Relevant bibliographies by topics / Publishing student writing

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  2. Dissertations / Theses
  3. Books
  4. Book chapters

Academic literature on the topic 'Publishing student writing'

Author: Grafiati
Published: 4 June 2021
Last updated: 1 February 2022

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Journal articles on the topic "Publishing student writing"

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BFN, Ellen Jo Ljung, Brenda Szedeli, and Sheryl L. Guth. "A Symposium: Publishing Student Writing." English Journal 82, no. 2 (February 1993): 47. http://dx.doi.org/10.2307/819703.

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Savonick, Danica. "What Can Our Writing Do in the World?: The Feminist Praxis of Publishing Student Writing." Radical Teacher 115 (November 26, 2019): 64–70. http://dx.doi.org/10.5195/rt.2019.635.

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In the digital age, scholars are increasingly arguing that one of the best ways to teach writing is by assigning students to write for audiences beyond the classroom. In this article, I argue that this praxis of publishing student writing is not merely a response to the internet, but has also been crucial to genealogies of feminist pedagogy, and that attending to this genealogy can help us think in more nuanced terms about the transformative potential of publishing student writing today.
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Cabral, Henrique, and Pedro Câmara Pestana. "AMP Student: Visão e Perspetivas." Acta Médica Portuguesa 28, no. 2 (April 30, 2015): 133. http://dx.doi.org/10.20344/amp.6563.

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Gardner, Susan A., Lorena M. Salto, Matt L. Riggs, Carlos A. Casiano, and Marino De Leon. "Supporting the Writing Productivity of Biomedical Graduate Students: An Integrated, Structured Writing Intervention." CBE—Life Sciences Education 17, no. 3 (September 2018): ar45. http://dx.doi.org/10.1187/cbe.16-12-0350.

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Writing is a critical skill for graduate students, but few studies in the literature describe how it is supported in the training of biomedical graduate students. The Initiative for Maximizing Student Development program at Loma Linda University aims to develop this important skill in its students through an integrated, structured writing intervention. Specifically, the program hired a writing specialist who taught writing seminars, facilitated writing and publishing workshops, and mentored students in one-on-one writing conferences. Doctoral students in the program, primarily underrepresented minority students with some not having English as a first language, all exhibited writing apprehension and blocking behaviors. The percentage of students graduating, publishing, and entering science careers, all of which require writing, is high. To yield insight into how this intervention worked, we conducted in-depth interviews of six of the earliest graduates, derived themes, analyzed data from pre- and post-assessments, and described their publication records. Participating students increased their writing confidence, adopted productive writing strategies, decreased writing anxiety and blocking behaviors, and published successfully.
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Paat, Jimmy. "STUDI PEMINATAN PENULISAN KREATIF DAN PEMINATAN JURNALISTIK PADA PROGRAM STUDI PENERBITAN." Jurnal Ilmiah Publipreneur 2, no. 2 (December 30, 2014): 134–46. http://dx.doi.org/10.46961/jip.v2i2.129.

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The purpose of this research are to (1) provide a reason academic formation of creative writing and journalism concentration, (2) describe the structure of the curriculum design creative writing and journalism concentration, (3) lays out the work prospects of graduates creative writing and journalism concentration, and (4) describe the level of student interest in courses of creative writing and journalism concentration in the department of Publishing in Polimedia. Researcher uses document study to draft a new curriculum structure design creative writing and journalism concentration. Furthermore, to study the interest of students towards creative writing and journalism, he uses a quantitative descriptive research. The results obtained, creative writing and journalism specification need to be held because the two concentrations give much interest to students, needed and in accordance with the development of the science publishing in Indonesia.
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Lenters, Kimberly. "Enhancing and Displacing Literacy Practices: Examining Student Publishing in a Fifth Grade Writer’s Workshop." Language and Literacy 14, no. 1 (January 25, 2012): 125. http://dx.doi.org/10.20360/g2x30w.

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Publication of student work has been considered a mainstay of the writer’s workshop since the early days of the ‘children as authors’ movement (Graves, 1983). However, this philosophy, which stipulates students should share their work with peers, may not be one that always benefits students. This case study utilizes the concept of literacy-in-action (Brandt & Clinton, 2002), to look at the manner in which one local rendition of writer’s workshop both enhanced and displaced student literacy practices. The guiding question asks: How are focal students, Sara, Ally and Nigel, engaging in the practice of publication of their writing and how are those publications, as literacy objects, mediating their practice of literacy in the writer’s workshop? The examination of writer’s workshop first presents the way publication of student writing found its way into Sara and Nigel’s classroom and the kinds of investments accumulated in it as it made its way into their practice of classroom writing. It then presents the agentful activity engaged in by these students in their classroom literacy practice of writing for publication. Through the analysis, the ways an assessment-focused writer’s workshop worked to enhance and displace individual student’s literacy practices are brought out.
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Kostanian, Z. V., and S. Iu Kuznetsova. "Professionally-oriented approach to teaching english genre writing to journalism students." Philology at MGIMO 6, no. 4 (December 28, 2020): 89–102. http://dx.doi.org/10.24833/2410-2423-2020-4-24-89-102.

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The article describes the experience of implementing the innovative programme Basic Journalism Writing (BJW) aimed at B2+-C1 (CEFR) journalism students. The programme was tested among first and second year bachelor students at the Faculty of Journalism, Moscow State University, in 2018-2020. The article analyses a complex methodological approach, which combines elements of Content and Language Integrated Learning (CLIL), process and product writing and Project-Based Learning (PBL). The programme is aimed at improving students’ English writing skills by means of developing journalistic competencies: genre writing, editing, pitching and publishing. In its step-by-step approach it guides the learner from meticulously studying and analyzing texts of various genres, from breaking news and features to opinion articles and reviews, to writing their own articles and publishing them in English language student media created as part of the programme. The article summarizes the results and draws the conclusions about the efficiency of project-based approach to writing for journalism students.
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Kurniasih, Kurniasih, Fitri Awaliyatus Sholihah, Atik Umamah, and Ika Hidayanti. "Writing Process Approach and Its Effect on Students’ Writing Anxiety and Performance." JURNAL ARBITRER 7, no. 2 (October 25, 2020): 144. http://dx.doi.org/10.25077/ar.7.2.144-150.2020.

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This study aims at investigating the effect of the process approach on student writing anxiety and performance. Teachers should find ways to cope with anxiety as it is known as the negative predictor of students’ writing performance. Fifteen students participated in this study. They were assigned to write an argumentative essay under the topic ‘should national exam be banned?”. The treatment was given following the writing stages, from outlining to publishing. SLWAI questionnaire was distributed before and after the treatment to measure the effectiveness of the process approach on students’ anxiety. The findings indicated that students writing anxiety decreases from 71.27 to 63.20, which means that the anxiety level goes down from high to moderate anxiety. The second findings informed us that there is a significant difference in students writing performance after the treatment with the level of significant .000. It can be said that the writing process approach has a significant effect on students writing anxiety and performance. The pedagogical implication is also discussed.
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Saefuddin, Erlan. "SKILL EDITING EXAMINATION STUDENTS OF PUBLISHING STUDIES STATE POLYTECHNICS OF CREATIVE MEDIA." Jurnal Ilmiah Publipreneur 8, no. 2 (December 31, 2020): 12–30. http://dx.doi.org/10.46961/jip.v8i2.156.

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This paper examines the problem of low editing skills , especially among students of Creative Media State Polytechnic Publishing. This study also departs from the problem of untested editing skills . Therefore, this article aims to 1) map the level of testing of the editing skills of the Creative Media State Polytechnic Publishing Study Program Students with a specialization in editing; 2) mapping the level of editing skill testing of the State Polytechnic Creative Media Publishing Study Program Students with a specialization in writing; 3) produce a comparison map of the testing skills of the State Polytechnic Creative Media Publishing Study Program between those who are interested in editing with those who are interested in writing. The study with the grand qualitative method used a script editing design. The data processing methods are descriptive and comparative. The data collection techniques applied were interviews and questionnaires. The activity plan showing the procedure for this study is as follows. Publishing student data collection who will be the study sample. Conducting interviews to get initial data. Testing the editing competence of Publishing students. Processing test data. Formulating policies, models, and conclusions.This study has resulted in the editing competency level of the Creative Media State Polytechnic Publishing students. The level of competence does not represent a qualified ability. The basic editing skills of the tested students showed a very good level as evidenced by their generally very good grades. Spelling and grammar skills are quite good. However, the syntactic capabilities still need to be improved. Therefore, the improvement of editing competency still needs to be improved, especially with regard to applied editing. According to the level achievement of the editing competency level of the Creative Media State Polytechnic Publishing student, the following conclusions can be generated. Editing education process is not based on the knowledge aspect, but prioritizes practice. Language problems are an element that must be strengthened in Creative Media State Polytechnic Publishing Students. Elements of spelling, words, and sentences are a matter of editing that must be further honed.
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Schoeps, Andreas, and Ingrid Hemmer. "Participation of student authors in reports on sustainability." International Journal of Sustainability in Higher Education 19, no. 2 (February 5, 2018): 249–65. http://dx.doi.org/10.1108/ijshe-08-2016-0155.

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Purpose Since 2012, the University of Eichstaett-Ingolstadt has been publishing an annual report on sustainability as part of its whole institution approach (WIA). This study aims to examine the participation in writing this report as it is experienced by the student stakeholders involved. The overall goal is to gain expertise concerning further improvement of students’ participation in sustainability-related aspects as part of WIAs. Design/methodology/approach The research is based on an explorative, qualitative study conducted at the Roman Catholic University of Eichstaett-Ingolstadt. Students who have been involved in writing the university’s report on sustainability were interviewed, using in-depth, semi-structured interviews. Findings Various categories relevant for a successful participation have been found. Foremost, there are no general barriers seen which are hindering students from participating in writing the reports. Specific students’ motivation can be gained from work-related experiences and sustainability-related university classes. Students perceived the effects of their work as mostly restricted to the university. Their intellectual contribution was regarded as limited owing to structures given and their student worker status. Positive effects included an increased awareness of sustainability-related activities at the university and increased competences regarding research and writing. Suggestions for improvement comprised the instalment of databanks, special sustainability report-writing classes and motivational measures. Originality/value Very few studies have addressed the issue of student participation within the WIAs towards sustainable universities. Students’ involvement in writing university reports on sustainability has so far been neglected. Given this, the study presented provides insight into students’ participation and reveals fields needing further development to ensure successful WIAs.
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Dissertations / Theses on the topic "Publishing student writing"

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Thomas, Lisa Kae. "A Theory of Text as Action:Why Delivery through Publication Improves Student Writers and Their Writing." BYU ScholarsArchive, 2013. https://scholarsarchive.byu.edu/etd/3733.

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Students in required writing courses often fail to see the purpose of their writing and invest themselves in their writing. Many composition pedagogues have noticed that one solution to this problem is to help students publish their writing, and have reported the positive outcomes of their publication-focused courses. However, this practice has not been grounded in theory. My project connects the practice of publishing student writing to theory. I draw on Kenneth Burke's and other's ideas of text as action and show how the ancient cannon of delivery is a necessary means of experiencing and understanding text as action with consequence. I then argue that publishing is one of the most effective methods of delivery that can help students understand the implications of enacted texts. I then couch this theory in practice by presenting a variety of sources that report on the impact of publishing student texts; I include my own data collected while teaching two publication-focused, first-year writing courses at Brigham Young University during Fall 2012 and Winter 2013 semesters. This data suggests that in most cases, publishing student writing positively impacts student identity, motivation, process, and product. I explain the results of my own observations and those of various composition pedagogues with the theory of text as action being powerfully experienced by students as they work toward delivering their texts to public audiences via publication.
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Hatfield, Lisa Janie. "The Scholarship of Student Affairs Professionals: Effective Writing Strategies and Scholarly Identity Formation Explored through a Coaching Model." PDXScholar, 2015. http://pdxscholar.library.pdx.edu/open_access_etds/2311.

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Student affairs professionals work directly with university students in various programs that provide services to these students. From these experiences, they collect daily valuable insights about how to serve students successfully. Yet, in general, they are not publishing about their work even though dissemination of such knowledge through publication could positively impact programs and services across many institutions. My dissertation explored what happens when mid-level student affairs professionals pursue scholarly writing during a structured program intended to help participants produce manuscripts for publication. In working with five professionals in student services at a large urban institution in the Pacific Northwest region of the United States, I learned about participants' identities as scholars as well as which writing strategies they found effective. I worked with participants using case study and action research methodologies and used writing coaching as an intervention to support the tenets of autonomy, competence, and relatedness as defined by Self-Determination Theory. Participants viewed strategies that created a habit of practice that fostered writing to be the most effective. Participants varied in how they viewed themselves professionally along the scholar-practitioner continuum. Leadership can create environments to foster scholarship among student affairs professionals. I give recommendations not only for senior student affairs officers but also for graduate programs in higher education as well as national student affairs organizations to promote research and writing in the profession. Lastly, I share recommendations for further research.
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Charamba, Tyanai. "Challenging the hegemony of english in post-independence Africa : an evolutionist approach." Thesis, 2012. http://hdl.handle.net/10500/6042.

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This study discusses the evolutionist approach to African history as an action plan for challenging the hegemony of English in university education and in the teaching and writing of literature in post-independence Africa. The researcher selected Zimbabwe’s university education and literary practice as the microcosm case studies whilst Africa’s university education and literary practice in general, were used as macrocosmic case studies for the study. Some two universities: the Midlands State University and the Great Zimbabwe State University and some six academic departments from the two universities were on target. The researcher used questionnaires to access data from university students and lecturers and he used interviews to gather data from university departmental Chairpersons, scholars, fiction writers and stakeholders in organizations that deal with language growth and development in Zimbabwe. Data from questionnaires was analysed on the basis of numerical scores and percentage of responses. By virtue of its not being easily quantified, data from interviews was presented through capturing what each of the thirteen key informants said and was then analysed on the basis of the hegemonic theory that is proposed in this study. The research findings were discussed using: the evolutionist approach to the history of Africa; data from document analysis; information gathered through the use of the participant and observer technique and using examples from what happened and/or is still happening in the different African countries. The study established that the approaches which have so far been used to challenge the hegemony of English in post-independence Africa are not effective. The approaches are six in total. They are the essentialist, the assimilationist, the developmentalist, the code-switch, the multilingualist and the syncretic. They are ineffective since they are used in a wrong era: That era, is the era of Neocolonialism (Americanization of the world). Therefore, the researcher has recommended the use of the evolutionist approach to African history as a strategy for challenging the hegemony in question. The approach lobbies that, for Africa to successfully challenge that hegemony, she should first of all move her history from the era of Neocolonialism as she enters the era of Nationalism.
African Languages
(D.Litt. et Phil. (African Languages))
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Stasko, Carly. "A Pedagogy of Holistic Media Literacy: Reflections on Culture Jamming as Transformative Learning and Healing." Thesis, 2009. http://hdl.handle.net/1807/18109.

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This qualitative study uses narrative inquiry (Connelly & Clandinin, 1988, 1990, 2001) and self-study to investigate ways to further understand and facilitate the integration of holistic philosophies of education with media literacy pedagogies. As founder and director of the Youth Media Literacy Project and a self-titled Imagitator (one who agitates imagination), I have spent over 10 years teaching media literacy in various high schools, universities, and community centres across North America. This study will focus on my own personal practical knowledge (Connelly & Clandinin, 1982) as a culture jammer, educator and cancer survivor to illustrate my original vision of a ‘holistic media literacy pedagogy’. This research reflects on the emergence and impact of holistic media literacy in my personal and professional life and also draws from relevant interdisciplinary literature to challenge and synthesize current insights and theories of media literacy, holistic education and culture jamming.
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Books on the topic "Publishing student writing"

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Richards, Meredith. Scholastic Software's guide to classroom publishing. New York: Scholastic, 1988.

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O'Rourke, Rebecca. Versions and variety: A report on student writing and publishing in adult literacy education. [s.l.]: [The authors?, 1992.

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Create your own class newspaper: A complete guide for planning, writing, and publishing a newspaper. Nashville, Tenn: Incentive Publications, 1994.

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Bell, Merlyn. People, Words and Change: A study of student writing and publishing in Adult Basic Education with particular reference to literacy. [S.l: The Author], 1993.

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Schwab, Irene. Language writing and publishing: Work with Afro-Caribbean students. (London): ILEAAfro-Caribbean Language and Literacy Project in Adult and Further Education, 1985.

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King, Laurie. Classroom publishing: A practical guide to enhancing student literacy. Hillsboro, Or: Blue Heron Pub., 1992.

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J, Heppner Mary, ed. Writing and publishing your thesis, dissertation, and research: A guide for students in the helping professions. Belmont, CA: Thomson/Brooks/Cole, 2004.

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Jean, Mumper, ed. Books don't have to be flat!: Innovative ways to publish students' writing in every curriculum area. New York: Scholastic, Inc., 1998.

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Rubenstein, Susan. Go public!: Encouraging student writers to publish. Urbana, Ill: National Council of Teachers of English, 1998.

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Isaacs, Emily J., and Phoebe Jackson. Public Works: Student Writing as Public Text. Boynton/Cook, 2001.

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Book chapters on the topic "Publishing student writing"

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Englander, Karen. "Graduate Students Becoming Scientists." In Writing and Publishing Science Research Papers in English, 69–72. Dordrecht: Springer Netherlands, 2013. http://dx.doi.org/10.1007/978-94-007-7714-9_10.

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Huang, Ju Chuan. "14 Teaching Writing for Publication in English to Engineering Students: Implications from a Collaborative Course in Taiwan." In Global Academic Publishing, edited by Mary Jane Curry and Theresa Lillis, 217–32. Bristol, Blue Ridge Summit: Multilingual Matters, 2017. http://dx.doi.org/10.21832/9781783099245-020.

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Fox, Mary Frank. "The Transition from Dissertation Student to Publishing Scholar and Professional." In Scholarly Writing & Publishing, 6–16. Routledge, 2019. http://dx.doi.org/10.4324/9780429305368-2.

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"Coming to Voice: Publishing as a Graduate Student." In Writing for Scholarly Publication, 65–80. Routledge, 2003. http://dx.doi.org/10.4324/9781410609137-9.

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"Demystifying Publishing: A Collaborative Exchange Between Graduate Student and Supervisor." In Writing for Scholarly Publication, 37–64. Routledge, 2003. http://dx.doi.org/10.4324/9781410609137-8.

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Kostka, Ilka, and Miriam Eisenstein Ebsworth. "Using Turnitin to Support Students' Understanding of Textual Borrowing in Academic Writing." In Scholarly Ethics and Publishing, 269–97. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-8057-7.ch013.

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Concerns about plagiarism are salient for the academic writing of second language (L2) writers of English, who face several challenges while learning academic discourse and proper citation conventions. Effective instruction is crucial in helping them learn to avoid plagiarism and borrow from sources appropriately. In this chapter, the authors present a case study of an English as a Second Language (ESL) composition class at a Midwestern university in the United States. This study is framed by a social view of learning that draws from Lave and Wenger's (1991) notion of a community of practice. Data included weekly classroom observations, interviews at the beginning, middle, and end of the 10-week academic term, surveys, and student participants' online blogs. Findings illustrate how Turnitin, an Internet-based matched-text detection program, was used to support academic writing instruction and help socialize learners into an American academic discourse community.
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Li, Mingsheng. "Academic Integrity." In Scholarly Ethics and Publishing, 582–601. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-8057-7.ch028.

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Student plagiarism is a pervasive issue at all levels of study in Higher Education Institutions (HEIs) around the world. Plagiarism is considered as a cultural phenomenon and students from certain cultures are often stereotyped as ‘persistent plagiarists'. This chapter reports the findings of a research project and examines the issues of academic dishonesty reported by Chinese students in New Zealand universities. Four lecturers and six university graduates participated in the interviews and the focus group discussion. The study has identified seven forms of disguised plagiarism deriving from four interrelated variables: inadequate language proficiency, lack of discipline knowledge and conventions, issues of assessment, and situational variables. The university is morally responsible to teach the students the concept of Academic Integrity (AI) and plagiarism, discipline conventions and rules of games in academic writing, and develop their language, writing, and research skills to help them avoid the traps of plagiarism.
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Woodin, Tom. "A beginner reader is not a beginner thinker." In Working-class writing and publishing in the late-twentieth century, 80–93. Manchester University Press, 2018. http://dx.doi.org/10.7228/manchester/9780719091117.003.0005.

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The writing produced by adult literacy students emerged out of a distinct educational and cultural setting. Student writing itself represented a significant example of learning. The writing itself tended to be simple and clear representations of working class life and voices. The experience of ‘failure’ in education was a powerful one that formed the basis for personal expression. Experience was seen to put the student in control. Political issues and writing beyond the third person were also encouraged, with mixed results. In the changed context of the 1990s, new stories based on humorous episodes helped to represent students as normal rather than oppressed. Yet social justice continued to inflect the writing and there were attempts to move students into the wider network of writing groups.
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Swanson, Karen Weller, Jane West, Sherah Carr, and Sharon Augustine. "Supporting Dissertation Writing Using a Cognitive Apprenticeship Model." In Handbook of Research on Scholarly Publishing and Research Methods, 84–104. IGI Global, 2015. http://dx.doi.org/10.4018/978-1-4666-7409-7.ch005.

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The cognitive apprenticeship model (Collins, 2006; Collins, Brown, & Holum, 1991; Collins, Brown, & Newman, 1989) is one way to support doctoral student development, from student to scholar, in the dissertation writing process. The results of this apprenticeship are cognitive maturity (self-authorship, Baxter Magolda, 2004). Both cognitive apprenticeship and cognitive maturity are essential for writing the dissertation because it is a unique and high-stakes writing genre. Instructors and mentors must provide progressive levels of autonomous practice at the skills required to be a scholarly researcher and writer. This practice and support occurs in numerous forms during doctoral study. Thus, when students venture into the independent dissertation writing phase of the doctoral program, the level of skill transfer is much higher and the demand for support is lower but more specialized. This chapter specifically attends to scholarship and mentoring.
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Iliescu, Dragoș, Felicia Veronica Banciu, and Simona Vasilache. "Collaborative Scientific Writing Between Writing Art and Project Management." In Handbook of Research on Student-Centered Strategies in Online Adult Learning Environments, 339–64. IGI Global, 2018. http://dx.doi.org/10.4018/978-1-5225-5085-3.ch016.

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This chapter investigates collaborative scientific writing. The study presents a baseline and concepts embedded by research for an ad hoc group of authors. Transactive memory, which is a quality of a group achieving the desired synergy, is approached in literature through metaphors. The investigation focuses on a proposal to evaluate the transactive memory's quale. A specialization between group and team expresses the ability of online technology to enhance the authors' communication. The research examines synergy among the authors for different phases of experienced collaboration to achieve successful publishing. Three hypotheses were researched for the evaluation of transactive memory's quale. The findings suggest that the total amount of knowledge experienced by the group of authors, as resulting from the collaborative scientific writing, corresponds to the aggregated domains of deterministic and probabilistic spaces.
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