Relevant bibliographies by topics / Teaching College Writing

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers

Academic literature on the topic 'Teaching College Writing'

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

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Journal articles on the topic "Teaching College Writing"

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Wang, Jiachun. "A Comparative Study on the Washback Effects of Teacher Feedback plus Intelligent Feedback versus Teacher Feedback on English Writing Teaching in Higher Vocational College." Theory and Practice in Language Studies 9, no. 12 (December 1, 2019): 1555. http://dx.doi.org/10.17507/tpls.0912.12.

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For college students majoring in English, English writing is a relatively difficult project. How to effectively improve the English writing ability of students of English majors in vocational colleges is an important issue that every college teacher needs to pay attention to. As a teaching tool, the intelligent computer automated essay evaluation system can help students improve their English writing ability more objectively, efficiently and accurately. This paper employs the intelligent computer automated essay evaluation system as a teaching tool, taking college students as the research object, and carried out an 18-week online self-writing teaching experiment and traditional writing experiment. This paper conducts a comparative study on the washback effects of teacher feedback plus intelligent feedback versus teacher feedback on English writing teaching in higher vocational college, which provides a prominent research value and research significance for the reform and innovation of English writing teaching in higher vocational colleges.
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Chen, Qingxin. "Cohesion and Coherence in College English Writing Teaching." Advances in Higher Education 3, no. 2 (October 10, 2019): 30. http://dx.doi.org/10.18686/ahe.v3i2.1405.

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<p>Due to the effect of many years of traditional teaching methods, College English writing teaching pays too much attention to grammar and equivalence at word or clause level, but ignores cohesion and coherence of the text as a unified whole. This paper mainly studies the problems concerning cohesion and coherence that most students in Ordos Institute of Technology(OIT) face in writing, reasons, and ways to help students exploit cohesive devices properly to ensure the coherence of the text and improve their writings.</p>
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Gao, Linghui. "Study on Teaching College English Writing Based on Lexical Chunks." English Language Teaching 12, no. 9 (August 5, 2019): 1. http://dx.doi.org/10.5539/elt.v12n9p1.

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College English writing is one of the four basic skills in English learning, which can objectively reflect students&rsquo; language ability. Whereas, English writing is considered to be the most difficult part to improve. As we can see, in the essays of the Chinese college students, there often appears Chinglish, correct in grammar but unauthentic in expression. In order to better the situation, the author has introduced the new idea of lexical chunks into the teaching of college English writing. Under this guideline, students should firstly understand the lexical chunks theory, ranging from the definition to the various classifications of lexical chunks. Afterwards, students should learn to recognize and even learn some important chunks by heart. The third step should lie in their daily practice of consciously using chunks they learned in their writings, followed by the final step of appropriate usage of chunks unconsciously. Students are expected to improve their writing ability in the process of identifying and using lexical chunks.
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St. Rose, Marjorie. "Teaching Style and the College Writing Class." International Journal of Bahamian Studies 9 (February 18, 2008): 46. http://dx.doi.org/10.15362/ijbs.v9i0.30.

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Thompson, Kristen L., Anthony N. Kuchera, and John N. Yukich. "Teaching college writing from a physicist's perspective." American Journal of Physics 89, no. 1 (January 2021): 61–66. http://dx.doi.org/10.1119/10.0002179.

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Su, Huanan. "Attempts of PAD Teaching Methodology in Modern Chinese College English Writing Class: A Grounded Theory Based Perspective." Journal of Language Teaching and Research 12, no. 5 (September 1, 2021): 696–704. http://dx.doi.org/10.17507/jltr.1205.08.

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This research paper attempts to have an in-depth understanding of PAD (presentation-assimilation-discussion) teaching methodology applied in a modern Chinese college course, which is College English Writing class, from the perspective of the Grounded Theory. Based on a detailed introduction and analysis of the Grounded Theory, this research makes efforts to answer such a question that how PAD teaching methodology is applied in modern Chinese College English Writing class as well as how it helps Chinese college students learn in their College English Writing class. The PAD teaching methodology in modern Chinese College English Writing class is a new type of teaching mode, being divided into three processes: presentation, assimilation and discussion (which is the co-called PAD). The key innovation in the PAD teaching methodology in modern Chinese College English Writing class is to stagger the lectures and discussions in time, so that students have a week time for personalized assimilation, which mobilizes students’ interest in learning, promotes students’ enthusiasm, cultivates students’ learning autonomy, and improves the quality of the teaching of College English Writing class. As a qualitative research, this paper employs methods of literature synthesis and comparative analysis to reach such a conclusion that PAD teaching methodology does help and facilitate modern Chinese college students in their learning of College English Writing class. An important perspective from the Grounded Theory has provided a strong support to further verify the necessary role that PAD teaching methodology has played in modern Chinese College English Writing class.
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Wang, Ming, Da Chao Yuan, Xiao Man Zheng, Shi Ping Yu, Yi Ye Lao, and Xiao Tian Huang. "On Autonomous Learning Mode of Network College English Writing Based on Constructivism." Applied Mechanics and Materials 687-691 (November 2014): 2477–80. http://dx.doi.org/10.4028/www.scientific.net/amm.687-691.2477.

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College English writing, as one of the most important skills of college English teaching and learning, can reveal the English comprehensive level of learners. The development of computer and Internet creates conditions for college English teaching reform. This paper explores what influence will be caused when students write autonomously under the network environment and probes into a new method of college English writing teaching through studying autonomous learning mode of college English writing based on constructivism.
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Wu, Yan. "Reading for Writing—The Application of Genre Analysis in College English Writing in China." Theory and Practice in Language Studies 7, no. 10 (October 1, 2017): 883. http://dx.doi.org/10.17507/tpls.0710.09.

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Writing is seen as the most difficult one in the four skills of learning a foreign language. And also one cannot be quickly improved in teaching. Genre approach is a teaching pedagogy based on the theories of genre analysis. The purposes of genre approach are to cultivate learners’ genre awareness of texts and master a certain genre which has its own communicative purpose and generic structure, to help learners understand and apply generic knowledge in writing. The author analyzes the existing problems in teaching college English writing in China. Then, the author designs a teaching approach, combining the advantages of three genre approaches and the author’s teaching practice, which is suitable for college English writing in China. Last, some main findings are recommended in teaching writing.
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Wei, Honglan. "Implication of Output Hypothesis on Teaching College English Writing." World Journal of Education 8, no. 5 (October 25, 2018): 198. http://dx.doi.org/10.5430/wje.v8n5p198.

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In recent years, with the development of the research on the Output Hypothesis, many researchers and ChineseEnglish teachers have paid attention to this hypothesis. Since writing is considered to be a way of output on the fieldof second language acquisition, teachers in college have begun to apply Swain’s “Output Hypothesis” to teachingcollege English writing. It does work but still remains problems. Therefore, this paper will introduce the existingproblems of applying the output hypothesis on the writing class in our college, based on the interview byinterviewing six seniors majoring in English from different classes in our Foreign Language College. Also, this paperwill provide some suggestions on these problems existing in teaching college English writing.
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Li, Xuefeng. "Influence of Computer-aided Instruction Model on Business English Writing Teaching Effect." International Journal of Emerging Technologies in Learning (iJET) 13, no. 03 (March 5, 2018): 197. http://dx.doi.org/10.3991/ijet.v13i03.8396.

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To guide the college students through the Computer-aided Technology (CAT) to make writings of business English (BE) in the new teaching model, resources and methods, this paper carries out the application of CAT in BE writing teach-ing. It analyses the disciplinary characteristics of BE writing, conducts the BE in-struction scheme design in the models of interactive teaching, writing teaching and inquiry teaching respectively on the basis of the learning theories such as humanism etc., and then develop the teaching contract experiment accordingly. Two parallel classes were randomly selected as objects of study, where the exper-imental class applied the Computer-aided Instruction (CAI) method, while the contrast class followed the traditional teaching methods; then the quantitative and qualitative analysis for one-semester teaching application was made by the after-experiment scores of BE writings in these two classes. The study in this paper verifies the positive role of CAT in BE writing, and also offer the effective guid-ance for improving the BE writing teaching level by CAT.
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Dissertations / Theses on the topic "Teaching College Writing"

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Lam, Siu. "Evaluation of using ICT in teaching tertiary English writing." View the Table of Contents & Abstract, 2003. http://sunzi.lib.hku.hk/hkuto/record/B39846994.

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Wissbeck-Kittel, Claudia Eleanore. "Teaching the reading/writing connection in the diverse community college classroom." CSUSB ScholarWorks, 2001. https://scholarworks.lib.csusb.edu/etd-project/1992.

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This thesis argues that with the racial and ethnic diversity becoming more pronounced in the diverse disciplines of the two year college we are going to need to adapt a cultural studies pedagogy in the writing class.
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Bellamy, Deborah. "College Faculty Members' Perceptions of Students' Writing Abilities." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/3861.

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The college open door policy initiated in the 1960s made access to higher education available for more students in the United States. People who were once excluded from enrolling in college now have an opportunity to earn a college degree. Some first-time students, significantly underprepared in writing, have been required to enroll in developmental or remedial writing courses before entering college-level English despite research indicating that taking noncredit courses increases the time for college completion and the cost of college, while also reducing the likelihood of completion. This illustrative case study, guided by the constructivist approach to instruction, was designed to discover college faculty members' perceptions concerning university students' writing and the interventions needed to improve writing skills. The qualitative data were collected through audio-recorded semistructured interviews of 12 college faculty members that were transcribed and coded with Ethnograph software. The findings indicated that college faculty members believed most students lacked basic writing skills and did not take sufficient initiative for their learning. Faculty members also thought students' writing would improve if students assumed responsibility for their learning and used the resources available. This study provides insight into college faculty members' views of students' writing skills and recommendations for how these skills might be improved through collaborative efforts across the university, resulting in positive outcomes for both the students and university by increasing student graduation rates and reducing college debt.
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Leonard, Marcellus J. Rutter Russell. "The classroom writers' forum teaching basic writing in the cultural context /." Normal, Ill. Illinois State University, 1991. http://wwwlib.umi.com/cr/ilstu/fullcit?p9203032.

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Thesis (D.A.)--Illinois State University, 1991.
Title from title page screen, viewed December 9, 2005. Dissertation Committee: Russell Rutter (chair), Janice Neuleib, Douglas Hesse, Ronald Strickland, Faye Bowren. Includes bibliographical references (leaves 177-181) and abstract. Also available in print.
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Henney, Pamela Ann. "Acting the Author: Using Acting Techniques in Teaching Academic Writing." University of Akron / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=akron1342799222.

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McLaughlin, Laurie Elaine. "Curriculum writing guide for Mt. San Jacinto College." CSUSB ScholarWorks, 2001. https://scholarworks.lib.csusb.edu/etd-project/3020.

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Urschel, Linda K. "A descriptive study of basic writing instruction in the Christian College Coalition." Virtual Press, 1992. http://liblink.bsu.edu/uhtbin/catkey/862274.

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This study reports information received from basic writing instructors at colleges in the Christian College Coalition, a group of 77 Christian, liberal arts colleges in the U. S. and Canada. Respondents completed a questionnaire and submitted sample syllabi and writing assignments. The study compares data from the respondents to current theories of basic writing instruction, most notably those of Andrea Lunsford and Mike Rose. It also compares the results to a similar study of all colleges by Joe Trimmer.The study found that the Christian College Coalition population was similar to the national population with regard to placement methods, textbook choice, and course goals. However, the study showed that a significant portion of basic writing courses are taught by tenure track English department faculty members. This finding represents a strength of this population as the national study showed that almost no basic writing courses were taught by tenure track faculty. In addition, the atmosphere of the small, Christian liberal arts colleges encourages low teacher/student ratios and more contact between faculty members and students in writing classes. These are areas of strength the Coalition schools should develop further.This study also reports and analyzes actual writing assignments and syllabi, some of the course materials Stephen North calls "lore." The examination of these materials shows more clearly than survey responses the types of writing students are actually doing in basic writing classes.
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Haber, Marian Wynne. "Ability Grouping in College Beginning Media Writing Classes." Thesis, North Texas State University, 1987. https://digital.library.unt.edu/ark:/67531/metadc330684/.

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The problem with which this investigation is concerned is that students of unequal writing ability are frequently placed in the same beginning media writing classes in college journalism. It is difficult for a teacher to be effective when the ability of the students ranges from those who cannot write clear complete sentences to others whose work already appears in newspapers and magazines. The purpose of this study is to determine whether students who are ability grouped into slow—average and advanced groups do the same, better, or worse than heterogeneously grouped students. In the spring semester of 1987, students in Journalism 1345, Media Writing laboratory, at the University of Texas at Arlington, were given a pretest to determine how well they wrote a simple news story and a simple feature story. On the basis of that test, which was graded by three raters, the students were placed in two separate ability groups in three classes. The fourth class contained students with heterogeneous abilities who were not placed in groups. At the end of the semester a posttest was given in news and feature writing. A two-way analysis of variance was used to analyze the posttest scores of sixty-seven students. There was no significant difference in the posttest scores of students who were grouped homogeneously and those who were grouped heterogeneously. The difference in the scores of heterogeneously grouped advanced students and homogeneously grouped advanced students was not significantly different from the difference between the posttest scores of heterogeneously grouped slow-average students and homogeneously grouped slow-average students.
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Breeze, William. "Teaching a critical culture : raising our pedagogical consciousness in the writing classroom /." View abstract, 2006. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&res_dat=xri:pqdiss&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&rft_dat=xri:pqdiss:3248454.

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Bir, Elizabeth A. "Teaching matters pedagogical ideologies and success in the basic writing classroom /." Greensboro, N.C. : University of North Carolina at Greensboro, 2007. http://libres.uncg.edu/edocs/etd/1510Bir/umi-uncg-1510.pdf.

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Thesis (Ph.D.)--University of North Carolina at Greensboro, 2007.
Title from PDF t.p. (viewed Mar. 11, 2008). Directed by Nancy A. Myers; submitted to the Dept. of English. Includes bibliographical references (p. 176-186).
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Books on the topic "Teaching College Writing"

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Teaching college writing to diverse student populations. Ann Arbor: University of Michigan Press, 2009.

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Coonrod, Rick. Writing college, writing life: For English 101, Introduction to college writing, first-year writing program, Boise State University. 4th ed. Boston, MA: Bedford/St. Martin's, 2012.

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Developing successful college writing programs. San Francisco: Jossey-Bass, 1989.

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Developing successful college writing programs. Portland, Me: Calendar Islands Publishers, 1998.

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Choices: Situations for college writing. Southlake, TX: Fountainhead Press, 2008.

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Tchudi, Stephen. Teaching writing in the content areas: College level. Washington, D.C: National Education Association of the United States, 1986.

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Thirteen weeks: A guide to teaching college writing. Portsmouth, NH: Boynton/Cook, 1991.

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Tingle, Nick. Self-development and college writing. Carbondale: Southern Illinois University Press, 2004.

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Brandon, Lee E. Writing connections: You, college, and careers. Boston, Mass: Houghton Mifflin, 2004.

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Cindy, Moore, and Huot Brian A, eds. A guide to college writing assessment. Logan, Utah: Utah State University, 2009.

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Book chapters on the topic "Teaching College Writing"

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Ostrom, Robert, Michael Gotesman, and Juanita C. But. "Poetry in Biology: Enhancing Science Education with Creative Writing." In Teaching College-Level Disciplinary Literacy, 147–66. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-39804-0_6.

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Curry, Mary Jane. "Skills, Access, and ‘Basic Writing’: a Community College Case Study from the United States." In Teaching Academic Writing in UK Higher Education, 180–95. London: Macmillan Education UK, 2006. http://dx.doi.org/10.1007/978-0-230-20858-2_13.

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Hu, Hong, and Hui Wu. "Writing-Research on Vocational College English-Teaching Based on Web-Blog." In Advances in Intelligent and Soft Computing, 715–18. Berlin, Heidelberg: Springer Berlin Heidelberg, 2011. http://dx.doi.org/10.1007/978-3-642-24775-0_111.

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Scrocco, Diana L. Awad. "Using Music as a Theme in an Aural Project in a College Writing Course." In Teaching Drama in the Classroom, 55–57. Rotterdam: SensePublishers, 2011. http://dx.doi.org/10.1007/978-94-6091-537-6_12.

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Liu, Ying. "Construction of Creative Writing in College English Teaching in the Age of “Internet+”." In Advances in Intelligent Systems and Computing, 1918–25. Singapore: Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-15-2568-1_268.

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Wei, Hong. "An Exploration on College English Writing Teaching Innovation in the Age of Big Data." In Lecture Notes in Electrical Engineering, 651–56. Singapore: Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-15-5959-4_79.

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Juan, Sun, Cui Li, Zhang Saiyun, and Zhou Xianwu. "Applying the Online Intelligent Grading System to College English Writing Teaching: An Empirical Study." In Learning Technologies and Systems, 287–93. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-66906-5_27.

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Yun, Li-jun, and Ming-sheng Li. "Design of Online Sharing System for College Writing Teaching Resources in the Media Age." In Lecture Notes of the Institute for Computer Sciences, Social Informatics and Telecommunications Engineering, 193–204. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-84386-1_16.

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Jianliang, Guo. "Design and Implementation of Automatic Evaluation System in College English Writing Teaching Based on ASP.Net." In Advances in Intelligent Systems and Computing, 1622–26. Singapore: Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-33-4572-0_238.

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Xiong, Sujuan, Wanwu Huang, and Yaqi Chen. "A Study on the Application of Computer-Assisted Teaching of English Writing to Vocational College Students." In Advances in Computer Science, Environment, Ecoinformatics, and Education, 611–16. Berlin, Heidelberg: Springer Berlin Heidelberg, 2011. http://dx.doi.org/10.1007/978-3-642-23324-1_98.

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Conference papers on the topic "Teaching College Writing"

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Tang, Mei. "Study on College English Writing Teaching." In 2017 International Conference on Humanities Science, Management and Education Technology (HSMET 2017). Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/hsmet-17.2017.77.

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Zhao, Wenlan. "Research on Bidirectional Cultural Teaching in College English Writing Teaching." In 2017 2nd International Conference on Education, Sports, Arts and Management Engineering (ICESAME 2017). Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/icesame-17.2017.406.

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Wang, Xin, Xiangyu Jiang, and Xianwei Li. "Research on the Teaching of College English Writing." In 2020 Conference on Education, Language and Inter-cultural Communication (ELIC 2020). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.201127.043.

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Zhao, Wenlan. "Bidirectional Cultural Infiltration in College English Writing Teaching." In 2016 2nd International Conference on Economics, Management Engineering and Education Technology (ICEMEET 2016). Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/icemeet-16.2017.205.

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"Application Analysis of Task - based Teaching in College English Writing Teaching." In 2019 International Conference on Advanced Education, Service and Management. The Academy of Engineering and Education (AEE), 2019. http://dx.doi.org/10.35532/jsss.v3.111.

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"Application Analysis of Task - based Teaching in College English Writing Teaching." In 2018 International Conference on Social Sciences, Education and Management. Francis Academic Press, 2018. http://dx.doi.org/10.25236/socsem.2018.146.

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Zhang, Hongying. "Practical Study on Project Teaching Methods in College Practical Writing Teaching." In 2nd International Conference on Education, Management and Social Science (ICEMSS 2014). Paris, France: Atlantis Press, 2014. http://dx.doi.org/10.2991/icemss-14.2014.4.

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Wu, Liyun. "Study on Application of Blended Teaching in College English Writing Teaching in Higher Vocational Colleges." In Proceedings of the 4th International Conference on Humanities Science, Management and Education Technology (HSMET 2019). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/hsmet-19.2019.65.

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Yan, Hongcai, and Yinqiu Song. "The Application of CALL in College English Writing Teaching." In International Conference on Humanities and Social Science 2016. Paris, France: Atlantis Press, 2016. http://dx.doi.org/10.2991/hss-26.2016.37.

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Zhang, Zefen. "Studies on College English Writing Teaching Based on Blog." In 2012 National Conference on Information Technology and Computer Science. Paris, France: Atlantis Press, 2012. http://dx.doi.org/10.2991/citcs.2012.211.

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