were provided with questionnaires assessing their perception of the process. To determine the impact of feedback on the proposals, the quality of the pre/postrevision drafts was assessed by professors who were blinded and unaffiliated with the course. Conclusion. Student grades improved significantly upon resubmission. Perceptions of the proposals by blinded faculty members favored revised submissions based on multiple criteria. Survey feedback indicated an increase in student confidence in grant writing ability. The results of 3 independent measures demonstrate that intensive feedback on scientific writing improved the quality of student proposals. PMID:28435165

Teaching Pharmacology Graduate Students how to Write an NIH Grant Application.

PubMed

Leak, Rehana K; O'Donnell, Lauren A; Surratt, Christopher K

2015-11-25

Objective. To fill the gap in grant writing training in pharmacology graduate education using an active-learning strategy. Design. Graduate students wrote subsections of a grant according to NIH guidelines. Students revised their applications based on multiple rounds of critiques from professors and peers throughout a semester-long scientific writing course. Assessment. Prerevision and postrevision grant drafts were graded. Students were provided with questionnaires assessing their perception of the process. To determine the impact of feedback on the proposals, the quality of the pre/postrevision drafts was assessed by professors who were blinded and unaffiliated with the course. Conclusion. Student grades improved significantly upon resubmission. Perceptions of the proposals by blinded faculty members favored revised submissions based on multiple criteria. Survey feedback indicated an increase in student confidence in grant writing ability. The results of 3 independent measures demonstrate that intensive feedback on scientific writing improved the quality of student proposals.

Development of a Computer Writing System Based on EOG

PubMed Central

López, Alberto; Ferrero, Francisco; Yangüela, David; Álvarez, Constantina; Postolache, Octavian

2017-01-01

The development of a novel computer writing system based on eye movements is introduced herein. A system of these characteristics requires the consideration of three subsystems: (1) A hardware device for the acquisition and transmission of the signals generated by eye movement to the computer; (2) A software application that allows, among other functions, data processing in order to minimize noise and classify signals; and (3) A graphical interface that allows the user to write text easily on the computer screen using eye movements only. This work analyzes these three subsystems and proposes innovative and low cost solutions for each one of them. This computer writing system was tested with 20 users and its efficiency was compared to a traditional virtual keyboard. The results have shown an important reduction in the time spent on writing, which can be very useful, especially for people with severe motor disorders. PMID:28672863

Development of a Computer Writing System Based on EOG.

PubMed

López, Alberto; Ferrero, Francisco; Yangüela, David; Álvarez, Constantina; Postolache, Octavian

2017-06-26

The development of a novel computer writing system based on eye movements is introduced herein. A system of these characteristics requires the consideration of three subsystems: (1) A hardware device for the acquisition and transmission of the signals generated by eye movement to the computer; (2) A software application that allows, among other functions, data processing in order to minimize noise and classify signals; and (3) A graphical interface that allows the user to write text easily on the computer screen using eye movements only. This work analyzes these three subsystems and proposes innovative and low cost solutions for each one of them. This computer writing system was tested with 20 users and its efficiency was compared to a traditional virtual keyboard. The results have shown an important reduction in the time spent on writing, which can be very useful, especially for people with severe motor disorders.

Collaborative writing: Tools and tips.

PubMed

Eapen, Bell Raj

2007-01-01

Majority of technical writing is done by groups of experts and various web based applications have made this collaboration easy. Email exchange of word processor documents with tracked changes used to be the standard technique for collaborative writing. However web based tools like Google docs and Spreadsheets have made the process fast and efficient. Various versioning tools and synchronous editors are available for those who need additional functionality. Having a group leader who decides the scheduling, communication and conflict resolving protocols is important for successful collaboration.

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

ERIC Educational Resources Information Center

Roy, Debopriyo

2017-01-01

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

Blog-Based Peer Response for L2 Writing Revision

ERIC Educational Resources Information Center

Pham, Vu Phi Ho; Usaha, Siriluck

2016-01-01

Few studies have been conducted to see how blog-based peer response helps students to improve their writing revisions. The present study investigates peer comments made through blogs, the nature of the comments and their areas of focus, and the ratios of students incorporating suggestions made through blog-based comments into revisions of their…

Cloud-Based Collaborative Writing and the Common Core Standards

ERIC Educational Resources Information Center

Yim, Soobin; Warschauer, Mark; Zheng, Binbin; Lawrence, Joshua F.

2014-01-01

The Common Core State Standards emphasize the integration of technology skills into English Language Arts (ELA) instruction, recognizing the demand for technology-based literacy skills to be college- and career- ready. This study aims to examine how collaborative cloud-based writing is used in in a Colorado school district, where one-to-one…

Noninvasive Electroencephalogram Based Control of a Robotic Arm for Writing Task Using Hybrid BCI System.

PubMed

Gao, Qiang; Dou, Lixiang; Belkacem, Abdelkader Nasreddine; Chen, Chao

2017-01-01

A novel hybrid brain-computer interface (BCI) based on the electroencephalogram (EEG) signal which consists of a motor imagery- (MI-) based online interactive brain-controlled switch, "teeth clenching" state detector, and a steady-state visual evoked potential- (SSVEP-) based BCI was proposed to provide multidimensional BCI control. MI-based BCI was used as single-pole double throw brain switch (SPDTBS). By combining the SPDTBS with 4-class SSEVP-based BCI, movement of robotic arm was controlled in three-dimensional (3D) space. In addition, muscle artifact (EMG) of "teeth clenching" condition recorded from EEG signal was detected and employed as interrupter, which can initialize the statement of SPDTBS. Real-time writing task was implemented to verify the reliability of the proposed noninvasive hybrid EEG-EMG-BCI. Eight subjects participated in this study and succeeded to manipulate a robotic arm in 3D space to write some English letters. The mean decoding accuracy of writing task was 0.93 ± 0.03. Four subjects achieved the optimal criteria of writing the word "HI" which is the minimum movement of robotic arm directions (15 steps). Other subjects had needed to take from 2 to 4 additional steps to finish the whole process. These results suggested that our proposed hybrid noninvasive EEG-EMG-BCI was robust and efficient for real-time multidimensional robotic arm control.

Noninvasive Electroencephalogram Based Control of a Robotic Arm for Writing Task Using Hybrid BCI System

PubMed Central

Gao, Qiang

2017-01-01

A novel hybrid brain-computer interface (BCI) based on the electroencephalogram (EEG) signal which consists of a motor imagery- (MI-) based online interactive brain-controlled switch, “teeth clenching” state detector, and a steady-state visual evoked potential- (SSVEP-) based BCI was proposed to provide multidimensional BCI control. MI-based BCI was used as single-pole double throw brain switch (SPDTBS). By combining the SPDTBS with 4-class SSEVP-based BCI, movement of robotic arm was controlled in three-dimensional (3D) space. In addition, muscle artifact (EMG) of “teeth clenching” condition recorded from EEG signal was detected and employed as interrupter, which can initialize the statement of SPDTBS. Real-time writing task was implemented to verify the reliability of the proposed noninvasive hybrid EEG-EMG-BCI. Eight subjects participated in this study and succeeded to manipulate a robotic arm in 3D space to write some English letters. The mean decoding accuracy of writing task was 0.93 ± 0.03. Four subjects achieved the optimal criteria of writing the word “HI” which is the minimum movement of robotic arm directions (15 steps). Other subjects had needed to take from 2 to 4 additional steps to finish the whole process. These results suggested that our proposed hybrid noninvasive EEG-EMG-BCI was robust and efficient for real-time multidimensional robotic arm control. PMID:28660211

FLASH fly-by-light flight control demonstration results overview

NASA Astrophysics Data System (ADS)

Halski, Don J.

1996-10-01

The Fly-By-Light Advanced Systems Hardware (FLASH) program developed Fly-By-Light (FBL) and Power-By-Wire (PBW) technologies for military and commercial aircraft. FLASH consists of three tasks. Task 1 developed the fiber optic cable, connectors, testers and installation and maintenance procedures. Task 3 developed advanced smart, rotary thin wing and electro-hydrostatic (EHA) actuators. Task 2, which is the subject of this paper,l focused on integration of fiber optic sensors and data buses with cable plant components from Task 1 and actuators from Task 3 into centralized and distributed flight control systems. Both open loop and piloted hardware-in-the-loop demonstrations were conducted with centralized and distributed flight control architectures incorporating the AS-1773A optical bus, active hand controllers, optical sensors, optimal flight control laws in high speed 32-bit processors, and neural networks for EHA monitoring and fault diagnosis. This paper overviews the systems level testing conducted under the FLASH Flight Control task. Preliminary results are summarized. Companion papers provide additional information.

Application of 'writing for healing' in premedical humanities education.

PubMed

Ban, Jae Yu; Yeh, Byung Il

2012-09-01

There has been a recent tendency to attach special importance to writing education. Books on 'writing to heal' are being written in or translated into Korean. According to these texts, writing is a valuable tool for internal healing, depending on the mode of application. Writing can have positive effects and give hope to an individual or group, but it can also be a source of frustration and despair. Based on the distinct effects of writing, we cannot overemphasize the significance of writing education. Writing is generally taught during a premedical course that targets students who will eventually practice medicine. Many reports have examined immorality in medical students and health care providers, which is a reason that writing education is important for medical systems. 'Writing for Healing' is open to freshmen at Yonsei University Wonju College of Medicine. The aim of this subject is to help students identify and acknowledge internal diseases to lead a healthier life and eventually become positive and responsible health care providers. However, in addition to the vague definition of what 'healing' is, the concept of 'writing for healing' has not been defined. This paper attempts to define the concept of 'writing for healing' and considers what influences it can have on a humanities curriculum in medical colleges.

Writing throughout the Biochemistry Curriculum: Synergistic Inquiry-Based Writing Projects for Biochemistry Students

ERIC Educational Resources Information Center

Mertz, Pamela; Streu, Craig

2015-01-01

This article describes a synergistic two-semester writing sequence for biochemistry courses. In the first semester, students select a putative protein and are tasked with researching their protein largely through bioinformatics resources. In the second semester, students develop original ideas and present them in the form of a research grant…

Classroom EFL Writing: The Alignment-Oriented Approach

ERIC Educational Resources Information Center

Haiyan, Miao; Rilong, Liu

2016-01-01

This paper outlines the alignment-oriented approach in classroom EFL writing. Based on a review of the characteristics of the written language and comparison between the product-focused approach and the process-focused approach, the paper proposes a practical classroom procedure as to how to teach EFL writing. A follow-up empirical study is…

A Comparison of Abstract Writing Style between English and Chinese

ERIC Educational Resources Information Center

Zhou, Xiaoying; Liao, Hangjie

2018-01-01

In this paper the authors conducted a comprehensive study on English abstract writing style. Abstraction is the process of forming a theoretical concept based on the observation and classification of object things. This concept has no definite denotation. However in specific situation it can be clearly understood. In English, writing an abstract…

Balancing Self-Directed Learning with Expert Mentoring: The Science Writing Heuristic Approach

ERIC Educational Resources Information Center

Shelley, Mack; Fostvedt, Luke; Gonwa-Reeves, Christopher; Baenziger, Joan; McGill, Michael; Seefeld, Ashley; Hand, Brian; Therrien, William; Taylor, Jonte; Villanueva, Mary Grace

2012-01-01

This study focuses on the implementation of the Science Writing Heuristic (SWH) curriculum (Hand, 2007), which combines current understandings of learning as a cognitive and negotiated process with the techniques of argument-based inquiry, critical thinking skills, and writing to strengthen student outcomes. Success of SWH is dependent on the…

Elementary Teachers' Perceptions on Writing Proficiency of Military-Connected Students

ERIC Educational Resources Information Center

Weatherwax, Kerrin

2017-01-01

At Base Elementary School (BES) in the Southwest United States school administrators were concerned that writing proficiency levels for 2014-2015 were below district and state standards and there was not a clear understanding of teachers' perceptions on writing proficiency of military-connected (MC) students at the target site. Therefore, the…

Web-Based Collaborative Writing in L2 Contexts: Methodological Insights from Text Mining

ERIC Educational Resources Information Center

Yim, Soobin; Warschauer, Mark

2017-01-01

The increasingly widespread use of social software (e.g., Wikis, Google Docs) in second language (L2) settings has brought a renewed attention to collaborative writing. Although the current methodological approaches to examining collaborative writing are valuable to understand L2 students' interactional patterns or perceived experiences, they can…

Assessing the Cyborg Center: Assemblage-Based, Feminist Frameworks toward Socially Just Writing Center Assessments

ERIC Educational Resources Information Center

Andersen, Erin M.

2017-01-01

This dissertation will broaden the purview of recent scholarship pertaining to socially just writing assessments by making connections among assemblage theory and materialism, studies of ecological and anti-racist assessments, and studies of writing center work, to ground theoretical conversations in everyday practices. Focusing on systemic…

Introducing the Process into Tertiary Level ESP Writing Classes.

ERIC Educational Resources Information Center

Rea, Simon; Brewster, Eric

1993-01-01

Insights from first- and second-language learning research have been used to help prepare a process-based writing course for large nonnative speaker classes at a commercial and technical university in Austria. Methods used during the 21-hour course are described, including think-aloud writing tapes. (Contains 32 references.) (Author/LB)

Technology and Secondary Writing: A Review of the Literature

ERIC Educational Resources Information Center

Blankenship, Matthew U.; Margarella, Erin E.

2014-01-01

This article reports a review of the literature that focused on relationship between writing instruction and technology in the secondary classroom since the passing of the No Child Left Behind Act over the past two decades. Based on the search, six themes have emerged across the fields of writing instruction and assessment. Within writing…

Pupils' Word Choices and the Teaching of Grammar

ERIC Educational Resources Information Center

Wyse, Dominic

2006-01-01

The idea that formal grammar teaching leads to improvements in school pupils' writing has been a popular one. However, the robust and extensive evidence base shows that this is not the case. Despite this, policy initiatives have continued to suggest that grammar teaching does improve pupils' writing: the "Grammar for Writing" resource is…

Applying Cultural Project Based Learning to Develop Students' Academic Writing

ERIC Educational Resources Information Center

Irawati, Lulus

2015-01-01

Writing is considered to be the most demanding and difficult skill for many college students, since there are some steps to be followed such as prewriting, drafting, editing, revising and publishing. The interesting topic like culture including lifestyle, costume, and custom is necessary to be offered in Academic Writing class. Accordingly, this…

Comparability of Essay Question Variants

ERIC Educational Resources Information Center

Bridgeman, Brent; Trapani, Catherine; Bivens-Tatum, Jennifer

2011-01-01

Writing task variants can increase test security in high-stakes essay assessments by substantially increasing the pool of available writing stimuli and by making the specific writing task less predictable. A given prompt (parent) may be used as the basis for one or more different variants. Six variant types based on argument essay prompts from a…

Second Language Writing Online: An Update

ERIC Educational Resources Information Center

Godwin-Jones, Robert

2018-01-01

This article provides an update to the author's overview of developments in second language (L2) online writing that he wrote in 2008. There has been renewed interest in L2 writing through the wide use of social media, along with the rising popularity of computer-mediated communication (CMC) and telecollaboration (class-based online exchanges).…

Rhetoric and Reality: Writing Instruction in American Colleges, 1900-1985. Studies in Writing & Rhetoric.

ERIC Educational Resources Information Center

Berlin, James A.

Intended for teachers of college composition, this history of major and minor developments in the teaching of writing in twentieth-century American colleges employs a taxonomy of theories based on the three epistemological categories (objective, subjective, and transactional) dominating rhetorical theory and practice. The first section of the book…

Does the Use of Connective Words in Written Assessments Predict High School Students' Reading and Writing Achievement?

ERIC Educational Resources Information Center

Duggleby, Sandra J.; Tang, Wei; Kuo-Newhouse, Amy

2016-01-01

This study examined the relationship between ninth-grade students' use of connectives (temporal, causal, adversative, and additive) in functional writing and performance on standards-based/criterion-referenced measures of reading and writing. Specifically, structural equation modeling (SEM) techniques were used to examine the relationship between…

The Effects of Portfolio Assessment on Writing of EFL Students

ERIC Educational Resources Information Center

Nezakatgoo, Behzad

2011-01-01

The primary focus of this study was to determine the effect of portfolio assessment on final examination scores of EFL students' writing skill. To determine the impact of portfolio-based writing assessment 40 university students who enrolled in composition course were initially selected and divided randomly into two experimental and control…

Designing ICT-Enhanced Language Programmes: Academic Writing for Postgraduate Studies

ERIC Educational Resources Information Center

Stepanek, Libor; Hradilova, Alena

2013-01-01

This paper presents a case study of a course on academic writing for postgraduate studies within a collaborative and interactive information and communication technologies (ICT) based language-learning setting. It describes the structure of an academic writing course for PhD students, focusing on three ICT-enhanced course activities: collaborative…

Writing for a Living: Literacy and the Knowledge Economy

ERIC Educational Resources Information Center

Brandt, Deborah

2005-01-01

This article seeks to explore the influence of the knowledge economy on the status of writing and literacy. It inquires into what happens to writers and their writing when texts serve as the chief commercial products of an organization--when such high-stakes factors as corporate reputation, client base, licensing, competitive advantage, growth,…

The Implementation of Team-Based Discovery Learning to Improve Students' Ability in Writing Research Proposal

ERIC Educational Resources Information Center

Arifani, Yudhi

2016-01-01

Writing research proposal in educational setting is a very complex process involving variety of elements. Consequently, analyzing the complex elements from introduction to data analysis sections in order to yield convinced research proposal writing through reviewing reputable journal articles is worth-contributing. The objectives of this research…

Toward a Rhetoric of Infrastructure: Doing New Media Writing with Communities

ERIC Educational Resources Information Center

Getto, Guiseppe

2011-01-01

In the following dissertation, I develop heuristics for collaboratively and sustainably contributing to community infrastructures through writing. Based on the findings of an observational study on how students enrolled in my first year composition and service-learning class created new media writing projects with community partners and were able…

Writing Proficiency Exams and the Internationalization of U.S. Higher Education

ERIC Educational Resources Information Center

Mott-Smith, Jennifer A.

2012-01-01

In the U.S., writing proficiency exams (WPEs) often employ a construct of writing proficiency that is based on U.S. English and essay-text literacy. As universities internationalize, they should reconsider whether such exams reflect the literacy requirements of a globalizing world. Since the ways in which universities respond to international…

Effects of Teaching Strategies in Annotated Bibliography Writing

ERIC Educational Resources Information Center

Tan-de Ramos, Jennifer

2015-01-01

The study examines the effect of teaching strategies to improved writing of students in the tertiary level. Specifically, three teaching approaches--the use of modelling, grammar-based, and information element-focused--were tested on their effect on the writing of annotated bibliography in three research classes at a university in Manila.…

Teaching the Proposal in the Professional Writing Course.

ERIC Educational Resources Information Center

Wahlstrom, Ralph

2002-01-01

Outlines a professional writing course based on a proposal format that ties the classroom to the student's world. Suggests teaching document forms such as memos, letters, and reports in the context of a comprehensive proposal format. Argues that the proposal can serve as the basis and motivation for an introductory professional writing course. (SG)

Indonesian EFL Students' Perspective on Writing Process: A Pilot Study

ERIC Educational Resources Information Center

Hermilinda Abas, Imelda; Aziz, Noor Hashima Abd

2016-01-01

The study was aimed at understanding the EFL Indonesian students' perspective on the writing process. The pilot study involved two male Indonesian postgraduate students in Universiti Utara Malaysia. The Indonesian students were selected based on the following criteria: (1) had enough knowledge in English writing, indicated by the completion of…

Problem-Based Learning Pedagogy Fosters Students' Critical Thinking about Writing

ERIC Educational Resources Information Center

Kumar, Rita; Refaei, Brenda

2017-01-01

Convinced of the power of PBL to promote students' critical thinking as demonstrated by its application across disciplines, we designed a series of problems for students in a second-year writing course. We collected samples of their writing before and after implementation of the problems. We were concerned about whether PBL pedagogy would…

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

ERIC Educational Resources Information Center

Shudooh, Yusuf M.

2016-01-01

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

Writing Conferences and Some Applications for the EFL Classroom.

ERIC Educational Resources Information Center

Renner, Christopher

1990-01-01

A teacher of English as a Foreign Language (EFL) to adults in a non-English-speaking country describes use of classroom writing conferences to improve student language use and introduce writing into the communicative syllabus. The approach is based on a conference format and focuses on self-directed inquiry. Students are provided with monolingual…

Writing Process Products in Intermediate-Grade Children with and without Language-Based Learning Disabilities

ERIC Educational Resources Information Center

Koutsoftas, Anthony D.

2016-01-01

Purpose: Difficulties with written expression are an important consideration in the assessment and treatment of school-age children. This study evaluated how intermediate-grade children with and without written language difficulties fared on a writing task housed within the Hayes and Berninger (2014) writing process framework. Method: Sixty-four…

Anatomy of Process-Based Writing Center Tutorials with NNES Writers: What Writers Take Away

ERIC Educational Resources Information Center

Vickers, Jason C.

2012-01-01

Non-native English speaking (NNES) students in higher educational settings face difficulties writing academic papers and, in response to these difficulties, often seek assistance in understanding cultural, rhetorical, linguistic aspect of writing in English (Harris & Silva, 1993; Powers & Nelson, 1995). One resource available to them is…

Examining Core Curricula in Writing for Grades 3-5

ERIC Educational Resources Information Center

Holtz, Jill; McCurdy, Merilee; Roehling, Julia V.

2015-01-01

Within a Response to Intervention (RtI) framework, Tier 1 instruction requires the selection of research-based core curricula. However, many educators and administrators are not aware of high-quality core writing curricula. The authors assembled a rubric to assist schools in evaluating core writing curricula for Grades 3-5. Rubric components…

Writing Instruction in First Grade: An Observational Study

ERIC Educational Resources Information Center

Coker, David L., Jr.; Farley-Ripple, Elizabeth; Jackson, Allison F.; Wen, Huijing; MacArthur, Charles A.; Jennings, Austin S.

2016-01-01

As schools work to meet the ambitious Common Core State Standards in writing (Common Core State Standards Initiation, 2010), instructional approaches are likely to be examined. However, there is little research that describes the current state of instruction. This study was designed to expand the empirical base on writing instruction in first…

SPARQL Query Re-writing Using Partonomy Based Transformation Rules

NASA Astrophysics Data System (ADS)

Jain, Prateek; Yeh, Peter Z.; Verma, Kunal; Henson, Cory A.; Sheth, Amit P.

Often the information present in a spatial knowledge base is represented at a different level of granularity and abstraction than the query constraints. For querying ontology's containing spatial information, the precise relationships between spatial entities has to be specified in the basic graph pattern of SPARQL query which can result in long and complex queries. We present a novel approach to help users intuitively write SPARQL queries to query spatial data, rather than relying on knowledge of the ontology structure. Our framework re-writes queries, using transformation rules to exploit part-whole relations between geographical entities to address the mismatches between query constraints and knowledge base. Our experiments were performed on completely third party datasets and queries. Evaluations were performed on Geonames dataset using questions from National Geographic Bee serialized into SPARQL and British Administrative Geography Ontology using questions from a popular trivia website. These experiments demonstrate high precision in retrieval of results and ease in writing queries.

Technical writing practically unified through industry

NASA Technical Reports Server (NTRS)

Houston, L. S.

1981-01-01

General background details in the development of a university level technical writing program, based upon the writing tasks of the student's occupations, are summarized. Objectives and methods for unifying the courses of study with the needs of industry are discussed. Four academic course divisions, Industries Technologies, in which preparation and training are offered are: Animal, Horticulture, Agriculture, and Agricultural Business. Occupational competence is cited as the main goal for these programs in which technical writing is to be practically unified through industry. Course descriptions are also provided.

Pressure-assisted low-temperature sintering for paper-based writing electronics.

PubMed

Xu, L Y; Yang, G Y; Jing, H Y; Wei, J; Han, Y D

2013-09-06

With the aim of preparing paper-based writing electronics, a kind of conductive pen was made with nano-silver ink as the conductive component and a rollerball pen as the writing implement. This was used to direct-write conductive patterns on Epson photo paper. In order to decrease the sintering temperature, pressure was introduced to enhance the driving forces for sintering. Compared with hot sintering without pressure, hot-pressure can effectively improve the conductivity of silver coatings, reduce the sintering time and thus improve productivity. Importantly, pressure can achieve a more uniform and denser microstructure, which increases the connection strength of the silver coating. At the optimum hot-pressure condition (sintering temperature 120 ° C/sintering pressure 25 MPa/sintering time 15 min), a typical measured resistivity value was 1.43 × 10⁻⁷ Ω m, nine greater than that of bulk silver. This heat treatment process is compatible with paper and does not cause any damage to the paper substrates. Even after several thousand bending cycles, the resistivity values of writing tracks by hot-pressure sintering stay almost the same (from 1.43 × 10⁻⁷ to 1.57 × 10⁻⁷ Ω m). The stability and flexibility of the writing circuits are good, which demonstrates the promising future of writing electronics.

Teaching EFL Writing: An Approach Based on the Learner's Context Model

ERIC Educational Resources Information Center

Lin, Zheng

2017-01-01

This study aims to examine qualitatively a new approach to teaching English as a foreign language (EFL) writing based on the learner's context model. It investigates the context model-based approach in class and identifies key characteristics of the approach delivered through a four-phase teaching and learning cycle. The model collects research…

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

ERIC Educational Resources Information Center

Kessler, Greg; Bikowski, Dawn; Boggs, Jordan

2012-01-01

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

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.

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NASA Astrophysics Data System (ADS)

Liu, Yuan; Zhu, Qing

2017-07-01

In order to achieve the simulation of elaborate stroke trajectories in Chinese calligraphy, this paper puts forward the innovative researching on writing momentum in the field of non-photorealistic rendering in the first time. Through the analysis of using pen in Chinese calligraphy, the writing momentum is divided into three parts: the center, the side and the back of writing brush by the judgment of the angle of brush holder. We design an algorithm for dynamic outputting writing rendering based on brush model. According to monitoring parameters such as the direction, position and normalized pressure of using pen, we calculate parameters like the footprint direction, the shape, size and nib bending after writing. The algorithm can also judge the dynamic writing trend of stroke trajectories, even automatic generate stroke trajectories by the algorithm forecasted. We achieve a more delicate rendering of Chinese calligraphy to enhance the user's operating results. And we finish the unique writing effect separated the Chinese calligraphy form other general writing results, which greatly enhances the Chinese calligraphy simulation. So that people who lack of writing skills can easily draw a beautiful charm font.

(How) Can We Write about Our Patients?

PubMed

Ackerman, Sarah

2018-02-01

The ethical underpinnings of writing about patients are explored, the question of how best to undertake the writing of case reports being subordinated to a more general question about the ethics of choosing how or whether to write. An unsolvable paradox is encountered here: that we need to write or speak about our clinical work in order to conceptualize and understand the work we are doing, but that in the very gesture of doing so, we are breaking a fundamental bond with the patient. This conundrum is viewed from a number of vantage points. The controversy about how best to go about writing clinical accounts is first addressed, after which the literature is reviewed to draw out the ethical conflicts that writing about patients engenders in the patient. Next attention is given to undercurrents in the analyst's motivation to write, again drawing on current literature. Finally, a consideration is provided of how, based on what we might learn from this review, these problems can be addressed.

[How to write an andrological paper: standardization, mechanics and techniques].

PubMed

Huang, Yu-Feng; Lu, Jin-Chun

2010-12-01

Andrological research papers not only reflect the current status and academic level of andrology, but also constitute an important communication platform for researchers and clinicians engaged in this field and contribute significantly to the development of andrology. It would be made easier to write a high-quality andrological paper once the author observes the basic requirements of research papers, adheres to the use of standard scientific terminology, knows the special writing mechanics, and equips himself with some essential writing techniques. Based on the long experience of editorship, we present a detailed introduction of the standardization, mechanics and techniques of writing an andrological paper.

Empirical analysis of knowledge bases to support structured output in the Arden syntax.

PubMed

Jenders, Robert A

2013-01-01

Structured output has been suggested for the Arden Syntax to facilitate interoperability. Tabulate the components of WRITE statements in a corpus of medical logic modules (MLMs)in order to validate requiring structured output. WRITE statements were tabulated in 258 MLMs from 2 organizations. In a total of 351 WRITE statements, email destinations (226) predominated, and 39 orders and 40 coded output elements also were tabulated. Free-text strings predominated as the message data. Arden WRITE statements contain considerable potentially structured data now included as free text. A future, normative structured WRITE statement must address a variety of data types and destinations.

What Pauline Doesn't Know: Using Guided Fiction Writing to Educate Health Professionals about Cultural Competence.

PubMed

Saffran, Lise

2017-01-07

Research linking reading literary fiction to empathy supports health humanities programs in which reflective writing accompanies close readings of texts, both to explore principles of storytelling (narrative arc and concrete language) and to promote an examination of biases in care. Little attention has been paid to the possible contribution of guided fiction-writing in health humanities curricula toward enhancing cultural competence among health professionals, both clinical and community-based. Through an analysis of the short story "Pie Dance" by Molly Giles, juxtaposed with descriptions of specific writing exercises, this paper explains how the demands of writing fiction promote cultural competency.

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.

Toward a Framework for Linking Linguistic Knowledge and Writing Expertise: Interplay between SFL-Based Genre Pedagogy and Task-Based Language Teaching

ERIC Educational Resources Information Center

Yasuda, Sachiko

2017-01-01

This article attempts to apply some systemic functional linguistic (SFL) concepts to task-based language teaching (TBLT) as a means of enriching the fields of learning, teaching, and evaluating writing in an additional language. The purposes are twofold. First, this article presents a concrete example concerning SFL-initiated genre-based tasks,…

Reading to Write an Argumentation: The Role of Epistemological, Reading and Writing Beliefs

ERIC Educational Resources Information Center

Mateos, Mar; Cuevas, Isabel; Martin, Elena; Martin, Ana; Echeita, Gerardo; Luna, Maria

2011-01-01

The general aim of this study was to examine the relations among epistemological, reading and writing beliefs held by psychology undergraduates and the role played by these three types of belief in influencing the degree of perspectivism manifested in a written argumentation task based on reading two texts presenting conflicting perspectives on…

Using the Sociocognitive-Transformative Approach in Writing Classrooms: Effects on L2 Learners' Writing Performance

ERIC Educational Resources Information Center

Barrot, Jessie S.

2018-01-01

The current study used a scale-based approach and complexity, accuracy, and fluency (CAF) analysis to comprehensively capture the effects of the sociocognitive-transformative approach on 2nd language (L2) learners' writing performance. The study involved 66 preuniversity intermediate L2 students from 4 different English classes. I randomly…

Effect of Direct Grammar Instruction on Student Writing Skills

ERIC Educational Resources Information Center

Robinson, Lisa; Feng, Jay

2016-01-01

Grammar Instruction has an important role to play in helping students to speak and write more effectively. The purpose of this study was to examine the effects of direct grammar instruction on the quality of student's writing skills. The participants in this study included 18 fifth grade students and two fifth grade teachers. Based on the results…

A Model for Program-Wide Assessment of the Effectiveness of Writing Instruction in Science Laboratory Courses

ERIC Educational Resources Information Center

Saitta, Erin K.; Zemliansky, Pavel; Turner, Anna

2015-01-01

The authors present a model for program-wide assessment of the effectiveness of writing instruction in a chemistry laboratory course. This model, which involves collaboration between faculty from chemistry, the Writing Across the Curriculum (WAC) program, and the Faculty Center for Teaching and Learning, is based on several theories and…

Write from the Start: Tapping Your Child's Natural Writing Ability.

ERIC Educational Resources Information Center

Graves, Donald; Stuart, Virginia

Based on a seminal classroom research project directed by Dr. Donald Graves, as well as on the experiences of numerous children, teachers, parents, and researchers around the world, this book shows what can happen when teachers and parents realize that every child can write. Although the book is the result of a collaboration, the two authors have…

Writing in Multimodal Texts: A Social Semiotic Account of Designs for Learning

ERIC Educational Resources Information Center

Bezemer, Jeff; Kress, Gunther

2008-01-01

Frequently writing is now no longer the central mode of representation in learning materials--textbooks, Web-based resources, teacher-produced materials. Still (as well as moving) images are increasingly prominent as carriers of meaning. Uses and forms of writing have undergone profound changes over the last decades, which calls for a social,…

Using Project-Based Learning in Writing an Educational Article: An Experience Report

ERIC Educational Resources Information Center

Hasani, Aceng; Hendrayana, Aan; Senjaya, Arip

2017-01-01

Writing skills of students in various faculties are competencies that need to be developed in accordance with the vision and purpose for the faculty itself. The Faculty of Education is a faculty which educates and writing skills to students from any department to have a sensitivity and a critical attitude toward education. This research employs…

Quiet Times: Ninth Graders Teach Poetry Writing in Nursing Homes.

ERIC Educational Resources Information Center

Dickson, Randi

1999-01-01

Describes a community project (based on Kenneth Koch's book "I Never Told Anybody") in which students in a ninth-grade English class paired up with nursing home residents, making regular visits to encourage them to write poetry. Discusses finding a place, getting ready, working together, and what students learned about writing poetry and about…

Writing Disposition of Student Convict and Prisoners Attending Distant Education Secondary Education School

ERIC Educational Resources Information Center

Altunkaya, Hatice; Erdem, Ilhan

2017-01-01

The aim of the present study is to examine the writing disposition of convicts and prisoners in Silivri Penal Institution Compound who study at Open Education Secondary School based on various variables. In the present study, "Writing Disposition Scale" that includes 21 5-point Likert type items, developed by Piazza and Siebert (2008)…

Secret Writing. Keys to the Mysteries of Reading and Writing.

ERIC Educational Resources Information Center

Sears, Peter

With a central theme of how people create a means to communicate reliably, and based on language-making exercises that touch students' imaginations, this book aims to interest students in language and how language is made. Since students like codes and ciphers, the book begins with secret writing, which is then used to reveal the foundation of…

Empowering Students to Write and Re-Write: Standards-Based Strategies for Middle and High School Teachers

ERIC Educational Resources Information Center

Combs, Warren E.

2009-01-01

In this book, the author provides teachers with detailed strategies and lesson plans, along with real student writing samples. He describes effective routines of formative self-assessment, and shows teachers how to form a professional learning team with their colleagues using the 6-session professional learning guide. Contents include: (1)…

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

ERIC Educational Resources Information Center

Wilner, Arlene

2005-01-01

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

Exploring Teacher Strategies in Teaching Descriptive Writing in Indonesia

ERIC Educational Resources Information Center

Suriyanti, Sufatmi; Yaacob, Aizan

2016-01-01

Purpose: This paper is the outcome of a study which examined teacher strategies in teaching descriptive writing to junior high school students in Delitua, North Sumatra, Indonesia. The study was based on two questions: 1) What are the teaching strategies used by EFL teachers in teaching descriptive writing? 2) To what extent did the descriptive…

Connecting Reading and Writing: A Case Study

ERIC Educational Resources Information Center

Li, Zhanfang

2015-01-01

Connecting reading and writing, proposed by many scholars, is realized in this case study. The 30 participants in this study are the English majors of the third year in one School of Foreign Languages in Beijing. They are encouraged to write journals every week, based on the source text materials in their Intensive Reading class, with the final…

Writing Ourselves into Being: Writing as Spiritual Self-Care for Adolescent Girls. Part Two

ERIC Educational Resources Information Center

Sinats, P.; Scott, D. G.; McFerran, S.; Hittos, M.; Cragg, C.; Leblanc, T.; Brooks, D.

2005-01-01

This paper, the second of two parts, reports the claims of a participatory qualitative research project that explores the inner self-awareness and self-presentation of adolescent girls based on excerpts from their own adolescent writings. The participants selected material from their own diaries and poetry written between 1969 and 1999 (ages…

A Research-Based Proposal for EFL Writing Instruction in Korean Higher Education

ERIC Educational Resources Information Center

Lee, Song-Eun

2017-01-01

Writing and its pedagogy have been underemphasized in formal school education in Korea; nevertheless, a number of studies on writing have been conducted in the English education field in Korean higher education. Among these studies, however, few have been conducted to afford a broader understanding of the current situation of English writing…

Research to Practice: Integrating Reading and Writing in a Kindergarten Curriculum. Technical Report No. 415.

ERIC Educational Resources Information Center

Kawakami-Arakaki, Alice J.; And Others

Based on emergent literacy research, two components of reading and writing--the morning message and the writing process--were developed in a laboratory school kindergarten by teacher-researcher collaboration and later disseminated to both public and private schools through a project conducted for the Kamehameha Schools, a private school in…

Type of Writing Task and College Students' Meaning Making Following a Romantic Breakup

ERIC Educational Resources Information Center

Primeau, Joanna E.; Servaty-Seib, Heather L.; Enersen, Donna

2013-01-01

In this study, the authors examined the potential effects of type of writing task (loss/gain vs. general prompt) on the narrative content offered by college students (N = 41) who experienced romantic breakup. Qualitative analyses indicated differences based on type of writing task. Students who received the loss/gain prompt exhibited more…

Coordinating Civil Procedure with Legal Research and Writing: A Field Experiment.

ERIC Educational Resources Information Center

Glannon, Joseph W.; Seligmann, Terry Jean; Sichko, Medb Mahony; Simard, Linda Sandstrom

1997-01-01

Describes a year-long collaboration to teach legal research and writing alongside civil procedure. In fall, civil procedure topics were used for writing assignments, in combination with simulation and demonstration exercises based on that case. In spring, students wrote briefs on motions to dismiss and motions for summary judgment in a second case…

Priceless Conceptual Thresholds: Beyond the "Stuck Place" in Writing

ERIC Educational Resources Information Center

Wisker, Gina; Savin-Baden, Maggi

2009-01-01

This paper explores the idea of conceptual threshold crossing in the writing process and in particular stuck moments and the process of moving on, valuing the pricelessness of preliminality, the vision of a possible movement through a portal and the creative learning leap into focused, formed writing. Our work to date is based on formal and less…

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…

Darmok & Jalad at Tannagra: A Lesson in Cultural Communication and Writing.

ERIC Educational Resources Information Center

Staten, Karen A.

1996-01-01

Describes a writing assignment based on a "Star Trek: The Next Generation" episode in which an alien sacrifices his life so two cultures can come together. Provides questions for students to answer during the viewing of the episode. Suggests a writing assignment (and several variations) in which students create their own alien. (TB)

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

ERIC Educational Resources Information Center

Boas, Isabela Villas

2011-01-01

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

A Dozen Heads Are Better than One: Collaborative Writing in Genre-Based Pedagogy

ERIC Educational Resources Information Center

Caplan, Nigel A.; Farling, Monica

2017-01-01

Organizing writing instruction around genres rather than rhetorical modes can be a highly effective and engaging preparation for students' academic and professional writing needs. The teaching/learning cycle (TLC) is a highly scaffolded curriculum model for teaching target written genres. In the TLC, the organization of and linguistic choices in a…

Application of Calibrated Peer Review (CPR) Writing Assignments to Enhance Experiments with an Environmental Chemistry Focus

ERIC Educational Resources Information Center

Margerum, Lawrence D.; Gulsrud, Maren; Manlapez, Ronald; Rebong, Rachelle; Love, Austin

2007-01-01

The browser-based software program, Calibrated Peer Review (CPR) developed by the Molecular Science Project enables instructors to create structured writing assignments in which students learn by writing and reading for content. Though the CPR project covers only one experiment in general chemistry, it might provide lab instructors with a method…

Professional Writing in the English Classroom: Literature-Based Professional Writing: An Oxymoron Whose Time Has Come

ERIC Educational Resources Information Center

Newhouse, Kelley R.; Propper, Michele L.; Riedel, Ruth M.; Teitelzweig, Barbara S.

2012-01-01

An oxymoron is a simple contradiction, a juxtaposition of two inharmonious terms, such as "fiend angelical" in Shakespeare's "Romeo and Juliet." At first glance, literature and professional writing seem to be polar opposites; however, when one views them together, one can see unique, often interesting possibilities that add…

College Writing, Identification, and the Production of Intellectual Property: Voices from the Stanford Study of Writing

ERIC Educational Resources Information Center

Lunsford, Andrea A.; Fishman, Jenn; Liew, Warren M.

2013-01-01

When, why, and how do college students come to value their writing as intellectual property? How do their conceptions of intellectual property reflect broader understandings and personal engagements with concepts of authorship, collaboration, identification, and capital? We address these questions based on findings from the Stanford Study of…

SRSD in Practice: Creating a Professional Development Experience for Teachers to Meet the Writing Needs of Students with EBD

ERIC Educational Resources Information Center

McKeown, Debra; FitzPatrick, Erin; Sandmel, Karin

2014-01-01

Self-regulated strategy development (SRSD) is one of the most effective writing interventions (Graham, McKeown, Kiuhara, & Harris, 2012) and has improved the writing skills of students with emotional and behavior disorders (EBD). Practice-based professional development (PBPD) has been effective for teaching participants how to implement SRSD…

Exploring Doctoral Students' Perceptions of Language Use in Supervisory Written Feedback Practices--Because "Feedback Is Hard to Have"

ERIC Educational Resources Information Center

Stracke, Elke; Kumar, Vijay

2016-01-01

The mastery of academic writing is essential in doctoral writing. Supervisory feedback provides opportunities for students to improve their writing. It is a communicative tool that can be categorised based on fundamental functions of speech: referential, directive, and expressive. This study provides some understanding of the impact that language…

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

ERIC Educational Resources Information Center

Gao, Yang

2013-01-01

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

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

ERIC Educational Resources Information Center

Cotos, Elena

2010-01-01

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

Improving Students' Report Writing Quality in an EAP Context: Group versus Individual

ERIC Educational Resources Information Center

Ali, Holi Ibrahim Holi

2012-01-01

This paper looks into report writing quality on both individual and group bases in an EAP context. A total of 100 EFL students at post foundation level in a University College in Oman, and 15 EFL teachers were selected randomly. Questionnaires were administered to investigate their perceptions and experiences with report writing quality on…

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…

3D direct writing fabrication of electrodes for electrochemical storage devices

NASA Astrophysics Data System (ADS)

Wei, Min; Zhang, Feng; Wang, Wei; Alexandridis, Paschalis; Zhou, Chi; Wu, Gang

2017-06-01

Among different printing techniques, direct ink writing is commonly used to fabricate 3D battery and supercapacitor electrodes. The major advantages of using the direct ink writing include effectively building 3D structure for energy storage devices and providing higher power density and higher energy density than traditional techniques due to the increased surface area of electrode. Nevertheless, direct ink writing has high standards for the printing inks, which requires high viscosity, high yield stress under shear and compression, and well-controlled viscoelasticity. Recently, a number of 3D-printed energy storage devices have been reported, and it is very important to understand the printing process and the ink preparation process for further material design and technology development. We discussed current progress of direct ink writing technologies by using various electrode materials including carbon nanotube-based material, graphene-based material, LTO (Li4Ti5O12), LFP (LiFePO4), LiMn1-xFexPO4, and Zn-based metallic oxide. Based on achieve electrochemical performance, these 3D-printed devices deliver performance comparable to the energy storage device fabricated using traditional methods still leaving large room for further improvement. Finally, perspectives are provided on the potential future direction of 3D printing for all solid-state electrochemical energy storage devices.

Marker Assisted Transfer of Two Powdery Mildew Resistance Genes PmTb7A.1 and PmTb7A.2 from Triticum boeoticum (Boiss.) to Triticum aestivum (L.).

PubMed

Elkot, Ahmed Fawzy Abdelnaby; Chhuneja, Parveen; Kaur, Satinder; Saluja, Manny; Keller, Beat; Singh, Kuldeep

2015-01-01

Powdery mildew (PM), caused by Blumeria graminis f. sp. tritici, is one of the important wheat diseases, worldwide. Two PM resistance genes, designated as PmTb7A.1 and PmTb7A.2, were identified in T. boeoticum acc. pau5088 and mapped on chromosome 7AL approximately 48cM apart. Two resistance gene analogue (RGA)-STS markers Ta7AL-4556232 and 7AL-4426363 were identified to be linked to the PmTb7A.1 and PmTb7A.2, at a distance of 0.6cM and 6.0cM, respectively. In the present study, following marker assisted selection (MAS), the two genes were transferred to T. aestivum using T. durum as bridging species. As many as 12,317 florets of F1 of the cross T. durum /T. boeoticum were pollinated with T. aestivum lines PBW343-IL and PBW621 to produce 61 and 65 seeds, respectively, of three-way F1. The resulting F1s of the cross T. durum/T. boeoticum//T. aestivum were screened with marker flanking both the PM resistance genes PmTb7A.1 and PmTb7A.2 (foreground selection) and the selected plants were backcrossed to generate BC1F1. Marker assisted selection was carried both in BC1F1 and the BC2F1 generations. Introgression of alien chromatin in BC2F1 plants varied from 15.4-62.9 percent. Out of more than 110 BC2F1 plants showing introgression for markers linked to the two PM resistance genes, 40 agronomically desirable plants were selected for background selection for the carrier chromosome to identify the plants with minimum of the alien introgression. Cytological analysis showed that most plants have chromosome number ranging from 40-42. The BC2F2 plants homozygous for the two genes have been identified. These will be crossed to generate lines combining both the PM resistance genes but with minimal of the alien introgression. The PM resistance gene PmTb7A.1 maps in a region very close to Sr22, a stem rust resistance gene effective against the race Ug99. Analysis of selected plants with markers linked to Sr22 showed introgression of Sr22 from T. boeoticum in several BC2F1 plants. Thus, in addition to PM resistance, these progeny might also carry resistance to stem rust race Ug99.

Effect of Benincasa hispida fruits on testosterone-induced prostatic hypertrophy in albino rats

PubMed Central

Nandecha, Chetan; Nahata, Alok; Dixit, Vinod Kumar

2010-01-01

Background: Benincasa hispida Cogn. has been used traditionally in India for the management of urinary disorders. The fruit of B hispida is used as a diuretic and the seeds have been reported to possess antiangiogenic effects in prostate cells. Objective: The aim of the present study was to examine the effect of petroleum ether extract, ethanolic extract, and B hispida seed oil on hyperplasia of the prostate induced by the subcutaneous administration of testosterone in rats. Methods: In vitro studies were performed to determine the 5α-reductase inhibitory potential of the extracts. The results of those studies paved the way for the pharmacologic screening of the extracts to assess their potential against testosterone-induced hyperplasia in rats. Nine groups containing 10 rats per group were created for this study. Hyperplasia was induced by administration of testosterone (3 mg/kg SC) for 14 days in all the groups except the vehicle-treated group. Simultaneous administration of petroleum ether extract (100 or 200 mg/kg PO), ethanolic extract (100 or 200 mg/kg PO), and B hispida seed oil (20 or 40 mg/kg PO) was conducted. A standard 5α-reductase inhibitor (ie, finasteride) was used as a positive control. The weight of the rats was recorded on day 0 (ie, day 1 of the study) and on day 14, and the influence of testosterone and test extracts on the weight of the rats was determined. On day 14, rats were euthanized; prostates were dissected out, and weighed. The rats' prostate/body weight (P/BW) ratio was then determined. Histologic examinations were performed on prostates from each group. Results: The petroleum ether extract as well as B hispida seed oil exhibited inhibition of 5α-reductase activity in in vitro studies. Ethanolic extract did not exhibit significant inhibitory potential in vitro. Further in vivo study found that testosterone treatment significantly increased the rats' P/BW ratio in all the groups except the vehicle-treated rats, and this increase in weight was significantly inhibited in rats administered petroleum ether extract (100 and 200 mg/kg PO) and B hispida seed oil (20 and 40 mg/kg PO). Ethanolic extract did not exhibit any significant activity. Conclusions: Petroleum ether extract and B hispida seed oil inhibited testosterone-induced hyperplasia of the prostate in these rats. Further studies are needed to evaluate its effect in humans with benign prostatic hyperplasia. PMID:24688153

Curriculum-Based Measurement for Beginning Writers (K-2)

ERIC Educational Resources Information Center

Dombek, Jennifer L.; Al Otaiba, Stephanie

2016-01-01

Assessment and instruction of reading tend to dominate current discussions of early literacy. Shifting the focus to writing, this article addresses the assessment of writing for students in kindergarten through second grade. Using curriculum-based measurement of written expression for beginning writers, teachers can measure growth of smaller…

Exploring Teacher Induction: Collaborative Self-Studies across Institutions

ERIC Educational Resources Information Center

Smith, Déirdre; Engemann, Joe

2015-01-01

Educators from eight institutions engaged in collaborative self-studies of their own practices to gain deeper insight into the significance of narrative-based writing supporting the process of teacher induction. A series of teacher induction institutes based on narrative writing processes provided the context for critical exploration of the lived…

Smart optical writing head design for laser-based manufacturing

NASA Astrophysics Data System (ADS)

Amin, M. Junaid; Riza, Nabeel A.

2014-03-01

Proposed is a smart optical writing head design suitable for high precision industrial laser based machining and manufacturing applications. The design uses an Electronically Controlled Variable Focus Lens (ECVFL) which enables the highest achievable spatial resolution of writing head spot sizes for axial target distances reaching 8 meters. A proof-of-concept experiment is conducted using a visible wavelength laser with a collimated beam that is coupled to beam conditioning optics which includes an electromagnetically actuated deformable membrane liquid ECVFL cascaded with a bias convex lens of fixed focal length. Electronic tuning and control of the ECVFL keeps the laser writing head far-field spot beam radii under 1 mm that is demonstrated over a target range of 20 cm to 800 cm. Applications for the proposed writing head design, which can accommodate both continuous wave and pulsed wave sources, include laser machining, high precision industrial molding of components, as well as materials processing requiring material sensitive optical power density control.

The Effects of Paper-Based Portfolios and Weblog-Based Electronic Portfolios on Limited English Proficiency Students in Writing for Service Industry Course

ERIC Educational Resources Information Center

Wanchid, Raveewan; Charoensuk, Valaikorn

2015-01-01

The purposes of this study were to investigate the effects of the use of paper-based and weblog-based electronic portfolios on the writing achievement of limited English proficiency students, to survey the students' attitudes towards the use of the portfolio assessment, and to compare the viewpoints of the students in the control and experimental…

What Are the Learning Approaches Applied by Undergraduate Students in English Process Writing Based on Gender?

ERIC Educational Resources Information Center

Veloo, Arsaythamby; Krishnasamy, Hariharan N.; Harun, Hana Mulyani

2015-01-01

The purpose of this study is to determine gender differences and type of learning approaches among Universiti Utara Malaysia (UUM) undergraduate students in English writing performance. The study involved 241 (32.8% male & 67.2% female) undergraduate students of UUM who were taking the Process Writing course. This study uses a Two-Factor Study…

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

ERIC Educational Resources Information Center

Pandey, Anjali

2010-01-01

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

Improving Students' Formal Writing: The IDOL Writing Device

ERIC Educational Resources Information Center

Dillon, Patrick J.; Jenkins, J. Jacob

2013-01-01

In this article, the authors describe an acrostic-based mnemonic device they created to aid students in constructing and supporting arguments in a manner consistent with the claim-data-warrant model. They call it the "IDOL writing device": I-"I"dentify a specific claim, D-"D"evelop an argument to support your claim, O-"O"ffer an example(s) that…

Writing from Within: A Guide to Creativity and Life Story Writing. Third Edition.

ERIC Educational Resources Information Center

Selling, Bernard

Based on the idea that telling personal life stories can be a voyage of self discovery, freeing up images and memories that have long remained hidden, this book explains techniques to help individuals learn to write vivid autobiographical stories and life narratives. Whether used at home, in a classroom, or in a therapy environment, the techniques…

Statewide and District Professional Development in Standards: Addressing Teacher Equity. Models of Inservice. National Writing Project at Work

ERIC Educational Resources Information Center

Koch, Richard; Roop, Laura; Setter, Gail

2006-01-01

The National Writing Project at Work (NWP) monograph series documents how the National Writing Project model is implemented and developed at local sites across the country. These monographs describe NWP work, which is often shared informally or in workshops. Richard Koch and Laura Roop present a model of standards-based professional development…

Teaching Writing: Some Perennial Questions and Some Possible Answers. Occasional Paper No. 85.

ERIC Educational Resources Information Center

Florio-Ruane, Susan; Dunn, Saundra

Based on the premise that writing research will be useful to educators only to the extent that it offers them conceptual tools to use in framing and solving their own problems, this paper reviews studies that address educators' perennial concerns about writing instruction. Among the questions addressed in the paper are those concerning (1) the…

(Re)Writing Civics in the Digital Age: The Role of Social Media in Student (Dis)Engagement

ERIC Educational Resources Information Center

Portman Daley, Joannah

2012-01-01

(Re)Writing Civics in the Digital Age: The Role of Social Media in Student (Dis)Engagement addresses an important gap in the knowledge of civic rhetoric available in Rhetoric and Composition by using qualitative methods to explore the parameters of civic engagement through social media-based digital writing. With funding from URI's Office of…

Assessment of Metacognitive Knowledge among Science Students, a Case Study of Two Bilingual and Two NNS Students

ERIC Educational Resources Information Center

Ali, Gadacha

2007-01-01

This investigation aims to assess awareness of genre and writing skills among science students via an abstract writing task, with recall and follow-up protocols to monitor the students, and to characterize the relationship between the abstract and the base article. Abstract writing involves specific data selection techniques of activities involved…

Writing Ourselves into Being: Writing as Spiritual Self-Care for Adolescent Girls. Part One

ERIC Educational Resources Information Center

Sinats, P.; Scott, D. G.; McFerran, S.; Hittos, M.; Cragg, C.; Leblanc, T.; Brooks, D.

2005-01-01

This paper, the first of two parts, reports the claims of a participatory qualitative research project that explores the inner self-awareness and self-presentation of adolescent girls based on excerpts from their own adolescent writings. The participants selected material from their own diaries and poetry written between 1969-1999 (ages 11-17)…

The Development of an Instructional Design Model on Facebook Based Collaborative Learning to Enhance EFL Students' Writing Skills

ERIC Educational Resources Information Center

Linh, Nguyen Duy; Suppasetseree, Suksan

2016-01-01

Writing is one of the essential skills that EFL students, specifically in Thailand, need to achieve while their learning English during tertiary education. However, Thai EFL students have few chances to practice writing skills while learning. This study was conducted to develop an instructional design model for assisting students in learning…

Bilingual Writing as an Act of Identity: Sign-Making in Multiple Scripts

ERIC Educational Resources Information Center

Kabuto, Bobbie

2010-01-01

This article explores early bilingual script writing as an act of identity. Using multiple theoretical perspectives related to social semiotics and social constructivist perspectives on identity and writing, the research presented in this article is based on a case study of an early biliterate learner of Japanese and English from the ages of 3-7.…

The Impact of Project Work and the Writing Process Method on Writing Production

ERIC Educational Resources Information Center

Díaz Ramírez, Marcela

2014-01-01

This article presents the outcomes of an investigation whose main goal was to implement the methodology of project work and a process approach in order to improve writing production in an English class of Colombian university students since their diagnostic tests showed that their written production had the lowest score. Based on data collected,…

The Impact of Authentic Material Use on Development of the Reading Comprehension, Writing Skills and Motivation in Language Course

ERIC Educational Resources Information Center

Belet Boyaci, S. Dilek; Güner, Mediha

2018-01-01

The objective of the present study was to determine the impact of authentic task-based authentic material on reading comprehension, writing skills and writing motivation in the Turkish language course. The study was conducted with mixed design methodology. Quantitative data were collected with the quasi-experimental with pre-test post-test with…

Improving Students' Summary Writing Ability through Collaboration: A Comparison between Online Wiki Group and Conventional Face-To-Face Group

ERIC Educational Resources Information Center

Wichadee, Saovapa

2013-01-01

Wikis, as one of the Web 2.0 social networking tools, have been increasingly integrated into second language (L2) instruction to promote collaborative writing. The current study examined and compared summary writing abilities between students learning by wiki-based collaboration and students learning by traditional face-to-face collaboration.…

The Development of a Project-Based Collaborative Technical Writing Model Founded on Learner Feedback in a Tertiary Aeronautical Engineering Program

ERIC Educational Resources Information Center

Tatzl, Dietmar; Hassler, Wolfgang; Messnarz, Bernd; Fluhr, Holger

2012-01-01

The present article describes and evaluates collaborative interdisciplinary group projects initiated by content lecturers and an English-as-a-Foreign-Language (EFL) instructor for the purpose of teaching technical writing skills in an aeronautical engineering degree program. The proposed technical writing model is assessed against the results of a…

One More Time: Transforming the Curriculum across the Disciplines through Technology-Based Faculty Development and Writing-Intensive Course Redesign

ERIC Educational Resources Information Center

Shea, Kelly A.; Balkun, Mary McAleer; Nolan, Susan A.; Saccoman, John T.; Wright, Joyce

2006-01-01

This article describes a writing-across-the-curriculum project that was born of one university's commitment to writing and ubiquitous computing. Faculty members across the disciplines, seeing an opportunity to re-introduce WAC on its campus through a curriculum development initiative funded out of an internal teaching, learning, and technology…

Detecting Breakdowns in Local Coherence in the Writing of Chinese English Learners

ERIC Educational Resources Information Center

Wang, Y.; Harrington, M.; White, P.

2012-01-01

This paper introduces "CTutor", an automated writing evaluation (AWE) tool for detecting breakdowns in local coherence and reports on a study that applies it to the writing of Chinese L2 English learners. The program is based on Centering theory (CT), a theory of local coherence and salience. The principles of CT are first introduced and…

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

ERIC Educational Resources Information Center

Nathan, Philip

2013-01-01

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

How Writing Instruction, Interventions, and Assessment Can Improve Student Outcomes. Middle School Matters Program No. 5

ERIC Educational Resources Information Center

Santangelo, Tanya; Graham, Steve

2015-01-01

The ability to write effectively and use writing as a tool for learning is essential for students' success in the middle grades--and beyond. This practice guide highlights several research-based practices that can be used school-wide to help middle grades students become better writers. This paper presents four questions middle grades educators…

Writing and Pseudo-Writing from Internet-Based Sources: Implications for Learning and Assessment

ERIC Educational Resources Information Center

Skaar, Håvard

2015-01-01

In recent years, plagiarism has been on the increase across the Western world. This article identifies Internet access as a contributory cause of this trend and addresses the implications of readily available Internet sources for the teaching and assessment of writing in schools. The basis for the article is a previous study showing a wide…

Teachers as Writers, Writers as Teachers: A Narrative Inquiry into Teachers' Perceptions of Self as Teachers, Writers, and Teachers of Writing

ERIC Educational Resources Information Center

Dillahunty, Donna Carol

2013-01-01

The purpose of this study was to explore, narratively, teachers' perceptions of self/identity as teachers, as writers, as teachers of writing, and how those perceptions shaped the instructional practices of teachers. Basing the study in research on writing theorists, identity, experience, and reflection, narrative inquiry in the tradition of…

Writing for publication: faculty development initiative using social learning theory.

PubMed

Sanderson, Bonnie K; Carter, Matt; Schuessler, Jenny B

2012-01-01

Demonstrating scholarly competency is an expectation for nurse faculty. However, there is hesitancy among some faculty to fully engage in scholarly activities. To strengthen a school of nursing's culture of scholarship, a faculty development writing initiative based on Social Learning Theory was implemented. The authors discuss this initiative to facilitate writing for publication productivity among faculty and the successful outcomes.

Artful Language: Academic Writing for the Art Student

ERIC Educational Resources Information Center

Apps, Linda; Mamchur, Carolyn

2009-01-01

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

The value of a writing center at a medical university.

PubMed

Ariail, Jennie; Thomas, Suzanne; Smith, Tom; Kerr, Lisa; Richards-Slaughter, Shannon; Shaw, Darlene

2013-01-01

Students often enter graduate healthcare/biomedical schools with insufficient undergraduate instruction in effective writing, yet the ability to write well affects their career opportunities in health care and in scientific research. The present study was conducted to determine the value and effectiveness of instruction by faculty with expertise in teaching writing at a writing center at an academic health science center. Two separate sources of data were collected and analyzed. First, an anonymous campus-wide survey assessed students' satisfaction and utilization of the university's Writing Center. Second, a nonexperimental objective study was conducted comparing a subsample of students who used versus those who did not receive instruction at the Writing Center on quality of writing, as determined by an evaluator who was blind to students' utilization status. From the campus-wide survey, more than 90% of respondents who used the center (which was 26% of the student body) agreed that it was a valuable and effective resource. From the objective study of writing quality, students who used the Writing Center were twice as likely as students who did not to receive an A grade on the written assignment, and the blinded evaluator accurately estimated which students used the Writing Center based on the clarity of writing. The instruction at the Writing Center at our university is highly valued by students, and its value is further supported by objective evidence of efficacy. Such a center offers the opportunity to provide instruction that medical and other healthcare students increasingly need without requiring additions to existing curricula. By developing competency in writing, students prepare for scholarly pursuits, and through the process of writing, they engage critical thinking skills that can make them more attuned to narrative and more reflective and empathetic in the clinical setting.

Addressing Inter-set Write-Variation for Improving Lifetime of Non-Volatile Caches

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

Mittal, Sparsh; Vetter, Jeffrey S

We propose a technique which minimizes inter-set write variation in NVM caches for improving its lifetime. Our technique uses cache coloring scheme to add a software-controlled mapping layer between groups of physical pages (called memory regions) and cache sets. Periodically, the number of writes to different colors of the cache is computed and based on this result, the mapping of a few colors is changed to channel the write traffic to least utilized cache colors. This change helps to achieve wear-leveling.

Relationships between language input and letter output modes in writing notes and summaries for students in grades 4 to 9 with persisting writing disabilities.

PubMed

Thompson, Robert; Tanimoto, Steven; Abbott, Robert; Nielsen, Kathleen; Lyman, Ruby Dawn; Geselowitz, Kira; Habermann, Katrien; Mickail, Terry; Raskind, Marshall; Peverly, Stephen; Nagy, William; Berninger, Virginia

2017-01-01

This study in programmatic research on technology-supported instruction first identified, through pretesting using evidence-based criteria, students with persisting specific learning disabilities (SLDs) in written language during middle childhood (grades 4-6) and early adolescence (grades 7-9). Participants then completed computerized writing instruction and posttesting. The 12 computer lessons varied output modes (letter production by stylus alternating with hunt and peck keyboarding versus by pencil with grooves alternating with touch typing on keyboard), input (read or heard source material), and task (notes or summaries). Posttesting and coded notes and summaries showed the effectiveness of computerized writing instruction on both writing tasks for multiple modes of language input and letter production output for improving letter production and related writing skills.

Facilitating Grant Proposal Writing in Health Behaviors for University Faculty: A Descriptive Study

PubMed Central

Stein, L. A. R.; Clair, M.; Lebeau, R.; Prochaska, J. O.; Rossi, J. S.; Swift, J.

2015-01-01

Grant proposal writing in the behavioral sciences is important for fiscal reasons and scientific reasons at many universities. This report describes a grant proposal–writing seminar series provided to University faculty (N = 20) and explores factors facilitating and impeding writing. Summary statistics are provided for quantitative data. Free responses were sorted by independent raters into meaningful categories. As a consequence of the training, 45% planned to submit within 18 months; 80% of grant proposals targeted NIH. At 1-year follow-up, 40% actually submitted grants. Factors impeding grant proposal writing included competing professional demands; factors facilitating writing included regularly scheduled feedback on written proposal sections and access to expert collaborators. Obtaining grants generates financial resources, facilitates training experiences, and vastly contributes to the growth and dissemination of the knowledge base in an area. PMID:21444921

Relationships between Language Input and Letter Output Modes in Writing Notes and Summaries for Students in Grades 4 to 9 with Persisting Writing Disabilities

PubMed Central

Thompson, Robert; Tanimoto, Steven; Abbott, Robert; Nielsen, Kathleen; Lyman, Ruby Dawn; Geselowitz, Kira; Habermann, Katrien; Mickail, Terry; Raskind, Marshall; Peverly, Stephen; Nagy, William; Berninger, Virginia

2017-01-01

This study in programmatic research on technology-supported instruction first identified, through pretesting using evidence-based criteria, students with persisting specific learning disabilities (SLDs) in written language during middle childhood (grades 4-6) and early adolescence (grades 7-9). Participants then completed computerized writing instruction and posttesting. The 12 computer lessons varied output modes (letter production by stylus alternating with hunt and peck keyboarding versus by pencil with grooves alternating with touch typing on keyboard), input (read or heard source material), and task (notes or summaries). Posttesting and coded notes and summaries showed the effectiveness of computerized writing instruction on both writing tasks for multiple modes of language input and letter production output for improving letter production and related writing skills. PMID:27434553

Design of a magnetic-tunnel-junction-oriented nonvolatile lookup table circuit with write-operation-minimized data shifting

NASA Astrophysics Data System (ADS)

Suzuki, Daisuke; Hanyu, Takahiro

2018-04-01

A magnetic-tunnel-junction (MTJ)-oriented nonvolatile lookup table (LUT) circuit, in which a low-power data-shift function is performed by minimizing the number of write operations in MTJ devices is proposed. The permutation of the configuration memory cell for read/write access is performed as opposed to conventional direct data shifting to minimize the number of write operations, which results in significant write energy savings in the data-shift function. Moreover, the hardware cost of the proposed LUT circuit is small since the selector is shared between read access and write access. In fact, the power consumption in the data-shift function and the transistor count are reduced by 82 and 52%, respectively, compared with those in a conventional static random-access memory-based implementation using a 90 nm CMOS technology.

Trait Based Assessment on Teaching Writing Skill for EFL Learners

ERIC Educational Resources Information Center

Asrobi, Maman; Prasetyaningrum, Ari

2017-01-01

This study was conducted in order to investigate the effectiveness of trait based assessment on teaching writing skill for EFL learners. Designed as pre-experimental study with one group pretest and posttest design, it examined 20 students of the second semester of English Department of "Hamzanwadi University" in the academic year…

Emphasizing Planning for Essay Writing with a Computer-Based Graphic Organizer

ERIC Educational Resources Information Center

Evmenova, Anya S.; Regan, Kelley; Boykin, Andrea; Good, Kevin; Hughes, Melissa; MacVittie, Nichole; Sacco, Donna; Ahn, Soo Y.; Chirinos, David

2016-01-01

The authors conducted a multiple-baseline study to investigate the effects of a computer-based graphic organizer (CBGO) with embedded self-regulated learning strategies on the quantity and quality of persuasive essay writing by students with high-incidence disabilities. Ten seventh- and eighth-grade students with learning disabilities, emotional…

The Actualization of Literary Learning Model Based on Verbal-Linguistic Intelligence

ERIC Educational Resources Information Center

Hali, Nur Ihsan

2017-01-01

This article is inspired by Howard Gardner's concept of linguistic intelligence and also from some authors' previous writings. All of them became the authors' reference in developing ideas on constructing a literary learning model based on linguistic intelligence. The writing of this article is not done by collecting data empirically, but by…

The Discourse of Collaborative Creative Writing: Peer Collaboration as a Context for Mutual Inspiration

ERIC Educational Resources Information Center

Vass, Eva; Littleton, Karen; Miell, Dorothy; Jones, Ann

2008-01-01

Drawing on socio-cultural theory, this paper focuses on children's classroom-based collaborative creative writing. The central aim of the reported research was to contribute to our understanding of young children's creativity, and describe ways in which peer collaboration can resource, stimulate and enhance classroom-based creative writing…

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…

Perceptions of Peer Review Using Cloud-Based Software

ERIC Educational Resources Information Center

Andrichuk, Gjoa

2016-01-01

This study looks at the change in perception regarding the effect of peer feedback on writing skills using cloud-based software. Pre- and post-surveys were given. The students peer reviewed drafts of five sections of scientific reports using Google Docs. While students reported that they did not perceive their writing ability improved by being…

Concurrent Validity and Classification Accuracy of Curriculum-Based Measurement for Written Expression

ERIC Educational Resources Information Center

Furey, William M.; Marcotte, Amanda M.; Hintze, John M.; Shackett, Caroline M.

2016-01-01

The study presents a critical analysis of written expression curriculum-based measurement (WE-CBM) metrics derived from 3- and 10-min test lengths. Criterion validity and classification accuracy were examined for Total Words Written (TWW), Correct Writing Sequences (CWS), Percent Correct Writing Sequences (%CWS), and Correct Minus Incorrect…

A Method for the Analysis of Information Use in Source-Based Writing

ERIC Educational Resources Information Center

Sormunen, Eero; Heinstrom, Jannica; Romu, Leena; Turunen, Risto

2012-01-01

Introduction: Past research on source-based writing assignments has hesitated to scrutinize how students actually use information afforded by sources. This paper introduces a method for the analysis of text transformations from sources to texts composed. The method is aimed to serve scholars in building a more detailed understanding of how…

The Effects of Web-Based Learning on Struggling EFL College Writers

ERIC Educational Resources Information Center

Al-Jarf, Reima S.

2004-01-01

This study aimed at finding out whether there were significant differences in achievement between English-as-a-foreign-language (EFL) freshman students exposed to traditional in class writing instruction depending on the textbook only, and those exposed to a combination of traditional in-class instruction and Web-based instruction in writing. All…

Writing with Basals: A Sentence Combining Approach to Comprehension.

ERIC Educational Resources Information Center

Reutzel, D. Ray; Merrill, Jimmie D.

Sentence combining techniques can be used with basal readers to help students develop writing skills. The first technique is addition, characterized by using the connecting word "and" to join two or more base sentences together. The second technique is called "embedding," and is characterized by putting parts of two or more base sentences together…

Investigating Teacher Learning Using a Web-Based Writing Platform

ERIC Educational Resources Information Center

Yang, Shih-hsien

2018-01-01

Due to its complex nature and inherent unobservable features, teacher change within a specific context has rarely been investigated despite its importance as an issue in teacher professional development. To meet this challenge, the present study explored how teacher change was nurtured with the support of a web-based writing platform featuring…

Engineering fluidic delays in paper-based devices using laser direct-writing.

PubMed

He, P J W; Katis, I N; Eason, R W; Sones, C L

2015-10-21

We report the use of a new laser-based direct-write technique that allows programmable and timed fluid delivery in channels within a paper substrate which enables implementation of multi-step analytical assays. The technique is based on laser-induced photo-polymerisation, and through adjustment of the laser writing parameters such as the laser power and scan speed we can control the depth and/or the porosity of hydrophobic barriers which, when fabricated in the fluid path, produce controllable fluid delay. We have patterned these flow delaying barriers at pre-defined locations in the fluidic channels using either a continuous wave laser at 405 nm, or a pulsed laser operating at 266 nm. Using this delay patterning protocol we generated flow delays spanning from a few minutes to over half an hour. Since the channels and flow delay barriers can be written via a common laser-writing process, this is a distinct improvement over other methods that require specialist operating environments, or custom-designed equipment. This technique can therefore be used for rapid fabrication of paper-based microfluidic devices that can perform single or multistep analytical assays.

Laser direct-write for fabrication of three-dimensional paper-based devices.

PubMed

He, P J W; Katis, I N; Eason, R W; Sones, C L

2016-08-16

We report the use of a laser-based direct-write (LDW) technique that allows the design and fabrication of three-dimensional (3D) structures within a paper substrate that enables implementation of multi-step analytical assays via a 3D protocol. The technique is based on laser-induced photo-polymerisation, and through adjustment of the laser writing parameters such as the laser power and scan speed we can control the depths of hydrophobic barriers that are formed within a substrate which, when carefully designed and integrated, produce 3D flow paths. So far, we have successfully used this depth-variable patterning protocol for stacking and sealing of multi-layer substrates, for assembly of backing layers for two-dimensional (2D) lateral flow devices and finally for fabrication of 3D devices. Since the 3D flow paths can also be formed via a single laser-writing process by controlling the patterning parameters, this is a distinct improvement over other methods that require multiple complicated and repetitive assembly procedures. This technique is therefore suitable for cheap, rapid and large-scale fabrication of 3D paper-based microfluidic devices.

Expressive writing interventions in cancer patients: a systematic review.

PubMed

Merz, Erin L; Fox, Rina S; Malcarne, Vanessa L

2014-01-01

Decades of research have suggested that expressive writing produces physical and psychological benefits in controlled laboratory experiments among healthy college students. This work has been extended to clinical and medical populations, including cancer patients. Although expressive writing could be a promising and inexpensive intervention for this population, the effects have not been systematically examined in oncology samples. A systematic review using PRISMA guidelines was conducted for experimental trials of cancer patients who participated in an expressive writing intervention. PsycINFO and PubMed/Medline were searched for peer-reviewed studies. Thirteen articles met the inclusion/exclusion criteria. Although the majority of the intervention effects were null, there were several main effects for expressive writing on sleep, pain, and general physical and psychological symptoms. Several moderators were identified, suggesting that expressive writing may be more or less beneficial based on individual characteristics such as social constraints. The reviewed studies were limited due to representativeness of the samples, performance, detection and patient-reported outcomes biases, and heterogeneity of the intervention protocol and writing prompts. Future studies with rigorous designs are needed to determine whether expressive writing is therapeutically effective in cancer patients.

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.

Learning to Mean in Spanish Writing: A Case Study of a Genre-Based Pedagogy for Standards-Based Writing Instruction

ERIC Educational Resources Information Center

Troyan, Francis J.

2016-01-01

This case study reports the results of a genre-based approach, which was used to explicitly teach the touristic landmark description to fourth-grade students of Spanish as a foreign language. The instructional model and unit of instruction were informed by the pedagogies of the Sydney School of Linguistics and an instructional model for…

Online Assessment in Mathematics and Writing: Reports from the NAEP Technology-Based Assessment Project, Research and Development Series. NCES 2005-457

ERIC Educational Resources Information Center

Sandene, Brent; Horkay, Nancy; Bennett, Randy Elliot; Allen, Nancy; Braswell, James; Kaplan, Bruce; Oranje, Andreas

2005-01-01

This publication presents the reports from two studies, Math Online (MOL) and Writing Online (WOL), part of the National Assessment of Educational Progress (NAEP) Technology-Based Assessment (TBA) project. Funded by the National Center for Education Statistics (NCES), the Technology-Based Assessment project is intended to explore the use of new…

Self-organized micro-holes on titania based sol-gel films under continuous direct writing with a continuous wave ultraviolet laser

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

Bakhti, S.; Destouches, N.; Gamet, E.

The microstructuring of titania based sol-gel films is investigated by direct writing with a continuous wave ultraviolet laser beam emitting at 244 nm. Depending on the exposure conditions, the films exhibit a volume expansion, a volume shrinkage, a self-shaped delamination, or are damaged. This paper is mainly focused on the regime where spontaneous local delamination occurs, which corresponds to a narrow range of laser irradiances and writing speeds. In this regime, self-organized round-shape micro-holes opened on the substrate are generated.

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

Art and science of authorship for biomedical research publication.

PubMed

Harsoor, S S

2016-09-01

Completion of research is logically followed by process of submission of the outcomes for publication. The objective of this article is to sensitise the young potential authors to improve their skill of writing so that the acceptance rate of publication is improved without significant comments and efforts of the editors of the journal. The article is based on the available literature combined with the experience of the author himself as reviewer and editor of biomedical journals. The treatment patterns of clinicians are moving towards evidence-based medical practice. Hence, a clinically relevant research question based on the contemporary knowledge gap is studied using appropriate research methodology. The writers are informed about the criteria to be fulfilled to claim authorship. Finally, emphasis is laid on the essentials of good medical writing necessary for publication. The writing for submission to biomedical journal is both an art and science in itself. A scientifically well-conducted study along with a sound knowledge of the mechanics of writing will enable the novices to achieve better acceptance rate for publication.

Evaluating Prototype Tasks and Alternative Rating Schemes for a New ESL Writing Test through G-Theory

ERIC Educational Resources Information Center

Lee, Yong-Won; Kantor, Robert

2007-01-01

Possible integrated and independent tasks were pilot tested for the writing section of a new generation of the TOEFL[R] (Test of English as a Foreign Language[TM]). This study examines the impact of various rating designs and of the number of tasks and raters on the reliability of writing scores based on integrated and independent tasks from the…

Design of Online Report Writing Based on Constructive and Cooperative Learning for a Course on Traditional General Physics Experiments

ERIC Educational Resources Information Center

Lo, Hao-Chang

2013-01-01

The objective of this study was to develop an online report writing activity that was a constructive and cooperative learning process for a course on traditional general physics experiments. Wiki, a CMC authoring tool, was used to construct the writing platform. Fifty-eight undergraduate students (33 men and 25 women), working in randomly assigned…

Working on the "Write" Path: Improving EFL Students' Argumentative-Writing Performance through L1-Mediated Structural Cognitive Modification

ERIC Educational Resources Information Center

Salmani Nodoushan, Mohammad Ali

2016-01-01

Based on their scores on a proficiency test, the 894 participants in this study were grouped into three experimental groups (EG) and three control groups (CG). They attempted an argumentative writing task and the Cornell Critical Thinking Test, Form Z (CCTT-Form Z) as the pre-test. While CG participants received no treatment or placebo, EG…

Examining the Technical Adequacy of Progress Monitoring Using Early Writing Curriculum-Based Measures

ERIC Educational Resources Information Center

Hampton, David D.; Lembke, Erica S.

2016-01-01

The purpose of this study was to examine 4 early writing measures used to monitor the early writing progress of 1st-grade students. We administered the measures to 23 1st-grade students biweekly for a total of 16 weeks. We obtained 3-min samples and conducted analyses for each 1-min increment. We scored samples using 2 different methods: correct…

An Analysis of Current Graduation Thesis Writing by English Majors in Independent Institute

ERIC Educational Resources Information Center

Han, Ying

2014-01-01

The paper takes 414 graduates from ZJU in 2011 and 2012, NIT as a case, analyzing the status of their writing of graduation thesis. It is found that a considerable number of students have problems in selection and report of topics, writing of each part and debating in the whole process of graduation thesis. In view of the situation, based on the…

Feedback 2.0 in Online Writing Instruction: Combining Audio-Visual and Text-Based Commentary to Enhance Student Revision and Writing Competency

ERIC Educational Resources Information Center

Grigoryan, Anna

2017-01-01

The continued increase in the number of students participating in online degree programs has led to an increase in the number of students taking online composition courses. Currently, most online writing programs replicate approaches used in face-to-face composition courses and simply transfer them to the online learning environment. However,…

Writing and Reading Skills as Assessed by Teachers in 7-Year Olds: A Behavioral Genetic Approach

ERIC Educational Resources Information Center

Oliver, Bonamy R.; Dale, Philip S.; Plomin, Robert

2007-01-01

A behavioral genetic analysis of general writing ability was conducted using teacher assessments based on UK National Curriculum criteria for a sample of 3296 same-sex pairs of 7-year-old twins. Writing was highly heritable within the normal range (0.66) and at the low extreme (0.70). Environmental influences were almost all non-shared, with…

Writing Essays on a Laptop or a Desktop Computer: Does It Matter?

ERIC Educational Resources Information Center

Ling, Guangming; Bridgeman, Brent

2013-01-01

To explore the potential effect of computer type on the Test of English as a Foreign Language-Internet-Based Test (TOEFL iBT) Writing Test, a sample of 444 international students was used. The students were randomly assigned to either a laptop or a desktop computer to write two TOEFL iBT practice essays in a simulated testing environment, followed…

How Should Different Types of Feedback Be Administered to Create More Effective Learning among Advanced ESL Writing Students? A Student Perspective

ERIC Educational Resources Information Center

Bao, Ze

2015-01-01

This paper is set in the context of my experience in advanced ESL writing classes at two Canadian universities. Based on my experience and the research literature, several types of feedback should be administered by teachers to create more effective learning opportunities among advanced ESL writing students. In this paper, I examine the advantages…

Comparing Traditional Journal Writing with Journal Writing Shared over E-mail List Serves as Tools for Facilitating Reflective Thinking: A Study of Preservice Teachers

ERIC Educational Resources Information Center

Kaplan, Diane S.; Rupley, William H.; Sparks, Joanne; Holcomb, Angelia

2007-01-01

To determine the conditions that would best encourage reflection in journal writing of preservice teachers in field-based reading internships, the degree of reflective content found in self-contained traditional journals was compared to the reflective content found in journal entries shared over e-mail list serves. Participants were 56 preservice…

Reconfiguring the Role of the Research Paper: Collaborative Writing To Teach Basic Academic Research and Writing Strategies.

ERIC Educational Resources Information Center

Fleming, Michelle M.

Each year that the author of this paper, an English instructor at Moorhead College (Minnesota), teaches the first-year "research paper," one instructor turns more and more to collaborative writing work. And she admits that some of her motives in reshaping the research paper in collaborative ways can seem to be based in assisting herself…

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

ERIC Educational Resources Information Center

Cartwright, Edward; Stepanova, Anna

2012-01-01

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

Computing Accurate Grammatical Feedback in a Virtual Writing Conference for German-Speaking Elementary-School Children: An Approach Based on Natural Language Generation

ERIC Educational Resources Information Center

Harbusch, Karin; Itsova, Gergana; Koch, Ulrich; Kuhner, Christine

2009-01-01

We built a natural language processing (NLP) system implementing a "virtual writing conference" for elementary-school children, with German as the target language. Currently, state-of-the-art computer support for writing tasks is restricted to multiple-choice questions or quizzes because automatic parsing of the often ambiguous and fragmentary…

Thinking Allowed: Integrating Process and Genre into the Second Language Writing Classroom: Research into Practice

ERIC Educational Resources Information Center

Racelis, Juval V.; Matsuda, Paul Kei

2013-01-01

The field of second language (L2) writing has moved beyond the false dichotomies between process- and genre-based pedagogies perpetuated in the 1980s and 1990s, but there has still been little research on how the two are actually reconciled in the classroom. Consequently, L2 writing instructors are left with an incomplete picture, unsure how to…

The Effects of Using a Critical Thinking Graphic Organizer to Improve Connecticut Academic Performance Test Interdisciplinary Writing Assessment Scores

ERIC Educational Resources Information Center

Higgins, Patrick D.

2012-01-01

Effective communication skills are a vital component of student academic achievement and success, yet students often struggle with them. This study utilized an organizational writing graphic organizer based on a critical thinking model to determine the impact of its use on the persuasive writing scores of 9th-grade students. A sample of…

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

The role of learning in improving functional writing in stroke aphasia.

PubMed

Thiel, Lindsey; Sage, Karen; Conroy, Paul

2016-10-01

Improving writing in people with aphasia could improve ability to communicate, reduce isolation and increase access to information. One area that has not been sufficiently explored is the effect of impairment based spelling therapies on functional writing. A multiple case study was conducted with eight participants with aphasia subsequent to stroke. This aimed to measure the effects of spelling therapy on functional writing and perception of disability. Participants engaged in 10 sessions of copy and recall spelling therapy. Outcome measures included spelling to dictation of trained and untrained words, written picture description, spelling accuracy within emails, a disability questionnaire and a writing frequency diary. All participants made significant gains on treated words and six demonstrated improvements to untreated words. Group analyses showed significant improvements to written picture description, but not email writing, writing frequency or perceptions of disability. These results show that small doses of writing therapy can lead to large gains in specific types of writing. These gains did not extend to improvements in frequency of writing in daily living, nor ecological measures of email writing. There is a need to develop bridging interventions between experimental tasks towards more multi-faceted and ecological everyday writing tasks. Implications for Rehabilitation Acquired dysgraphia can restrict people from participating in social, educational and professional life. This study has shown that copy and recall spelling therapies can improve the spelling of treated words, untreated words and written picture description in people with a range of types and severities of dysgraphia following stroke. The results of this study suggest that more specific additional training is required for other writing activities such as email writing.

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.)

A practical guide to assessing clinical decision-making skills using the key features approach.

PubMed

Farmer, Elizabeth A; Page, Gordon

2005-12-01

This paper in the series on professional assessment provides a practical guide to writing key features problems (KFPs). Key features problems test clinical decision-making skills in written or computer-based formats. They are based on the concept of critical steps or 'key features' in decision making and represent an advance on the older, less reliable patient management problem (PMP) formats. The practical steps in writing these problems are discussed and illustrated by examples. Steps include assembling problem-writing groups, selecting a suitable clinical scenario or problem and defining its key features, writing the questions, selecting question response formats, preparing scoring keys, reviewing item quality and item banking. The KFP format provides educators with a flexible approach to testing clinical decision-making skills with demonstrated validity and reliability when constructed according to the guidelines provided.

Social work in health care: do practitioners' writings suggest an applied social science?

PubMed

Rehr, H; Rosenberg, G; Showers, N; Blumenfield, S

1998-01-01

There are two sources of literature in social work-one from academics and the other from practitioners. Each group is driven by different motivations to write. Academics seek a 'scientific rationality' for the field, while practitioners assume practical and intuitive reasoning, experience aligned with theory, and the 'art of practice' to guide them. It has been said that practitioners do not write and that 'faculty' are the trustees of the knowledge base of the profession, and are responsible for its promulgation via publication. Practitioners, however, do write about their practice and their programs, and analyze both, but publish much of their work in non-social work media. Their work tends not to be referenced by academic writers. One department's social workers' publications are described. We learn, from their practice writings, what concerns clinicians. Theirs is case-based learning, theoretically supported, in which the organization of services calls for their participation in multi-professional decision-making. There is the growing realization among social workers that practice wisdom and scientific technologies need to be reassessed together to find ways to enhance social work services. Clinicians' knowledge can lead to continuing refinement of practice and enhanced institutional services. If practitioners' writings can be assessed, they may lead to a written practice knowledge base, subject to timely change. Academic and practitioner separateness hampers progress in the field. They need each other, and a shared professional literature. There is beginning indication they are getting together.

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

Lessons from writing sessions: a school-based randomized trial with adolescent orphans in Rwanda

PubMed Central

Unterhitzenberger, Johanna; Rosner, Rita

2014-01-01

Background Treatments for adolescents affected by long-term loss in low- and middle-income countries are lacking. As school-based interventions are cost-efficient and easy to disseminate, an evaluation of this treatment setting for adolescents is worthwhile. Objective Examining the effect of a school-based unstructured emotional writing intervention (sensu Pennebaker, group 1) about the loss of a parent to reduce adaptation problems to loss, compared to writing about a hobby (group 2), and non-writing (group 3). Method We randomly assigned 14–18-year-old Rwandan orphans to one of the three conditions (n=23 per condition). Before and after the intervention, subjects completed the Prolonged Grief Questionnaire for Adolescents and the Mini International Neuropsychiatric Interview for Children and Adolescents, Part A, on depression as self-report measures of long-term effects of early parental loss. Results Repeated measures analyses of variance showed no differential effect for any of the three conditions but revealed a significant effect of time at posttest regarding grief severity. Reduction of grief symptoms was significantly higher in subjects with elevated grief. Depressive symptoms showed no significant change from pre- to posttest in the emotional writing condition, whereas they significantly decreased in the control condition. Conclusions Results imply that unstructured, brief emotional writing might not be indicated in adolescents affected by early parental loss who show severe and long-term distress; a more structured approach seems recommendable. PMID:25537814

English Skills for Engineers Required by the English Technical Writing Test

NASA Astrophysics Data System (ADS)

Kyouno, Noboru

Japanese English education has focused mainly on teaching passive skills such as reading and listening, whereas actual business activities in society require active skills such as writing and speaking in addition to the passive skills. This educational situation is estimated to be a reason Japanese engineers are less confident in writing and speaking than in reading and listening. This paper focuses on details of the English Technical Writing Test provided by the Japan Society of Technical Communication and emphasizes the importance of the active skills, mainly focusing on what skills should be taught in the future and how to develop these skills. This paper also stresses the necessity of learning rhetoric-related skills, concept of information words, as well as paragraph reading and writing skills based on the concept of the 3Cs (Correct, Clear, and Concise) as a means to develop technical writing skills for engineers.

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.

"A Symphony of Possibilities": The Joy of Art and Writing through "The Beat Within"

ERIC Educational Resources Information Center

Arthur, Deborah Smith

2017-01-01

"The Beat Within" is a writing and art program and publication based in San Francisco that gives a voice to incarcerated youth in various locations across the country. This article recounts the experience of the partnership between a community-based learning course at Portland State University and juvenile detention in Multnomah County,…

The Case of the Pilfered Paper: Implications of Online Writing Assistance and Web-Based Plagiarism Detection Services

ERIC Educational Resources Information Center

Morgan, Phoebe; Vaughn, Jacqueline

2010-01-01

While there is nothing new about academic dishonesty, how it is committed, prevented, and detected has been dramatically transformed by the advent of online technologies. This article briefly describes the concurrent emergence of online writing assistance services and Web-based plagiarism detection tools and examines the implications of both for…

Questions from Afar: The Influence of Outsideness on Web-Based Conversation

ERIC Educational Resources Information Center

Deed, Craig; Edwards, Anthony; Gomez, Viviana

2015-01-01

This paper defines the metaphor of outsideness in relation to web-based interaction. Outsideness is conceived of as a key influence in online academic conversation. In particular, through the sharing of cultural perspectives, asking questions to resolve doubt, and collaborative writing and re-writing as a basis for shaping ideas through reasoning.…

Understanding Learner Strengths and Weaknesses: Assessing Performance on an Integrated Writing Task

ERIC Educational Resources Information Center

Sawaki, Yasuyo; Quinlan, Thomas; Lee, Yong-Won

2013-01-01

The present study examined the factor structures across features of 446 examinees' responses to a writing task that integrates reading and listening modalities as well as reading and listening comprehension items of the TOEFL iBT[R] (Internet-based test). Both human and automated scores obtained for the integrated essays were utilized. Based on a…