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Journal articles on the topic 'University writing assignments'
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1
Hendriwanto, Hendriwanto, Nurani Hartini, Joko Nurkamto, and Ramnita Sharda. "AN ANALYSIS OF UNIVERSITY STUDENTS’ ARGUMENTATIVE WRITING: FUNCTIONAL PERSPECTIVE." Academic Journal Perspective : Education, Language, and Literature 8, no. 2 (2020): 147. http://dx.doi.org/10.33603/perspective.v8i2.4373.
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This study aims to investigate the role of SFL theory in teaching academic writing. The present study was to find out what the change of genre awareness of students’ writing. Twenty-two participants were recruited to engage in the process of deconstruction, join construction, and independent construction activities. The findings of study revealed two important aspect in teaching academic writing, thematic Progression in students’ writing and appraisal concept in students’ writing argumentation. Data sources were gathered through student assignments to write argumentative essay. Student assignments were written in 6o minutes with the IELTS and TOEFL writing. Questionnaire and interviews in argumentative writing were given to students. Data were collected from students’ assignment and data were analysed through transitivity and appraisal system (Martin & White, 2015). This finding of the study implies to the language education particularly writing instruction.
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Llosa, Lorena, and Margaret E. Malone. "Comparability of students’ writing performance on TOEFL iBT and in required university writing courses." Language Testing 36, no. 2 (2018): 235–63. http://dx.doi.org/10.1177/0265532218763456.
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Investigating the comparability of students’ performance on TOEFL writing tasks and actual academic writing tasks is essential to provide backing for the extrapolation inference in the TOEFL validity argument (Chapelle, Enright, & Jamieson, 2008). This study compared 103 international non-native-English-speaking undergraduate students’ performance on two TOEFL iBT® writing tasks with their performance in required writing courses in US universities as measured by instructors’ ratings of student proficiency, instructor-assigned grades on two course assignments, and five dimensions of writing quality of the first and final drafts of those course assignments: grammatical, cohesive, rhetorical, sociopragmatic, and content control. Also, the quality of the writing on the TOEFL writing tasks was compared with the first and final drafts of responses to written course assignments using a common analytic rubric along the five dimensions. Correlations of scores from TOEFL tasks (Independent, Integrated, and the total Writing section) with instructor ratings of students’ overall English proficiency and writing proficiency were moderate and significant. However, only scores on the Integrated task and the Writing section were correlated with instructor-assigned grades on course assignments. Correlations between scores on TOEFL tasks and all dimensions of writing quality were positive and significant, though of lower magnitude for final drafts than for first drafts. The TOEFL scores were most highly correlated with cohesive and grammatical control and had the lowest correlations with rhetorical organization. The quality of the writing on the TOEFL tasks was comparable to that of the first drafts of course assignment but not the final drafts. These findings provide backing for the extrapolation inference, suggesting that the construct of academic writing proficiency as assessed by TOEFL “accounts for the quality of linguistic performance in English-medium institutions of higher education” (Chapelle, Enright, & Jamieson, 2008, p. 21).
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Hiller, Kristin E. "Introducing Translanguaging in an EAP Course at a Joint-Venture University in China." RELC Journal 52, no. 2 (2021): 307–17. http://dx.doi.org/10.1177/00336882211014997.
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This article describes an innovative approach to introducing translanguaging in an English for academic purposes (EAP) course at a young Sino–US joint-venture university in China. To promote the use of Chinese students’ full linguistic and communicative repertoires in an English-medium-of-instruction university, I intentionally incorporated translanguaging into an EAP course through three components: explicit discussion of translanguaging, a short writing assignment on an extended definition of a Chinese concept, and a team survey project to test a generalization about Chinese culture. Observation and feedback from students indicate that these translanguaging writing assignments have the potential to contribute to students’ cultural knowledge, writing and communication skills, intercultural communication and awareness, and identity construction as translingual and transnational students. I describe the context and rationale for the innovative assignments, and the assignments themselves. I then reflect on the process and discuss implications and plans for expansion of activities that promote translanguaging.
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Shi, Ling, and Yanning Dong. "Graduate Writing Assignments Across Faculties in a Canadian University." Canadian Journal of Higher Education 45, no. 4 (2015): 123–42. http://dx.doi.org/10.47678/cjhe.v45i4.184723.
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This study examines 143 graduate assignments across 12 faculties or schools in a Canadian university in order to identify types of writing tasks. Based on the descriptions provided by the instructors, we identified nine types of assignments, with scholarly essay being the most common, followed by summary and response, literature review, project, review, case analysis, proposal, exam, and creative writing. Many assignments are instructor-controlled and have specific content requirements. Some are also process-oriented, providing students with teacher or peer feedback on outlines or initial drafts, suggestions for topic choices, and examples of good writing. With an overview of the types of writing tasks across campus, the study has implications for English for Academic Purposes (EAP) or graduate writing program designers, material developers, educators working within and across disciplines, and researchers interested in the types of university writing assignments in Canada.
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Kim, Miseon. "A Study on Plagiarism Patterns in University Students’ Writing: Focus on Copy Killer Test Results." Korean Association for Literacy 13, no. 4 (2022): 217–44. http://dx.doi.org/10.37736/kjlr.2022.08.13.4.07.
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The purpose of this study is to find a way to educate university students on writing ethics. For this study, 3,374 liberal arts class assignments were analyzed using Copy Killer test results.
 As a result of analyzing the plagiarism rate based on students’ gender, class method, and type of assignment, there was no difference in the plagiarism rate according to the gender of the student. There is a difference in the plagiarism rate between online and on-campus courses. This may indicate that an undergraduate student is more likely to engage in plagiarism when writing an assignment for an online course. There was also a correlation between the type of assignments and the plagiarism rate. Book reviews, columns, and academic essays showed the highest frequency with a plagiarism rate of 0 to 10%, and books with a plagiarism rate of 60% or higher showed the highest frequency in book reviews.
 Instructors should pay attention to students’ assignments and make it mandatory to check for plagiarism. However, since plagiarism is reduced only by checking the plagiarism rate, it is necessary to repeatedly teach writing ethics in class.
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Suciawati, Hasni, Gemala Widiyarti, and Siti Rakiyah. "TEKNIK MENINGKATAN KETERAMPILAN MENULIS DESKRIPSI PADA PEMBELAJARAN BAHASA INGGRIS MELALUI MEDIA GAMBAR PADA MAHASISWA PGSD KELAS 2A12 UNIVERSITAS QUALITY TAHUN AKADEMIK 2021/2022." JURNAL CURERE 6, no. 1 (2022): 38. http://dx.doi.org/10.36764/jc.v6i1.721.
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The purpose of this research is to improve the writing ability of Quality university students, especially class 2A12 by using English. In improving writing skills, researchers used pictures as media to stimulate their abilities. From the results of observations made for some time, students' writing skills in English were very lacking. This happened because of the lack of stimulus used during the teaching and learning process, causing them to become less enthusiastic when given English assignments, especially writing assignments
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Hanan Mohammed Al-Dirwish. "Plagiarism in EFL Students’ Assignments A Case Study." Albaydha University Journal 2, no. 2 (2020): 281–87. http://dx.doi.org/10.56807/buj.v2i2.70.
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The aim of the current study is to investigate plagiarism in EFL students’ essay assignments. It throws light on the importance of writing for individuals, particularly for university students without plagiarism. It took place at the Faculty of Education and Sciences, Rada'a, Al-Baydha University. The sample consisted of thirty-four students of the second and third levels. The findings of this case study indicate that 11 out of 34 (32.35%) of those students’ assignment are plagiarized. The findings are thoroughly discussed based on previous studies and the researcher’s perspective. It states some beneficial and reasonable solutions and recommendations directed to students, teaching staff and to further research.
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Song, Sunryoung. "A Study on the Influence of Student Peer Correction on Writing Classes: Focused on Correction for the Self-introduction Letter." Korean Society of Culture and Convergence 44, no. 7 (2022): 707–19. http://dx.doi.org/10.33645/cnc.2022.7.44.7.707.
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Peer correction between students is a useful teaching method for students who cannot accept the affixation of professors or who do not submit assignments at all due to their strong arguments. This is because it is possible for students who have not submitted their assignments to receive assignments from other students, read and correct them according to the writing evaluation criteria table. Therefore peer correction in the class provides students who have significantly poor writing skills with the opportunity to participate in the class and can be helped with their writing through the experience of reading and evaluating other students’ assignments. Student peer correction of self-introduction statements conducted by the author during the second semester of 2019 and the second semester of 2020 consisted of learner-centered writing class, so that the learner’s class participation and concentration were also improved. Therefore, Student peer correction in university writing education has had a very positive effect.
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Rahma Hakiki, Ghaida Nurul. "Perception of EFL Students on the Use Grammarly Application in Writing Class." EDUVELOP 4, no. 2 (2021): 99–106. http://dx.doi.org/10.31605/eduvelop.v4i2.891.
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As EFL students, we cannot separate from writing assignments and articles in English. For some students, it is not easy to express thoughts with good grammar directly. They often require several repetitions of works to avoid making mistakes. Even so, they still make a mistake in grammar. Grammatical errors in the writing class often make it difficult for lecturers to understand student writing content so that students get unsatisfactory feedback. One solution to this problem is implementing the Grammarly application in writing assignments and articles. This study aims to determine students' views on using the Grammarly application in writing assignments and articles. This study uses a qualitative approach with descriptive analysis methods. The research subjects were students of the fifth semester of English Language Education, FKIP Tidar University. The research data used an automatic grammar checker in the learning process of writing namely Grammarly.
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Arnold, Laura. "Practice makes perfect: a WID approach for Human Resource Management Honours students at a South African university." Scholarship of Teaching and Learning in the South 2, no. 1 (2018): 42. http://dx.doi.org/10.36615/sotls.v2i1.25.
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Little is known about how postgraduate students should be taught to write in their discipline. This research explores how a research preparation module supported Human Resource Management Honours students to write their research reports at a South African university. The module incorporated a ‘Writing in the Disciplines’ (WID) approach, because students, who worked in groups, wrote a series of developmental assignments marked according to rubrics that made the conventions of the report explicit. Many of the developmental assignments were rewritten as components of the research report. In order to determine if rewriting the assignments improved the students’ writing, the assignments from four groups were evaluated against the students’ rubrics. The redrafted assignments met more of the criteria in the marking rubrics. Since all group members spoke English as an additional language, this approach might benefit postgraduate students in similar contexts. The findings suggest that academic staff who want to offer developmental assignments prior to the submission of a larger research text should ensure that students are supported in two ways. Firstly, the design of the assignments should provide students with the opportunity to practice writing all the components of the larger piece of research writing. Secondly, supervisors and academic literacies practitioners should collaborate more effectively so that they can use what they learn from each other to better support students to write for their disciplines.
 How to cite this article:
 ARNOLD, Laura. Practice makes perfect: a WID approach for Human Resource Management Honours students at a South African university. Scholarship of Teaching and Learning in the South, v. 2, n. 1, p. 42-59, Apr. 2018. Available at: http://sotl-south-journal.net/?journal=sotls&page=article&op=view&path%5B%5D=25
 
 This work is licensed under the Creative Commons Attribution 4.0 International License. To view a copy of this license, visit http://creativecommons.org/licenses/by/4.0/
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Coyle, James P. "32. Teaching Writing Skills That Enhance Student Success in Future Employment." Collected Essays on Learning and Teaching 3 (June 13, 2011): 195. http://dx.doi.org/10.22329/celt.v3i0.3262.
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The ability to write well is often critical for effective work performance. Although basic writing courses provide a foundation for college and university students, discipline-specific writing tasks and methods are frequently learned indirectly. Incorporating occupational writing skills in course curriculum better prepares students for future employment. This paper suggests a three-step process for teaching pertinent writing skills in college and university courses: identify writing skills relevant to post-graduation occupations, include writing in course learning modules, and assess writing skills with assignments that mirror workplace writing tasks. Balancing curricular learning with these workplace needs is an ongoing challenge for instructors.
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Ranney, Frances J., and Kevin M. McNeilly. "International Business Writing Projects: Learning Content Through Process." Business Communication Quarterly 59, no. 1 (1996): 9–21. http://dx.doi.org/10.1177/108056999605900102.
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A project undertaken by members of the marketing and English departments in a midwestern university incorporates writing assignments into an intro ductory course in international business. This discussion of course goals and writing projects shows that attention to writing can increase the amount of time students devote to learning course content.
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Storch, Neomy, and Joanna Tapper. "A useful kind of interaction? evaluations by university students of feedback on written assignments." Australian Review of Applied Linguistics 25, no. 1 (2002): 147–67. http://dx.doi.org/10.1075/aral.25.1.08sto.
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Abstract In content subjects, university teachers hope that students find their comments on written assignments useful contributions to student learning of content and disciplinary writing. However, teachers often do not know what effect this form of interaction has on student readers. In this study we investigated student reactions to teacher feedback in a law subject. Data included teacher feedback written on 76 student assignments, responses by 72 students to a questionnaire about the feedback and interviews with 9 students. Responses from two groups were compared. One group (Group A) comprised students born in Australia or another English-speaking country and those born in non-English speaking countries but who had been residents in Australia for over seven years. The other group (Group B) comprised students born in non-English speaking countries and who had been resident in Australia for less than seven years. The students from both groups were most interested in specific comments on content matters and only half were interested in comments on written expression. Students from Group B were more likely than Group A students to find teacher comments useful for subsequent assignment writing. The responses from all students indicate that although they found teacher comments useful, they were not necessarily totally satisfied with the nature of the feedback.
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Hubert, Michael D. "US University Learner Attitudes towards Foreign Language Writing." ISRN Education 2012 (March 4, 2012): 1–8. http://dx.doi.org/10.5402/2012/815493.
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Language acquisition research strongly suggests that writing is essential to modern language instruction. Current best practice dictates that some form of target language writing be part of almost every type of foreign language (FL) course. However, FL instructors often receive complaints from students concerning the writing required in different FL courses. Many instructors appear to believe that their students have negative attitudes towards FL writing, and that negative attitudes may hurt student motivation. This paper reports on a survey of 759 FL students enrolled at a midsized university in the western United States. These students were asked to describe their FL writing assignments, their personal FL writing, and their attitudes towards the importance of writing to their language acquisition. Results indicate overall very positive attitudes towards FL writing among these students, as well as plans reported by the majority of students to continue to write in their FL after college.
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Jali, Isabella. "Analysing Grammar Errors in Malay Language Learning." Journal of Cognitive Sciences and Human Development 7, no. 1 (2021): 72–85. http://dx.doi.org/10.33736/jcshd.3050.2021.
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This study aims to describe the grammatical errors in an analysis of a Malay language course assignment. It focuses on several local students who enrolled on MPU3312 Malay Language course at a public university in Semester 1, 2020/2021 session. The study was conducted on 250 students, using scripts from their group assignment, namely Text Error Analysis Task (Tugasan Analisis Kesalahan Teks). A total of 25 samples of student assignments were analysed and described using Corder Error Analysis Theory. Findings show that students committed 79 types of grammatical errors. Errors in the orthographic (ortografi) aspect are the most common. Preposition (Kata sendi nama) errors and redundancy (kelewahan) were also distinctively found in the writing samples. There were also other types of grammatical errors identified, such as copular verb (kata pemeri), "ianya", abbreviation (singkatan), affix (imbuhan), and word choice (pemilihan kata). The study has brought an understanding of the nature of typical grammatical errors in Malay language writing at the university.
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Therova, Dana. "A Case Study of Academic Vocabulary in a Novice Student’s Writing at a UK University." Journal of English Language Teaching and Linguistics 6, no. 3 (2021): 557. http://dx.doi.org/10.21462/jeltl.v6i3.609.
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<em>Mastering appropriate writing style is one of the challenges frequently experienced by novice student writers entering higher education. Developing academic writing skills is, however, crucial for students new to academic settings since written assignments constitute the main form of assessment in tertiary education. Novice student writers thus need to acquire the writing conventions used in academic settings to achieve success in high-stakes assessment. Underlying success in academic writing is the usage of academic vocabulary regarded as a key feature of academic writing style. Through textual analysis accompanied by interview data utilising the ‘talk around text’ technique, this corpus-based case study reports on the deployment of academic vocabulary in four genres of assessed academic writing produced by one international foundation-level student at a UK university. The findings reveal a small number of newly acquired academic vocabulary items deployed in each written assignment with all new academic words having been acquired from reading materials. In addition, the important role that the topic and genre play in student written production becomes apparent. These findings have potentially important pedagogical implication for contexts catering for novice student writers entering tertiary education, such as foundation programmes or pre-sessional courses.</em>
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Plutsky, Susan, and Barbara A. Wilson. "Writing Across the Curriculum in a College of Business and Economics." Business Communication Quarterly 64, no. 4 (2001): 26–41. http://dx.doi.org/10.1177/108056990106400404.
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A recent study examined how written communication concepts and skills have been integrated into core courses in the College of Business and Economics at California State University, Northridge. Writing-across-the-curriculum programs have met with mixed success. We wanted to see how elements of such a program were working at our university. Through a survey of faculty, we found the pres ence of both formal and informal writing policies, differences in standards for writ ing in upper-division core courses, differences in assignments, differences in assess ment strategies and in the results of such assessments, and, finally, differences in perceptions about whether WAC is a good idea. In general, faculty do provide opportunities for students to write, but many feel students write poorly and thus can handle only easy assignments, and many faculty consider themselves ineffec tive teachers of writing. Based on this study we recommend the implementation of team-taught, interdisciplinary courses; the development of standards for writing and assessment ; and training programs for faculty who want to integrate writing into their courses.
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Hanafi, Hanafi, and Dian Rianita. "A Case Study of the Use of Wikipedia among English Department Students of Andalas University." JET ADI BUANA 6, no. 02 (2021): 171–90. http://dx.doi.org/10.36456/jet.v6.n02.2021.4506.
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This article reports an investigation of university students’ use of online Wikipedia site in writing their assignment or research report. Data were collected through a survey questionnaire and interview. First of all, a survey questionnaire was distributed among the learners (n=70) identifying their computer and internet literacy, frequency, strategy, and future orientation of using Wikipedia for their writing assignments or essays. Then, interviews with some lecturers (N=8) revealed teachers’ lack of awareness and agreement of Wikipedia in academic writing, partially due to the absence of Departmental policy. As the results, despite being already informed of the encyclopedia’s academic unreliability, Indonesian EFL informants in this study were proven to be familiar with computer and capable of using internet and incorporating Wikipedia materials when writing their essays at Andalas University. The data also indicated that students had improved their techniques of using the Wikipedia from copying-and-pasting to editing and paraphrasing. Half of them did not cross check Wikipedia article’s citations and references. Therefore, students’ awareness of the ease of Wikipedia may have encouraged them to consciously plagiarize in addition to the absence of their lecturers’ awareness upon this issue.
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Mumin, Mas Ayu. "The Academic Dilemma on the Use of Proof Readers in Academic Assignments." World Journal of English Language 12, no. 4 (2022): 16. http://dx.doi.org/10.5430/wjel.v12n4p15.
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It is a well-known idea that Non-Native English Speakers (NNES) often try to find ways to assist writing. Perhaps, the most common assistance would be feedback from their supervisors or support from their peers. However, certain students with means, would go the extra mile of employing proofreaders to help improve their writing. This study is part of a longitudinal narrative study involving five international postgraduate students in a UK university where the theme of proofreader and/or proofreading had become an academic dilemma on whether it should be permitted at all. The findings showed both positive and negative assumptions from the participants. A participant who scored well with the help of proofreaders learnt the university’s writing conventions from her ‘mistakes’. Another participant who was academically weaker however, expected her writing to be ‘translated’ into the university’s writing conventions along with grade improvements. Other participants deemed such gesture as immoral and blamed the university for not banning such services, putting less financially able students at a ‘disadvantage’.
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Mumin, Mas Ayu. "The Academic Dilemma on the Use of Proof Readers in Academic Assignments." World Journal of English Language 12, no. 4 (2022): 16. http://dx.doi.org/10.5430/wjel.v12n4p16.
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It is a well-known idea that Non-Native English Speakers (NNES) often try to find ways to assist writing. Perhaps, the most common assistance would be feedback from their supervisors or support from their peers. However, certain students with means, would go the extra mile of employing proofreaders to help improve their writing. This study is part of a longitudinal narrative study involving five international postgraduate students in a UK university where the theme of proofreader and/or proofreading had become an academic dilemma on whether it should be permitted at all. The findings showed both positive and negative assumptions from the participants. A participant who scored well with the help of proofreaders learnt the university’s writing conventions from her ‘mistakes’. Another participant who was academically weaker however, expected her writing to be ‘translated’ into the university’s writing conventions along with grade improvements. Other participants deemed such gesture as immoral and blamed the university for not banning such services, putting less financially able students at a ‘disadvantage’.
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Merkel, Warren. "“Make the Appointments Obligatory”: The Cultural and Institutional Challenges of Establishing a University Writing Center in Norway." Nordic Journal of Modern Language Methodology 8, no. 2 (2020): 49–67. http://dx.doi.org/10.46364/njmlm.v8i2.763.
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In the US, writing centers have a long history at institutions of higher learning. Often housed in individual colleges, writing centers function to help both undergraduate and graduate students develop their writing skills and become more confident, independent writers. Assistance, which is typically offered by students who are themselves seasoned writers, takes form in both face-to-face and online tutoring sessions, and can focus on tenets of writing ranging from general skills (e.g., outlining, drafting, organization) to discipline- or genre-specific assignments (e.g., theses, reports, presentations). In recent years, efforts have been made to transfer the writing center culture across the pond; success stories have popped up in a wide range of European countries. Yet several contexts have yet to be investigated. The purpose of this study was to examine the challenges of establishing a writing center at the Department of Teacher Education (Institutt for lærerutdanning) at the Norwegian University of Science and Technology (NTNU). In autumn 2019, 43 pre-service second-year students taking a course on Content and Language Integrated Learning (CLIL) were obligated to make one appointment with the writing center to discuss drafts of a paper for a required assignment. Afterwards, they completed a survey detailing the experience of their visit. Results revealed that while students on the whole benefited from the sessions to discuss their writing, the students hinted at several cultural deviations that have the potential to hobble efforts of establishing a writing center. Instructional implications are discussed.
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Permatasari, Kun Makhsusy, and Irawati Agustine. "Impact of Machine Translation on Japanese Writing Skills." AL-ISHLAH: Jurnal Pendidikan 14, no. 2 (2022): 1095–102. http://dx.doi.org/10.35445/alishlah.v14i2.2033.
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The purpose of this study was to determine the impact of machine translation on Japanese writing skills. The ability to write Japanese is also understood through the components of writing. This study uses experimental research using a one-group experimental design. It was conducted at Private University in Jakarta. Data collection techniques are documents and written tests. The participants were 60 students who received the Writing Course. To determine the effect of using machine translation on Japanese writing skills, it was analyzed using the t-test: Paired Two Sample for Means. The results of the study concluded that machine translation had a significant impact on the completion of writing assignments so which led to an increase in writing ability. However, in the study of each component of writing, there are still weaknesses in the aspects of grammar and the development of logical ideas. Therefore, this research has implications for understanding how machine translation works, which has limitations and students must review their writings at the editing stage.
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Alhojailan, Ahmad I. "The Effect of Academic Vocabulary Use on Graduate Students’ Writing Assignment Scores." English Language Teaching 12, no. 9 (2019): 33. http://dx.doi.org/10.5539/elt.v12n9p33.
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Since students are increasingly expected to use academic vocabulary while at university, this study was conducted to determine whether a statistical correlation existed between the use of academic vocabulary in assignments and the marks obtained by graduate students, using a purposive sample of graduate students (n = 11). The students were asked to provide some of their assignments and to take part in an interview. Twenty-three assignments were collected, and five students were interviewed. Textual analyses and interviews were conducted to measure correlations between variables and address other questions. To determine words that could be identified as being academic, I used the academic word list (AWL) created by Coxhead in 2000. No significant correlation was found between the use of the academic vocabulary in the assignments and the marks the students received. Additionally, this study investigated certain other variables, such as: the importance of academic vocabulary from the students&rsquo; perspective, their understanding of academic vocabulary, and their attitudes towards the choice of academic vocabulary.
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Arifuddin, Nur, Asmaul Husna, and Fahmi Shihab Az zamzami. "Istiratijiyyat Haqibah al-Injaz fi Ta’lim al-Kitabah lada Thalabah al-Barnamaj al-Mukatstsaf li Ta’lim al-Lughah al-Arabiyah bi Jami’ah Maulana Malik Ibrahim al-Islamiyah al-Hukumiyah Malang." LUGAWIYYAT 4, no. 2 (2022): 118–36. http://dx.doi.org/10.18860/lg.v4i2.17646.
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Writing is one of the four language skills that students and the last language skill in language learning. Even in the academic field, especially at the university level, the urgency of these skills is very large in learning activities, which we know that student work requires writing skills, especially for writing a thesis and dissertation. At the tertiary level, learning writing skills is divided into three stages: directed writing, free writing, and academic writing. This research uses a descriptive method. The data collection technique uses document techniques, in-depth interviews and participant observation. The results of this study are; First: Teachers of the Arabic Language Development Program have conducted an evaluation using a portfolio strategy in learning to write to obtain information about the results of student assignments. The teacher / lecturer implements this strategy by collecting all student work during the learning process, which contains the work results that have been checked by the lecturer and corrected by the students according to the notes given. Second: the positive factor of this strategy is to improve students' ability to evaluate themselves during the writing process, and students can learn from their mistakes and be able to improve their independent writing competence. The negative factors are the problems in the students' writing examination activities which are divided into three parts; the timing is not right, the students 'writing is not understandable, and the assignments are not in accordance with the lecturers' instructions. One of the obstacles faced by the lecturer in determining the results is when the assignments that have been collected by students are put into a portfolio containing paper folders, while some paper assignments are not put in that folder.
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Hundarenko, Olena. "Students’ Perspectives on Academic Writing in European Higher Education (Based on 2019 Erasmus Teaching Experience in Slovak and Hungarian University)." Revista Romaneasca pentru Educatie Multidimensionala 12, no. 4 (2020): 87–102. http://dx.doi.org/10.18662/rrem/12.4/335.
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Although studies on the approaches and methods of teaching Academic Writing in university classroom are extensive, comparative studies on students’ evaluation of the classroom strategies and techniques applied are still scant. Therefore, this research implies a quantitative study based on comparative analysis of Slovak and Hungarian EFL learners’ responses on a special questionnaire in English Academic Writing. The objective of the study was to explore senior university students’ attitude to the academic writing tasks, specificity of a writing program at the university, its advantages and disadvantages; to evaluate their own writing abilities and provide recommendations concerning feedback and writing instructions in class along with the ways of their improvement. It accords to the area of study on effective writing assignments, techniques and methods involved in everyday practice in Central European universities, which can make academic writing both a productive and joyful tool in English language acquisition process.
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Estrella Ibarra, Felix David. "Improving foreign language writing anxiety and writing performance through Facebook: Evidence from Ecuadorian undergraduate students." Electronic Journal of Foreign Language Teaching 18, no. 2 (2021): 185–207. http://dx.doi.org/10.56040/ifdi1826.
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Foreign language anxiety refers to the negative feelings that students experience when dealing with a writing assignment. This study aims to find whether the social networking site Facebook can reduce foreign language writing anxiety, thus improving students' assignments quality. The present research uses a mixed methods design to triangulate the data gathered. The quantitative section of the study uses the Second Language Writing Anxiety Inventory to identify writing anxiety levels and the most common type of anxiety experienced by learners. The participants in this study were 29 undergraduate students of the last level of English at a polytechnic university in Guayaquil, Ecuador. The Second Language Writing Anxiety Inventory was administered at the beginning and the end of the intervention to measure the differences. Results suggest that students could lower their anxiety levels. The qualitative section of the investigation relies on a semi-structured interview to get students' opinions on Facebook. It serves to support the results from the quantitative stage of the inquiry. This study is relevant as it shows current data reported from Latin America, which is very scarce. Thus, it bridges a gap in the literature. The study identifies several implications in the administrative area as well as in the practical domain.
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Hoffmann, Debra Anne, and Kristen LaBonte. "Meeting information literacy outcomes: Partnering with faculty to create effective information literacy assessment." Journal of Information Literacy 6, no. 2 (2012): 70. http://dx.doi.org/10.11645/6.2.1615.
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This paper outlines the attempt by librarians at California State University Channel Islands (CI) to authentically assess the information literacy levels of first-year and third-year students, their partnership with faculty from CI’s writing and rhetoric programme in receiving a grant for this endeavour, the creation of a rubric and specialised assignment to facilitate the assessment process and the initial assessment data that came from the three-year grant period. Information gathered during our pilot study suggests that student information literacy proficiency levels can been determined by assessing student writing assignments, and that a targeted rubric is an effective authentic assessment measure in this endeavour. This study is of use to practising librarians as it highlights the efforts of the authors to partner with faculty, not only in assessing student papers, but also in creating a rubric and specialised bibliography assignment that can be used by librarians and faculty at their institutions. This article is based on a paper presented at LILAC 2011.
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Riddell, Jessica. "Performance, Feedback, and Revision: Metacognitive Approaches to Undergraduate Essay Writing." Collected Essays on Learning and Teaching 8 (June 12, 2015): 79. http://dx.doi.org/10.22329/celt.v8i0.4256.
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Abstract
 This paper explores ways in which frequent feedback and clear assessment criteria can improve students’ essay writing performance in a first-year English literature course. Students (n = 68) completed a series of three scaffolded exercises over the course of a semester, where they evaluated undergraduate essays using a predetermined assessment process. They were then asked to write their own essays and evaluate them using the same assessment criteria. The efficacy of the project was evaluated based upon student feedback, both quantitative and qualitative, and an analysis of their marks. The essay-writing project was informed by fundamental principles supported by research in teaching and learning: namely, that early intervention in first-year courses helps students improve their essay-writing skills, clear and transparent expectations are crucial for positive student perceptions around learning, carefully scaffolded assignment help students develop their writing skills over time, and increasing the frequency of writing opportunities and feedback leads to higher learning outcomes. Findings suggest that a metacognitive approach to essay writing can provide significant opportunities for students to improve their essay-writing skills. The essay-writing project has implications for those who plan, support, and deliver first-year university courses, particularly those courses involving academic writing assignments.
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Kirovska-Simjanoska, Daniela. "Digital vs in-Person Learning Environment in ESP Classrooms: Let the Students Decide." SEEU Review 14, no. 1 (2019): 36–68. http://dx.doi.org/10.2478/seeur-2019-0004.
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Abstract In this study of English Foreign Language Learners, the author explored the learning preferences of 14 students (ages 18-20) enrolled in English for Specific Purposes (ESP) course. All students were provided with the same content, course materials, assignments and time for completing the assignments. They were all given the same pre and post-learning questionnaire, writing tasks and final exam. However, they completed these tasks either in a digital environment or in-class. The study was conducted at South East European University in Macedonia where digital instruction is not well known or practiced. The results indicate that the best way for students to learn is by combining the two learning environments. By completing an assignment both ways, students discovered not only that some tasks are best done in a digital environment and others in class, but also they discovered their preferred way of learning.
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Ahmed, Abdelhamid, and Salah Troudi. "Exploring EFL Writing Assessment in an Egyptian University Context: Teachers and Students’ Perspectives." Journal of Language Teaching and Research 9, no. 6 (2018): 1229. http://dx.doi.org/10.17507/jltr.0906.12.
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The study identified the assessment practices used in an Egyptian EFL writing course at university and explored teachers and students’ perspectives of these assessment practices. The focus was on the assessment practices to inform and propose appropriate implications. This study is informed by social constructivism where knowledge is constructed socially through the perceptions of different participants. Eight students and eight EFL writing teachers were interviewed, and three EFL writing classes were observed. Findings revealed that writing assessment is important to both teachers and students. Diagnosing students’ writing was done rarely and superficially, using a non-standardised assessment. Reported formative assessment practices include attendance, homework, samples of students’ writing, class participation, assignments, and oral presentation. Stereotypical final exams were reported as the only summative assessment practice. Finally, the assessment criteria and the analytical scoring method were not communicated to students. Observed EFL writing classes mostly confirmed students’ perspectives about the reported practices. Implications and suggestions are provided.
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Weis, Tracey M. "Writing Autobiographies on Brown in the History Classroom." History of Education Quarterly 44, no. 1 (2004): 120–24. http://dx.doi.org/10.1111/j.1748-5959.2004.tb00153.x.
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About fifteen years ago, I heard Anne Firor Scott, W.K. Boyd Professor Emerita at Duke University, recount an exercise that she assigned to incoming Duke students: “How did your hometown respond to the Brown decision?” Students were required to consult local newspapers and public records, to interview relatives, neighbors, teachers, and public officials, and to carry out other research to address this query. Intrigued by this investigation, I devised an autobiographical version of this writing assignment for students at my northern campus. For the past several years, I have launched sections of my African American History II course with a first-person version of Scott's inquiry: “How has race, and especially the Brown decision, affected your educational history?” It began as a first-day, in-class writing assignment, but the most recent iteration asks them to draw upon course readings and library research resources to illuminate their personal experiences of race and education, from elementary grades to present-day college years. Students submit their first drafts near the beginning of the semester, reflect on historical readings and class discussions, and then revise their autobiographies by the end of the course. Student postings on our electronic discussion board make their reflections more public than traditional writing assignments, sparking discussions about how our perspectives have been shaped by different experiences of race and education.
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Feng, Haiying, Ya Sun, and Yi Zou. "English Writing Assignments and Students’ Self‐Perceived Writing Needs: A Survey of Undergraduates at a Chinese University." TESOL Quarterly 53, no. 3 (2019): 857–74. http://dx.doi.org/10.1002/tesq.511.
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Epstein, Molly Hill. "Teaching Field-specific Writing: Results of a WAC Survey." Business Communication Quarterly 62, no. 1 (1999): 29–38. http://dx.doi.org/10.1177/108056999906200103.
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In a recent survey, faculty in the College of Business Administration at Georgia State University recorded their perceptions of the effectiveness of both undergradu ate and graduate student writing. In general, respondents found students were able to design and present their documents well and to analyze and build common ground with the reader. They were less able to select and organize material, pres ent a plan of action, and express their message clearly. In further comments and follow-up discussions, respondents expressed frustration with their lack of time in class to teach both their areas of expertise and effective writing skills. "Evaluating written assignments is time consuming, labor-intensive work, and our new faculty work load policy will not encourage the use of written assignments. " "Writing is a skill that can be taught and we should be doing it. Unfortunately the move to larger class sizes is a disincentive for faculty to assign more written work."
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Khadawardi, Hanadi Abdulrahman. "Saudi Learners' Perceptions of Academic Writing Challenges and General Attitude Towards Writing in English." Journal of Language Teaching and Research 13, no. 3 (2022): 645–58. http://dx.doi.org/10.17507/jltr.1303.21.
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Second language (L2) academic writing is one of the most fundamental, yet sophisticated skills for university students to master. It requires the ability to not only create ideas using sentences, but also construct meaningful, logical and comprehensible texts. Thus, understanding students’ attitudes towards L2 writing and exploring the challenges that they experience while composing texts are necessary for L2 teachers and curriculum designers. The overall goal of this study is twofold: (1) to investigate students’ perceptions of the difficulty that they experience while writing academic texts in English and (2) to explore learners’ attitudes towards writing assignments in English. The goal here is to explore these issues using data obtained from 109 Saudi university students. Data were first collected using a questionnaire and then quantitatively analysed. The results show that students tend to perceive academic writing as challenging and adopt a mildly to moderately positive attitude towards writing in English. These findings offer some implications for teachers and curriculum designers to improve the L2 academic writing skills of students.
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HorbaĿauskienĿ, Jolita, and RamunĿ KasperaviĿienĿ. "Writing Assignments as a Way of Enhancing Foreign Language Proficiency at University Studies." Procedia - Social and Behavioral Sciences 232 (October 2016): 130–35. http://dx.doi.org/10.1016/j.sbspro.2016.10.037.
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Purwanto, Sugeng. "Improving Academic Writing Skills through Online Mode of Task-Based Assignments." English Language Teaching 9, no. 9 (2016): 74. http://dx.doi.org/10.5539/elt.v9n9p74.
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<p>This is to report a 2-Year Research Project (2015-2016) funded by the Directorate General of Higher Education of the Republic of Indonesia, which aims at justifying whether or not the online mode of task-based writing assignments (of various genres of English texts) could improve the writing skills of the students at higher education. An action research was conducted in College of Economics and Business Studies, Stikubank University (UNISBANK) Semarang, Central Java Indonesia in response to the lack of time allocated to students’ writing activities in their English class. Three cycles of treatments were employed—each with five phases, (1) identification of problem area, (2) collection and organization of data, (3) interpretation of data, (4) action based on data and (5) reflection of action. The findings showed that—compared with the initial condition— there was a mean increase of 31% and an increase of 121% in the students’ scores beyond the passing score of 61. Also, the students’ writing motivation increased considerably (&gt;86% toward positive attitudes) as revealed in the survey at the end of the treatment program.</p>
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McCord, T. J., and L. D. Bruya. "The discipline in Kinesiology and professional writing." Journal of Kinesiology & Wellness 1, no. 1 (2012): 40–44. http://dx.doi.org/10.56980/jkw.v1i1.40.
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The purpose was to examine the effect of writing revision opportunities across gender. Twenty two university freshman and sophomore male (G1M; n=11) and female (G2F; n=11) students were chosen randomly from the Kinesiology program. Writing protocol and instruction was provided by the instructor. Teacher Assistants (TA) were used to score the assignments. Students critiqued a peer refereed journal article. The first draft focused on format. The second draft (first revision) focused on format and graphics. The third draft (second revision) focused on format, graphics, and content. All previous drafts were stapled in sequence to provide feedback. H1: There was no gender differences in beginning scores (p=0.5). H 2: There was no difference in final score (p=.48). H3: There was no difference in number of revisions (p=.33). Most university students in Kinesiology chose to revise written work between 3-6 times.
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Zambreno, Karina, Emily Hoover, Neil Anderson, and Jeffrey H. Gillman. "Writing Across the Curriculum: Where Does Horticultural Science Fit In?" HortTechnology 14, no. 4 (2004): 621–24. http://dx.doi.org/10.21273/horttech.14.4.0621.
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In Fall 1999, the University of Minnesota implemented a writing-intensive (WI) requirement for undergraduates. As part of the requirement, students must take one upper-division WI course in their major. As of Spring 2002, the environmental horticulture major through the Department of Horticultural Science had only one WI course in its entire curriculum. Teaching faculty were interviewed and syllabi were reviewed to gather information on what types of writing are currently being assigned and to discuss where more WI courses should be placed in the environmental horticulture curriculum in the future. These surveys and interviews revealed that the majority of classes require formal writing and that the majority of the faculty review or are willing to review a draft of an assignment, two key components of the WI requirement. Informal writing assignments are less common, indicating a deficient area of the curriculum. With slight modifications, many classes in the environmental horticulture curriculum can meet the requirements to become designated as WI. Faculty agreed that WI courses should be placed in upper-level, smaller classes that place less emphasis on production techniques or plant identification.
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Birhanu, Simegn. "Using assignments and group writing as means of assessments in EFL writing instructions: Bahir Dar University in focus." International Journal of English and Literature 6, no. 1 (2015): 3–8. http://dx.doi.org/10.5897/ijel2014.0672.
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Kiasi, Mohammad Aghajanzadeh, and Seyedeh Lida Alavi. "Procedural Rhetoric: An Alternative to Traditional Academic Writing Programs." Theory and Practice in Language Studies 6, no. 12 (2016): 2309. http://dx.doi.org/10.17507/tpls.0612.11.
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A host of movements have been performed to broaden English language learners’ writing scholarship. A major rethink of L2 writing materials is what syllabus designers should pursue in some collegiate contexts; all the more so because writing is considered as a scholarly skill for English language learners to do academic assignments and manifest their academic attainments in different academic areas. Having this in mind, the present study explored the implications of new English writing course syllabuses designed based on procedural rhetoric, which made English majors significantly outperform conventional syllabuses users in terms of content, vocabulary, and language use. The achieved results ensured that university writing courses can bring about more accomplishments when a multi-faceted program aligned with contemporary concerns of academic writing is adopted.
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Silalahi, Rentauli Mariah. "ERROR ANALYSIS ON INFORMATION AND TECHNOLOGY STUDENTS’ SENTENCE WRITING ASSIGNMENTS." IJEE (Indonesian Journal of English Education) 1, no. 2 (2014): 151–66. http://dx.doi.org/10.15408/ijee.v1i2.1342.
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Students’ error analysis is very important for helping EFL teachers to develop their teaching materials, assessments and methods. However, it takes much time and effort from the teachers to do such an error analysis towards their students’ language. This study seeks to identify the common errors made by 1 class of 28 freshmen students studying English in their first semester in an IT university. The data is collected from their writing assignments for eight consecutive weeks. The errors found were classified into 24 types and the top ten most common errors committed by the students were article, preposition, spelling, word choice, subject-verb agreement, auxiliary verb, plural form, verb form, capital letter, and meaningless sentences. The findings about the students’ frequency of committing errors were, then, contrasted to their midterm test result and in order to find out the reasons behind the error recurrence; the students were given some questions to answer in a questionnaire format. Most of the students admitted that careless was the major reason for their errors and lack understanding came next. This study suggests EFL teachers to devote their time to continuously check the students’ language by giving corrections so that the students can learn from their errors and stop committing the same errors.
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Mazgutova, Diana, and Judith Hanks. "L2 Learners’ Perceptions of Their Writing Strategies on an Intensive EAP Course." Journal of Academic Writing 11, no. 1 (2021): 45–61. http://dx.doi.org/10.18552/joaw.v11i1.566.
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This study examines second language (L2) learners’ perceptions of their writing strategies on an intensive English for Academic Purposes (EAP) programme at a British university. The participants were 14 Chinese pre-undergraduate students who engaged in interviews and completed reflective journal entries. The results of the analyses indicate that after four weeks of studying on the EAP course, students believed that they started to apply a broader range of writing strategies, such as reading extensively, using exemplars of student writing to inform their own assignments, revising in a more focused manner and appreciating tutor feedback on their writing. Thus, the perceived increase in the use of various writing strategies is indicative of the potential effectiveness of a short EAP pre-sessional course.
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Lund, Jennifer. "Chinese Students Negotiating L2 English Writing Identity: Navigating Introductory Composition at a U.S. University." International Journal of Literacy, Culture, and Language Education 5 (August 6, 2017): 60–76. http://dx.doi.org/10.14434/ijlcle.v5i0.26930.
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This small scale ethnographic study explores the L2 English academic writing identity negotiation of three Chinese students within the context of an introductory composition course at a U.S. Midwestern university focused on the needs of international students. Through individual interviews and classroom observations, it was investigated whether participants’ previous language learning experiences and current language ideologies play a significant role in their attitudes towards acquiring L2 academic literacy skills in English. Another point of interest was how these students shape their ‘imagined communities’ in respect to second language writing and whether they experience any kind of ‘inferiority of identity’. Resultsconcluded that students were implicitly and explicitly aware of English as a dominant discourse and were able to describe specific stylistic differences between Chinese and English argumentative writing that seemed to have some effect on their conscious development of thought patterns in organizing writing assignments in a given socio‐‐‐cultural setting. Further notice of how L2 students accommodate or resist English academic writing conventions and how they may self‐‐‐marginalize their own L1 merits greater attention.
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Puspitasari, Elia, and Titik Lina Widyaningsih. "THE ANALYSIS OF BRAINSTORMING STRATEGY ON TEACHING WRITING IN THE UNIVERSITY LEVEL." J-ELLiT (Journal of English Language, Literature, and Teaching) 2, no. 2 (2018): 6. http://dx.doi.org/10.17977/um046v2i2p6-10.
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This research was aimed to analyze a brainstorming strategy on teaching writing, especially in writing a short story for the second-semester students of the English Department in (STKIP) PGRI Tulungagung in the academic year 2017/2018. This research was conducted using qualitative methodology. The researcher observed and analyzed the writing class where the lecturer was applying a brainstorming strategy. Qualitative data had been collected from observation of the teaching-learning process, interview with the lecturer and the students, and also questionnaire given to twenty students in that class. The data was in the form of observation, interview transcripts, and the results of the questionnaire. In this research, the researcher involved twenty participants to fill the questionnaire. There were six students from those twenty students and the lecturer who were involved in the process of interview. The result of the research showed that implementing a brainstorming strategy in writing class could improve student's skills in writing, especially writing a short story. The brainstorming strategy helped students to generate their ideas and express the ideas into a systematic paragraph. The students also felt that this strategy could improve their writing. When the lecturer applied a brainstorming strategy, the students could do their writing assignments better and also got good results. Thus, the researcher suggested that the lecturer and the students to apply a brainstorming strategy in ordered that the students’ writing skills could be improved.
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Richards, Daniel. "Graves, R. & Hyland, T. (Eds.). (2017). Writing assignments across university disciplines. Bloomington, IN: Trafford." Canadian Journal for Studies in Discourse and Writing/Rédactologie 28 (December 4, 2018): 270–80. http://dx.doi.org/10.31468/cjsdwr.741.
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For the last three years, I have been part of a team of multi-disciplinary faculty that holds a weeklong workshop each semester for approximately twenty teachers. These teachers, migrating to our cozy space in the library from all corners of campus, have applied—they get paid a modest sum, which is not nothing—to attend our workshop in the hopes of improving their ability to integrate writing assignments into their courses. The workshops are part of a larger initiative, Improving Disciplinary Writing, which was borne out of a needs assessment from our regional assessment body. It is designed to bring together faculty, through workshops and grants, to think collectively about how writing gets taught and ought to be taught differently across and within disciplines. And what we see time and time again is that although each group of twenty teachers is new each semester, and although the ranks consistently vary from adjunct (sessional) to full professor, and although some work in musty chemistry buildings and some in obscure art buildings and some in sleek see-through engineering buildings, the disembodied echoes of frustrations and complaints and discovery and hope and solace from groups past get re-vocalized by groups present. As facilitators, we are not flustered by this fact; rather, we find our own solace in the connection and camaraderie through shared experience happening across disciplines and spaces on campus.
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Mochamad Hasyim, Siti Anifah, Nurul Hidayati, Saiful Umar, and Misbahul Munir. "Pendampingan Penyusunan Karya Tulis bagi Siswa MA Ma’arif NU Durensewu Pandaan Pasuruan." Soeropati 3, no. 2 (2021): 105–12. http://dx.doi.org/10.35891/js.v3i2.2797.
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Community service program in the form of mentoring the preparation of this writing work begins with a workshop. This activity involves cooperation between the Arabic Education Study Program of Yudharta Pasuruan University and MA Ma'arif NU Durensewu Pandaan Pasuruan. Thematic learning preparation assistance at MA Ma'arif NU Durensewu Pandaan Pasuruan is carried out by service-learning methods and technical approaches through 4 stages, namely (1) writing preparation workshop, (2) assignment, (3) coaching clinic, and (4) evaluation and reflection. Based on the results of the devotion that has been done, it can be concluded that the assistance activities of writing on thematic learning at MA Ma'arif NU Durensewu Pandaan Pasuruan with service learning methods are very effective with a systematic approach with workshop stages, assignments, coaching clinics, evaluation and reflection. Comparison of assessment of the results of the assignment of the preparation of written works before and after mentoring is carried out shows satisfactory results. Before mentoring the average student's grade is 54, very less than the KKM standard <70. As for the assistance of the average student, the value is 73-78, very satisfactory more than the KKM standard >70. There are technical obstacles in the implementation of mentoring activities, namely the limited equipment available in the form of computers, so the devotional team must find an alternative laptop for each group that has been divided to do the task of preparing writing well and correctly.
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Noordin, Nooreen, and Laleh Khojasteh. "The Effects of Electronic Feedback on Medical University Students’ Writing Performance." International Journal of Higher Education 10, no. 4 (2021): 124. http://dx.doi.org/10.5430/ijhe.v10n4p124.
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This study was designed to see whether electronic feedback positively affects medical students’ academic writing performance. Two groups of medical university students were randomly selected and participated in this study. In order to see whether the provision of electronic feedback for the compulsory academic writing course for medical students is effective, the researchers divided 50 medical students to the traditional (n=25) and intervention groups (n=25). Pre-test and post-test were conducted at the beginning and at the end of the semester. Electronic feedback was given to the medical students in the intervention group, while the medical students in the traditional group received the traditional pen and paper feedback. By comparing the scores of two written assignments at the beginning and the end of the semester, regarding the application of electronic feedback, the results showed that not only medical students’ overall writing performance improved after providing them electronic feedback, but every single writing component was also enhanced after the intervention. There was a significant difference in the post-test academic writing scores between the traditional and intervention groups (P < 0.001). This difference was not significant in our control group who was given pen-and-paper feedback. In terms of specific writing components, the most affected components in this approach were content followed by organization, language use, vocabulary, and sentence mechanics, respectively. Although this study focused on medical students’ academic writing ability and reported the effect of electronic feedback on medical students’ writing performance, electronic feedback can be equally beneficial for enhancing student-practitioners’ practical clinical skills.
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Stålberg, Anna. "Academic writing among first-term students in the nursing programme at the Swedish Red Cross University College − A description of a three-term transprofessional project in collaboration with the library and the student support unit at Södertörn University." Journal of Nursing Education and Practice 12, no. 1 (2021): 41. http://dx.doi.org/10.5430/jnep.v12n1p41.
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Background and objectives: The academization of the nursing education has emphasized the need for students to acquire academic literacies both for educational and clinical reasons. However, for long being a practical profession, nurse students do not always reflect on the importance of being academic literate. This aim of this article was to describe the teaching of introductory academic writing to first-term students in the Swedish Red Cross University College’s nursing programme, implemented as a transprofessional collaboration project involving the Swedish Red Cross University College and the library as well as the student support unit at Södertörn University.Methods: A model was used for implementing teaching of academic literacies to first-term nursing students embedded in a discipline-specific course. The model consisted of two seminars, one introductory seminar focusing on academic writing and how to search for, read, appraise, and use research articles and one feedback seminar. Peer feedback was performed by the students. In between the seminars, the students began to work on their course assignment and later finalized the assignment using the feedback provided by teachers and peers.Results: The transprofessional collaboration in teaching academic literacies was described as successful. Teachers and students found the embedding of academic writing in a subject-specific course as useful, although – from a student perspective – demanding and partly difficult. The provision of feedback was regarded as helpful and encouraged the students to finish their assignments. Although being a team of teachers, the large class sizes resulted in an extensive workload and stressful situations. Yet another challenge, important for the sustainability of the model, was to win support for teaching academic literacies among all teachers in the nursing programme.Conclusions: The transprofessional collaboration when teaching academic literacies to first-term nursing students have indicated advantages and challenges, of which both are of importance to consider carefully in the further planning and implementation of the project.
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Kamhieh, Celine. "Using Writing Portfolios to Assess Course Learning Outcomes in a Jordanian University." International Journal of Education 12, no. 3 (2020): 10. http://dx.doi.org/10.5296/ije.v12i3.17268.
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Portfolios were used to assess cognitive and affective course learning outcomes in an undergraduate writing program at a private university in Jordan. A convenience sample of twenty-one male and female Arab EFL/ESL freshmen, wrote short weekly assignments over a fifteen-week semester, made regular diary entries about their writing and leisure reading, and wrote a short children's story. These were not graded but students received prompt feedback. At semester’s end, they collected their work in a portfolio and wrote a final evidence-based reflection, in which they analysed their strengths and weaknesses in writing. These portfolios were graded based on their inclusion of regularly submitted written work, evidence of their response to given feedback and their analysis of their progress in writing. Using qualitative data analysis based on the grounded theory method, students’ reflections were mined for rich data, concepts were labelled and emerging categories were identified. These codes were further analysed in more depth, using cognitive and affective taxonomies, which showed that the course outcomes had been met. Recommendations are made for greater use of portfolio assessment at tertiary level in Jordan.
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Baer, Andrea. "Why Do I Have to Write That?: Compositionists Identify Disconnects between Student and Instructor Conceptions of Research Writing that Can Inform Teaching." Evidence Based Library and Information Practice 9, no. 2 (2014): 37. http://dx.doi.org/10.18438/b8nc8g.
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A Review of:
 Schwegler, R. A., and Shamoon, L. K. (1982). The aims and process of the research paper. College English, 44(8), 817-824.
 
 Objectives – This classic article discusses research-based writing assignments. Schwegler and Shamoon sought to identify differences between college students’ and college instructors’ conceptions of research and research paper assignments, particularly in terms of their purpose and process. The authors also sought to identify common features of academic research writing that could inform writing instruction about research writing. 
 
 Design – Qualitative interviews with college instructors and students about their views of the research process and about forms of research writing. Instructors were also interviewed about evaluation standards for academic research papers.
 Setting – Unspecified, though the description suggests a college or university in the United States. 
 
 Subjects – College instructors and college students. (Number of subjects unspecified.) 
 
 Methods – The authors, a university writing program director and a writing program instructor, conducted one-on-one interviews with college instructors and students about their views of research and the research paper. Questions focused on conceptions of the research process, the purposes of research, and the forms that research writing takes. Instructors were also asked about standards for effective evaluation of research papers. 
 
 The limited description of the research methods and interview questions employed in this study hinder the ability to critically assess its validity and reliability. Potential limitations of the study, such as selection bias or unclear wording of interview questions, cannot be adequately assessed based on the provided information. The authors also do not identify limitations of their study. As is discussed in more detail in this review’s commentary, the study does not conform to the conventions of most research studies from the behavioral, health, physical, and social sciences. The authors’ methods, however, may be better understood in light of particular disciplinary approaches and debates in Composition Studies. 
 
 Main Results – Interviewees’ responses illustrated notable differences between college instructors’ and college students’ conceptions of the process, purpose, forms, and audiences of research paper assignments. While instructors understood the research paper to be argumentative, analytical, and interpretive, students generally described it as informative and factual. Students, when asked why research papers are assigned, identified purposes such as learning more about a topic, demonstrating one’s knowledge, or learning to use the library. Instructors indicated that the purpose of the research paper includes testing a theory, building on previous research, and exploring a problem that has been presented by other research or events (p. 819). At the same time, most instructors described research as an ongoing pursuit of “an elusive truth” (p. 819), rather than as primarily factual in nature. According to Schwegler and Shamoon, instructors also indicated during interviews that research and writing involve a clear though complex pattern that is evident in the structure and conventions of research papers. For example, the research process usually begins with activities like reading, note-taking, identifying problems with and gaps in current research, and conversing with colleagues. These instructors also reported that writing conventions which are implicitly understood in their fields are used by other scholars to evaluate their peers’ work. 
 
 Reflecting on these interview responses, Schwegler and Shamoon suggest that pedagogical approaches to writing instruction can be informed both by acknowledging disparities in students’ and instructors’ conceptions of research and by identifying shared characteristics of academic writing. The authors therefore make several general observations about the nature of professional research papers and describe the structure and conventions of academic research papers. They conclude that the structure of scholarly research papers across the disciplines reflects the research process. Such a paper opens with identification of a research problem and a review of current knowledge and is followed by a variation of four possible patterns: 1) Review of research, 2) Application or implementation of a theory, 3) Refute, refine, or replicate prior research, and 4) Testing a hypothesis ( pp. 822-823). Schwegler and Shamoon indicate that the key features of scholars’ writings are also apparent in student research papers which instructors evaluate as highly-ranked and absent in lower-ranked papers. Furthermore, they provide an appendix that outlines the essential textual features of a research paper (Appendix A) (p. 822). It is unclear, however, if these descriptions of scholarly research writing are based on the instructor interviews or on other sources, such as previous analytical studies or an analysis of academic research papers from various disciplines. The researchers do not articulate the specific methods used to arrive at their generalizations. 
 
 Conclusion – The authors conclude that students’ and instructors’ differing conceptions of the research process and the research paper have important implications for writing instruction. Many of the interviewed instructors described research as involving methods that are quite different from those needed for most research paper assignments. The discrepancies between class assignments and academics’ approaches to research suggests that differences in instructors’ and students’ views of research often are not addressed in the design of research paper assignments. Instructors who teach the research paper should ensure that the purpose, structure, and style of assignments reflect what content-area instructors will expect from students. Schwegler and Shamoon argue that because the basic conventions of the research paper generally apply across disciplines, instruction about those conventions can be integrated into composition courses and lower-level undergraduate courses. Such an approach can assist students in better understanding and approaching research writing as would a scholar in the given discipline.