Academic literature on the topic 'Writing university. eng'
Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles
Consult the lists of relevant articles, books, theses, conference reports, and other scholarly sources on the topic 'Writing university. eng.'
Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.
You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.
Journal articles on the topic "Writing university. eng"
1
Kassem, Hassan Mohammed. "The Effectiveness of a Blended Strategy based on Concept Mapping and Text Structure in Enhancing EFL Learners’ Writing Performance." Journal of Studies in Education 7, no. 2 (2017): 184. http://dx.doi.org/10.5296/jse.v7i2.11259.
Full textAbstract:
The current study investigated the effect of a blended strategy based on concept mapping and text structure on EFL learners’ writing performance. An intact group (N = 42) of seventh level English majors at Thadiq Sciences and Humanities College, Shaqra University, KSA participated in the study in the first semester of the academic year 2016-2017. They were assigned to an experimental group and a control group, each consisting of 21 students. A writing pretest was administered to the two groups and scored by two raters using the Weir’s TEEP attribute writing scale (1990). An independent samples t-test performed on the pretest mean scores of the two groups showed that they were homogenous prior to the experiment. Concept mapping and text formatting (the proposed blended strategy) were integrated in the Advanced Writing course (Eng 413) for experimental group students. The control group received conventional instruction that did not include the proposed strategy. Independent and paired samples t-tests revealed that the experimental group outperformed the control group in all the sub-scales of Weir’s TEEP attribute writing scale, hence supporting the positive effect of concept mapping and text formatting on EFL learners’ writing performance. Pedagogical implications are offered.
2
Thao, Nguyen Thi Thu, and Nguyen Duy Anh. "Error Correction in Teaching Writing Skill:." Journal of Development Research 1, no. 1 (2017): 24. http://dx.doi.org/10.28926/jdr.v1i1.13.
Full textAbstract:
In English learning, writing skill is considered, by many people, the most difficult skill to be mas-tered. In fact, errors and mistakes in writing are unavoidable and a large amount of them has been de-tected with a variety of types. Previous researchers have also proved the significance of error analysis and correction in enhancing the writing skills of English learners, but the beliefs and applications of teachers in error correction methods still differ. Thus, the aim of this paper is to investigate these two factors in the teaching and learning environment of a university in Vietnam. The study is conducted in two phases: teacher interview and class observation in practice, with the participation of two Eng-lish teachers who are in charge of teaching writing skill to two classes of 21 and 28 students. The rec-orded results give emphasis to the need of error correction in writing classes, some commonly effec-tive activities utilized; furthermore, there is a remarkable outcome that teachers seldom have academ-ic basis on error correction but mainly depend on their own experience in teaching practice, and their approaching methods to correcting mistakes on students paper can be both direct and indirect. In ad-dition, some ideal activities for error correction, namely peer feedback, on-going writing quizzes, and error codes, are presented
3
Rinto, Erin E. "Developing and Applying an Information Literacy Rubric to Student Annotated Bibliographies." Evidence Based Library and Information Practice 8, no. 3 (2013): 5. http://dx.doi.org/10.18438/b8559f.
Full textAbstract:
Objective – This study demonstrates one method of developing and applying rubrics to student writing in order to gather evidence of how students utilize information literacy skills in the context of an authentic assessment activity. The process of creating a rubric, training scorers to use the rubric, collecting annotated bibliographies, applying the rubric to student work, and the results of the rubric assessment are described. Implications for information literacy instruction are also discussed.
 
 Methods – The focus of this study was the English 102 (ENG 102) course, a required research-based writing course that partners the instructors with the university librarians for information literacy instruction. The author developed an information literacy rubric to assess student evaluation of information resources in the ENG 102 annotated bibliography assignment and trained three other librarians how to apply the rubric to student work. The rubric assessed the extent to which students critically applied the evaluative criteria Currency, Relevance, Accuracy, Authority, and Purpose to the information sources in their annotations. At the end of the semester, the author collected up to three de-identified annotated bibliographies from each of the 58 sections of ENG 102. The rubric was applied to up to five annotations in each bibliography, resulting in a total examination of 773 annotations (some sections turned in fewer than 3 samples, and some bibliographies had fewer than 5 annotations).
 Results – The results of the study showed that students struggle with critically evaluating information resources, a finding that supports the existing information literacy assessment literature. The overwhelming majority of annotations consisted of summative information with little evidence that students used any evaluative criteria when they selected an information source. Of the five criteria examined, Relevance to the student’s research topic and Authority were the most commonly used methods of resource evaluation, while Currency, Accuracy, and Purpose were criteria least-often used. The low average scores on the rubric assessment indicate that students are not adequately learning how to apply this set of information literacy skills.
 
 Conclusions – The library instruction sessions for ENG 102 need to move beyond the skills of choosing and narrowing a topic, selecting keywords, and searching in a library database. Students also need more targeted instruction on higher-order skills, particularly how to critically evaluate and question the sources they find. The results of this assessment are being used to refocus the learning outcomes of ENG 102 library sessions so that instruction can better meet student needs. The results are also being used to make the case for further collaboration between ENG 102 and the university library.
4
Levin, Eve. "Writing, Society and Culture in Early Rus, c. 950–1300. By Simon Franklin. Cambridge, Eng.: Cambridge University Press, 2002. xvi, 325 pp. Bibliography. Index. Plates. Photographs. Maps. $65.00, hard bound." Slavic Review 62, no. 4 (2003): 874. http://dx.doi.org/10.2307/3185709.
Full text
5
Fusso, Susanne. "A History of Women’s Writing in Russia. Ed. Adele Marie Barker and jehanne M. Gheith. Cambridge, Eng.: Cambridge University Press, 2002. xviii, 391 pp. Notes. Bibliographies. Index. $85.00, hard bound." Slavic Review 62, no. 4 (2003): 876–77. http://dx.doi.org/10.2307/3185711.
Full text
6
Nam, Daehyeon, and Kwanghyun Park. "I will write about: Investigating multiword expressions in prospective students’ argumentative writing." PLOS ONE 15, no. 12 (2020): e0242843. http://dx.doi.org/10.1371/journal.pone.0242843.
Full textAbstract:
Multiword expressions are a contiguous series of words in a text. This study examines the phraseological profile based on multiword expressions in argumentative writings in a 120,000-word collection of nonnative prospective university students’ writing. The profile is compared with two sets of American university students’ writing from two corpora that comprise upper-level American university students’ course papers and argumentative essay texts. The data are investigated both quantitatively and qualitatively in terms of the structure (i.e., noun, verb, and prepositional phrases) and function (i.e., stance, referential, and text organizer). The results show some noticeable differences among these sets of writing. The Korean student writers heavily relied on verb phrase-based expressions (e.g., are a lot of) in their writing whereas the American students preferred noun phrases. Functionally, the Korean writers underused referential function expressions (e.g., the idea of the) compared to their counterparts. In addition, the prospective Korean university students’ writing was found to represent the widest range of multiword expressions whereas the American students’ argumentative course papers exhibited the smallest range. The findings suggest that prospective Korean university students’ writing tends to use more features of verbal conversation while American university students’ writing exhibits features of structured argumentative writing. The implications for teaching writing and limitations of the study are discussed.
7
Giancarlo, Matthew. "David Matthews, Writing to the King: Nation, Kingship, and Literature in England, 1250–1350. (Cambridge Studies in Medieval Literature, 77.) Cambridge, Eng., and New York: Cambridge University Press, 2010. Pp. xv, 221; 3 tables. $85." Speculum 86, no. 4 (2011): 1097–98. http://dx.doi.org/10.1017/s0038713411003599.
Full text
8
Morphett, Taylor. "2018 Year-End Editorial." Canadian Journal for Studies in Discourse and Writing/Rédactologie 28 (January 3, 2019): 281–82. http://dx.doi.org/10.31468/cjsdwr.749.
Full textAbstract:
I am thrilled to be writing 2018’s Year-End Editorial for CJSDW/R. One of the (many) benefits to working on an ongoing open access journal is that the editorial occurs after the volume is complete. This allows for a review of the year that considers how the published pieces connect to one another. This year we published a piece from the University of Toronto featuring a trialogue on editing pluriligual scholars’ work at the graduate level between James Corcoran, Antoinette Gagné, and Megan McIntosh. Their conversation argues for “flexible, targeted writing support that challenges narrow epistemologies and stale ideologies regarding taboo editing practices of academic and language literacy brokers involved in the production and revision of thesis writing” (p. 1). This piece really frames the two special sections produced this year in our journal which both take on the question of writing in the university, challenging the conventional practices and arguing for flexible and creative solutions.
9
Gongal, Rajesh N. "Random thoughts of a (palliative care) surgeon." Journal of Society of Surgeons of Nepal 19, no. 2 (2016): 1–2. http://dx.doi.org/10.3126/jssn.v19i2.24539.
Full textAbstract:
Prof. Dr Rajesh N Gongal ,FRCS (Eng) returned to Nepal from UK completing his surgical training in 1998 and has been working in Patan Hospital, initially as a Consultant and then as a Medical Director. Following the establishment of Patan Academy of Health Sciences (PAHS), he was appointed the Founding Dean of School of medicine. At present, he serves as the Rector of PAHS. He also served as the Chief Editor of Journal of Society of Surgeons (JSSN). He initiated Primary Trauma Care (PTC) Training in the country as the Founding Chair of PTC, Nepal. He was the Founding President of Nepal Ambulance Service (NAS), a non- profit initiative as the first proper Emergency Medical Service (EMS) with trained EMTs and a call centre accessed by calling a three-digit number 102. He is the Founding Chairperson of Hospice Nepal, the first palliative care centre in Nepal established in the year 2000. His interest in palliative care led him to Northern Ireland where he worked as fulltime trainee and completed fellowship in palliative care in 2016 under the auspices of Royal College of Physician of Edinburgh. He recently completed MSc in palliative from Ulster University.
 He has worked as an Instructor for HOPE (Hospital Preparedness for Emergency) Course, ‘Primary Trauma Course; and the ‘Palliative care’ courses. He has presented in numerous national and International conferences and numerous publications in national and international journals such as Palliative Medicine and has published handbooks on ‘Basic surgical skills’ and ‘Palliative care’ as well.
 He is an active member of the Society of surgeons of Nepal and has contributed to its establishment and development in the early days. He also served as the Chief editor of the Journal of Society of Surgeons of Nepal and has played a crucial role in the establishment of the journal encouraging scientific writing and paper publication culture amongst the fraternity. He is an important member of the society and serves as a mentor in the capacity of the advisory board of the journal.
10
Fazio, Michele. "Taking Action: Writing To End White Supremacy." Radical Teacher 115 (November 26, 2019): 85–87. http://dx.doi.org/10.5195/rt.2019.683.
Full textAbstract:
The subject of monuments and their historical value in the present, a topic of great debate both politically and culturally in recent years, has brought to the forefront how prevalent white supremacy is in contemporary society. This subject hit close to home for me and my students as the toppling of confederate statues in downtown Durham and Silent Sam on the University of North Carolina-Chapel Hill's campus—both results of protests against the rise of white nationalism—occurred just two hours north from our campus, the University of North Carolina-Pembroke. Known as the most diverse campus in the UNC system with nearly 60% of its undergraduate student population identifying as non-White, UNC-P has a rich history steeped in American Indian culture (its school was created by and for American Indians), and it was difficult to ignore how these two local events along with national news coverage of hate crimes and blackface rehashed racial divisions not only in the South, but across the country.
Dissertations / Theses on the topic "Writing university. eng"
1
Pontes, Margarida Amália Romani de. "Intertextualidade e reescrita : uma análise descritiva /." São José do Rio Preto : [s.n.], 2011. http://hdl.handle.net/11449/100111.
Full textAbstract:
Orientador: Clélia Cândida Abreu Spinardi Jubran<br>Banca: José Gaston Hilgert<br>Banca: Edson Carlos Romualdo<br>Banca: Lourenço Chacon Jurado Filho<br>Banca: Fabiana Cristina Komesu<br>Resumo: Com base na perspectiva da intertextualidade estrita (KOCH, 2009), este trabalho investiga a produção de texto com reescrita orientada pelo professor em contexto universitário, com o objetivo de descrever os processos por meio dos quais o escrevente gerencia a entrada do texto alheio no seu próprio texto, tanto na produção da primeira versão do texto, quanto na reescrita dele. As instruções iniciais e intervenções feitas pelo professor com o intuito de auxiliar o escrevente na tarefa de escritura e reescritura são levadas em consideração na análise, no sentido de verificar o papel desempenhado por elas durante o processo de escrita/reescrita. As justificativas dessa proposta residem, de um lado, no enfoque teórico fundamentado na intertextualidade estrita, já que estudos realizados no Brasil sobre reescrita voltam-se mais para a prática pedagógica de reescritura; e, de outro lado, no recorte do contexto universitário para a investigação, pois pesquisas sobre reescrita têm priorizado os ensinos Fundamental e Médio, sendo menos frequentes os trabalhos com alunos universitários. O corpus é formado por 21 conjuntos de texto, que incluem: proposta de produção; primeira versão do aluno; comentários do professor; versão reescrita. Os resultados apontam para uma preferência por formas de intertextualidade implícita na retomada de textos da proposta e pela utilização da paráfrase como processo de reformulação do texto, indicando uma tendência à diluição do texto alheio como modo de absorção pelo texto, com uso restrito de formas que explicitam a fonte das informações retomadas<br>Abstract: Based on the strict perspective of intertextuality (KOCH, 2009), this study investigates the production of text rewritten guided by the teacher in the university context, in order to describe the processes by which the clerk manages the input of others in your text itself, both in producing the first draft, and in rewriting it. The initial instruction and interventions made by the teacher in order to assist the clerk in the task of writing and rewriting are taken into account in the analysis, in order to verify the role played by them during the process of writing / rewriting. The justification of this proposal lie on one side, the theoretical approach based on strict intertextuality, since studies performed in Brazil on rewriting is turning more to teaching the practice of rewriting, and on the other hand, the clipping of the university context to investigation, because studies have focused on rewriting the elementary and high schools, and less frequently works with college students. The corpus consists of 21 sets of text, comprising: a production proposal, the first version of the student, teacher comments, rewritten version. The results indicate a preference for forms of intertextuality implicit in the resumption of the draft text and the use of paraphrase as a process of redrafting the text, indicating a tendency to dilute the other's text so as to absorb the text, in limited ways that explain the source of the information included<br>Doutor
2
Roberts, Amanda Jane. "An exploration of the relationship between academics' conceptions of their professional identity and their attitudes and approaches to academic writing in a School of Education in a post-1992 university." Thesis, King's College London (University of London), 2016. https://kclpure.kcl.ac.uk/portal/en/theses/an-exploration-of-the-relationship-between-academics-conceptions-of-their-professional-identity-and-their-attitudes-and-approaches-to-academic-writing-in-a-school-of-education-in-a-post1992-university(0c9c8e92-96f5-42f7-b0d5-77e7dfa40630).html.
Full textAbstract:
This thesis gives an account of an investigation of the relationship between academics’ conceptions of their professional identity and their attitudes and approaches to academic writing in a School of Education in a post-1992 university. It charts the origin of the researcher’s interest in this area and locates her within the study. Having established the study’s aims and the questions which guided it, the thesis critically examines relevant phenomena, namely the university, identity, research and academic writing. A theoretical perspective is developed and used to underpin an initial conceptual framework. This framework supports a tentative explanation of the connection between academics’ conceptions of their professional identity and their attitudes and approaches to academic writing. It is also used to guide the empirical work. A qualitative research approach is taken to this empirical work. A collaborative research strategy, drawing on narrative and arts-based inquiry, supports the development and presentation of the portraits of seven academics in one School of Education. A critical analysis of emergent themes follows, leading to the proposal of a new conceptual framework. This new framework is used to explain the variation in academics’ capabilities, productivity and dispositions towards academic writing. Differing conceptions of professional identity are offered as an explanation of this variance. Accepting identity as fluid and changing, it is argued that academics’ conceptualisation of ‘Me as a professional’ encompasses a self-view as ‘Me as an academic writer’. This self-view is not developed in isolation but in the context of the university and School of Education as organisations. Within these organisations, academics’ ability to be the professional they wish to be is linked to their stores of social and cultural capital and, through this, to their capacity for agential thought and action. It is suggested that the development of an authentic approach to writing, underpinned by a clear moral purpose, is highly significant in the promotion of individuals’ positive attitudes and approaches to academic writing. The thesis concludes with proposals for the development of policy and practice in the particular context of the researcher’s School and university and, more tentatively, in the higher education sector.
Books on the topic "Writing university. eng"
1
Kant, Immanuel. Sette scritti politici liberi. Edited by Maria Chiara Pievatolo. Firenze University Press, 2011. http://dx.doi.org/10.36253/978-88-6655-000-6.
Full textAbstract:
At the end of the eighteenth century, before and during the French Revolution, Kant wrote intensively about politics. This book brings together the translations of his principal philosophical-political works, with the editor's annotations, from the essay on Enlightenment through to the writing on progress. The texts are subject to a Creative Commons licence, so that they can be amended without restrictions, retaining the same rights. Open access publication alone can achieve freedom in the public use of reason. The decision to free a classic work from economic monopoly and censure is intended to demonstrate that open access is not an academic theory but a reality that can give value and meaning to the establishment of a public university. Making Kant read means much more than merely reading him.
2
Technical Writing (For the University of Florida, ENC-2210, Spring 2005). Pearson, 2005.
Find full text
3
The Mercury Reader: ESL Program Duquesne University. Pearson Custom Publishing, 2007.
Find full text
4
Morgan Wortham, Simon. The University and the Hysteric (after Derrida and Freud). Edinburgh University Press, 2018. http://dx.doi.org/10.3366/edinburgh/9781474429603.003.0006.
Full textAbstract:
This chapter turns to Freud’s writings on hysteria at the end of the nineteenth century, notably the case history of Elisabeth von R., where difficulties in walking, leg pains, uncertain balance and ‘locomotor weakness’ prompted Freud to diagnose a case of hysteria. If this predicament sounds a little remote from more conventional questions of politics, it acquires relevance as a way to extend Derrida’s discussion, in ‘Mochlos’, of the modern, post-Kantian university institution as constituted by a bodily division of its parts aimed at establishing proportion and balance but actually giving rise to certain difficulties that are somewhat akin to the ‘locomotor weakness’ that Freud associated with the hysteric. From this perspective, if it becomes possible to consider speaking of the university as itself hysterical or caught up in a case of hysteria, then this chapter considers the question of the institutional ‘politics’ that hysteria might allow or encourage.
5
Schmidt, Johannes. Herder’s Religious Anthropology in His Later Writings. Oxford University Press, 2017. http://dx.doi.org/10.1093/oso/9780198779650.003.0011.
Full textAbstract:
Herder uses the image of the spherical shape of the earth as a matrix to evaluate the contrast between plurality and universality: it illustrates the tension between the individuality of diverse peoples and cultures, on the one hand, and the universal identity of the human species, on the other. While Herder’s “globe ontology” implies a rejection of hierarchically structured—and thus normatively laden—theories of history and culture, it does rely on an idea of humanity as a telos embedded in western thinking. Thus at the end of the Ideen Herder praises the glory of Europe, while at the same time acknowledging the value of each individual people. This essay demonstrates that while Herder might think in oppositions, it is precisely this feature of his philosophy that enables him to advance a nuanced and innovative position that goes beyond many historiographical and cultural-theoretical conceptions of the eighteenth century.
6
Law, Jonathan, ed. A Dictionary of Law. Oxford University Press, 2018. http://dx.doi.org/10.1093/acref/9780198802525.001.0001.
Full textAbstract:
Over 4,800 entriesThis bestselling dictionary is an authoritative and comprehensive source of jargon-free legal information. Its entries clearly define the major terms, concepts, processes, and organization of the English legal system.Now in its ninth edition, this A–Z has been fully updated to incorporate the latest legislation, such as The Modern Slavery Act 2015, the EU referendum, and changes in consumer, immigration, and family law. Over 100 new entries have been added, including entries such as Article 50, Brexit, and the Consumer Rights Act 2016. In addition, there is a useful Writing and Citation Guide in the end matter that specifically addresses problems and established conventions for writing legal essays and reports. Now providing more information than ever before, this edition features recommended web links for many entries, as well as including a list of general links in the end matter.Described by leading university lecturers as ‘the best law dictionary’ and ‘excellent for non-law students as well as law undergraduates’, this classic dictionary is an invaluable source of legal reference for professionals, students, and anyone else needing succinct clarification of legal terms. Focusing primarily on English law, it also provides a one-stop source of information for any of the many countries that base their legal system on English law.
7
Greene, Dana. “Once Only”. University of Illinois Press, 2017. http://dx.doi.org/10.5406/illinois/9780252037108.003.0013.
Full textAbstract:
This chapter details Denise Levertov's final year of life in 1997. The deaths of En Potter and Steve Blevins, Mitch's life-threatening cancer, and her own increasing weakness and worsening health chastened Levertov. Although she always had a sense of the perishability of life, neither her diaries nor poems of this period show a preoccupation with death. A few of her closest friends knew of her lymphoma, but most did not. As her health deteriorated, she vacillated between the desire to live and a denial of nonliving. Mostly she kept on using her limited energy for writing, giving a few lectures and readings, being with friends, seeing doctors. She also restricted her poetry readings, but she did manage to give two in April: one at Stanford at which she read with Eavan Boland, who had been chosen as her replacement in the Creative Writing Program; and the other at the University of Oregon, Eugene, where composer Robert Kyr, inspired by the poetry of Sands of the Well, created Symphony No 7, “The Sound of Light.” Levertov died on Saturday, December 20, 1997.
8
Caplan, Louis R. C. Miller Fisher. Oxford University Press, 2020. http://dx.doi.org/10.1093/med/9780190603656.001.0001.
Full textAbstract:
Abstract: When Charles Miller Fisher was born in 1913, there was little scientific knowledge about brain diseases and their treatment. Views of stroke, one of the most common and most feared among brain conditions, almost completely flip-flopped during the 20th century. At the midpoint of the century, when Fisher began his career, there was little public or medical interest in stroke. By the end of the century, stroke care and research were among the most intensely active areas within all of medicine. This book is the story of that change and of one physician, Dr. C. Miller Fisher, a main architect and driver of that change. Fisher’s university and medical training occurred in Canada. After a medical internship, he enlisted in the Canadian Navy, early during World War II. After his ship was sunk, he spent 3½ years in a prisoner-of-war camp in Germany. He became interested in stroke during postdoctoral studies in Boston. During a half-century career in Montreal and at Massachusetts General Hospital in Boston, he devoted his career to stroke. Much of the change in the care of patients with stroke and cerebrovascular disease can be directly attributable to his research, his writings, and his teachings and to the physicians he mentored lovingly during his long and fruitful career.
9
A, Mullen Carol, ed. Breaking the circle of one: Redefining mentorship in the lives and writings of educators. P. Lang, 1997.
Find full text
10
(Editor), James K. Elmborg, and Sheril Hook (Editor), eds. Centers for Learning: Writing Centers And Libraries in Collaboration (Acrl Publications in Librarianship). Association of College & Research Libraries, 2005.
Find full textBook chapters on the topic "Writing university. eng"
1
Prescott, Francis J. "In at the Deep End: The Struggles of First-Year Hungarian University Students Adapting to the Requirements of Written Academic Discourse in an EFL Context." In University Writing in Central and Eastern Europe: Tradition, Transition, and Innovation. Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-95198-0_12.
Full text
2
Ma, Leo F. H., and L. M. Mak. "Hong Kong Literary Landscape: A MediaWiki for literary reading and writing." In Wikipedia and Academic Libraries. Michigan Publishing, 2021. http://dx.doi.org/10.3998/mpub.11778416.ch16.en.
Full textAbstract:
For almost three decades, literary walk has been used by various education and public institutions in Hong Kong as an effective way to promote reading and writing to secondary school students. Funded by the Standing Committee on Language Education and Research of the Hong Kong Special Administrative Region Government in 2013, the Hong Kong Literature Research Centre (HKLRC) of the Chinese University of Hong Kong and the Chinese University of Hong Kong Library (CUHK Library) jointly kicked off a two-year proposal entitled “Fun with Learning Chinese Language through Literary Walk” aimed at promoting literary reading and writing skills to junior secondary school students in Hong Kong. In this paper, the authors discuss a key deliverable of this project, the Hong Kong Literary Landscape MediaWiki, jointly developed by the HKLRC and the CUHK Library, which provides literary walk materials on the wiki platform including video clips, critically selected literary works, literary maps, creative writings of the student participants, and so on. Apart from the project participants, the Hong Kong Literary Landscape MediaWiki is also a useful tool for other secondary school teachers, students, and a wider group of audience in the Hong Kong community.
3
Heffernan, Neil. "Teaching Critical Thinking and Academic Writing Skills to Japanese University EFL Learners." In Methodologies for Effective Writing Instruction in EFL and ESL Classrooms. IGI Global, 2015. http://dx.doi.org/10.4018/978-1-4666-6619-1.ch009.
Full textAbstract:
This chapter looks at a critical thinking and academic writing skills course designed for Japanese learners of English. The study presents two sets of data from the 87 participants who have taken part in the course since its inception in 2008. The first data set is concerned with actual writing samples from multiple drafts of a medium-sized research project carried out by the student participants. The second data set results from a self-assessment survey given to the learners both at the beginning and end of the 15-week course described in this chapter. Further, results from a satisfaction survey given to learners at the end of the course are presented. The chapter concludes with some pedagogical implications for both Japanese and other Asian EFL learners and how the methods used in the course described within can be replicated elsewhere.
4
Nami, Fatemeh. "Exploring the Effectiveness of Online Synchronous Learning Management Systems." In Assessing the Effectiveness of Virtual Technologies in Foreign and Second Language Instruction. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-7286-2.ch007.
Full textAbstract:
In line with calls for a more comprehensive understanding of the potentials of virtual environments for language learning/teaching, the chapter reports a study on the application of a synchronous learning management system (SLMS). The development of academic writing knowledge of a group of MA students attending an online academic writing course in a state university in Tehran was compared with that of a similar group in a face-to-face course in the same university. The analysis of participants' classroom discussions and their writing assignments indicated that although the writing knowledge of both groups improved by the end of the course, the nature of changes differed from the online group to the face-to-face one. It is suggested that while SLMSs have opened up new horizons for the instruction/practice of language skills, their uses are largely context- and user-specific. The finding of this study feeds into research on SLMS-based foreign language instruction.
5
Kılıçkaya, Ferit. "Using a Chatbot, Replika, to Practice Writing Through Conversations in L2 English." In New Technological Applications for Foreign and Second Language Learning and Teaching. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-2591-3.ch011.
Full textAbstract:
This chapter explores university students' views of Replika, an English chatbot. Students in a department of health administration at a state university in Turkey used Replika to complete different tasks over 7 weeks. At the end of the study, semi-structured interviews were conducted with 10 randomly selected students. They liked using Replika and found the software useful. The participants underscored the importance of receiving an immediate response to what they wrote on their mobile devices and added that they edited their sentences when Replika could not understand the message they were trying to convey.
6
Kostka, Ilka, and Miriam Eisenstein Ebsworth. "Using Turnitin to Support Students' Understanding of Textual Borrowing in Academic Writing." In Scholarly Ethics and Publishing. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-8057-7.ch013.
Full textAbstract:
Concerns about plagiarism are salient for the academic writing of second language (L2) writers of English, who face several challenges while learning academic discourse and proper citation conventions. Effective instruction is crucial in helping them learn to avoid plagiarism and borrow from sources appropriately. In this chapter, the authors present a case study of an English as a Second Language (ESL) composition class at a Midwestern university in the United States. This study is framed by a social view of learning that draws from Lave and Wenger's (1991) notion of a community of practice. Data included weekly classroom observations, interviews at the beginning, middle, and end of the 10-week academic term, surveys, and student participants' online blogs. Findings illustrate how Turnitin, an Internet-based matched-text detection program, was used to support academic writing instruction and help socialize learners into an American academic discourse community.
7
Harman, Ruth, and Dong-shin Shin. "Multimodal and Community-Based Literacies." In Advances in Early Childhood and K-12 Education. IGI Global, 2018. http://dx.doi.org/10.4018/978-1-5225-3955-1.ch011.
Full textAbstract:
In recent decades, high-stakes school reforms and draconian budget cuts have constrained the autonomy of public school teachers in developing multi literacy approaches with emergent bilingual learners (e.g., English-only laws, high stakes testing). This chapter describes the community and multimodal instructional practices of two urban elementary school teachers/ researchers, developed in the context of a professional development initiative. Using critical, sociocultural conceptions of literacy and qualitative methods of investigation, the paper investigates different aspects of the teachers' writing instruction (i.e., community involvement; genre-based instruction; digital literacy; and multimodality); it also explores how the writing processes of focal bilingual students incorporated these practices. Findings show that this approach positioned bilingual learners as agentive text makers. In addition, the second-grade students developed a heightened awareness of audience and context. Implications are discussed, including the pressing need for teacher collaboration, robust school-university partnerships, and innovative multimodal approaches to literacy.
8
Milaras, Milton, and Tracey McKay. "Action Research Driving a Scaffolded Soil Science Curriculum." In Cross-Disciplinary Approaches to Action Research and Action Learning. IGI Global, 2018. http://dx.doi.org/10.4018/978-1-5225-2642-1.ch011.
Full textAbstract:
A case study of a Soil Science teaching intervention for second year university students is presented here. The purpose was to address post-first year student underpreparedness for higher education. The curriculum was redesigned to iteratively develop students' academic writing skills: with particular regard to environmental report writing, whilst imparting Soil Science content. To this end, students had to integrate practical and theoretical learnings into a soil erosion modelling report. ‘Micro action research dialogues' were used to drive the development and delivery of this scaffolded curriculum. Both the process of curriculum development, and the curriculum itself, are detailed here. Recommendations were arrived at by the means of action research reflection: primarily, academics should engage formally with education as a discipline if curricula are to be successfully redesigned. Secondary recommendations are: a deep approach to learning requires a less dense curriculum; tutors need to be more formally capacitated; and administrative hurdles should not be underestimated.
9
Weiss, Max. "True Believers in the Modern Middle East." In Formations of Belief. Princeton University Press, 2019. http://dx.doi.org/10.23943/princeton/9780691190754.003.0008.
Full textAbstract:
This chapter explores the experience of two contemporary Middle Eastern thinkers: Sadiq Jalal al-ʻAzm and Nasir Hamid Abu Zayd. The former, writing in the aftermath of the Arab–Israeli War of 1967, penned a critique of Islam, alleging that its blinkered repressiveness had set the Arab world up for defeat. The latter, writing in the 1990s, sought to fashion a modern, enlightened Islam and, in pursuit of that end, subjected Islam's most sacred text, the Qur'an, to critical philological scrutiny. Both men paid a price for their heterodoxy: al-ʻAzm lost his job at the American University in Beirut and was tried for incitement of religious discord; Abu Zayd was denied promotion at Cairo University and also subjected to public prosecution. The interest in the present context is that in both instances the prosecuting agency was the so-called secular state, whether Lebanese or Egyptian, and it acted in response to the prodding of mobilized religious constituencies, thus transforming itself, though secular, into an accomplice of sectarianism. Postcolonial Arab nationalisms, as had Soviet communism before them, held out the promise of liberation, but liberation, once again, turned out to be a mixed blessing. The secular state did not set itself up in opposition to faith but catered to believers, enhancing its own power by giving satisfaction to the repressive impulses of religious orthodoxy.
10
Robinson, Marin S., Fredricka L. Stoller, Molly Constanza-Robinson, and James K. Jones. "Overview of the Research Proposal." In Write Like a Chemist. Oxford University Press, 2008. http://dx.doi.org/10.1093/oso/9780195367423.003.0019.
Full textAbstract:
In this module, we focus on writing a research proposal, a document written to request financial support for an ongoing or newly conceived research project. Like the journal article (module 1), the proposal is one of the most important and most utilized writing genres in chemistry. Chemists employed in a wide range of disciplines including teaching (high school through university), research and technology, the health professions, and industry all face the challenge of writing proposals to support and sustain their scholarly activities. Before we begin, we remind you that there are many different ways to write a successful proposal—far too many to include in this textbook. Our goal is not to illustrate all the various approaches, but rather to focus on a few basic writing skills that are common to many successful proposals. These basics will get you started, and with practice, you can adapt them to suit your individual needs. After reading this chapter, you should be able to do the following: ■ Describe different types of funding and funding agencies ■ Explain the purpose of a Request for Proposals (RFP) ■ Understand the importance of addressing need, intellectual merit, and broader impacts in a research proposal ■ Identify the major sections of a research proposal ■ Identify the main sections of the Project Description Toward the end of the chapter, as part of the Writing on Your Own task, you will identify a topic for the research proposal that you will write as you work through this module. Consistent with the read-analyze-write approach to writing used throughout this textbook, this chapter begins with an excerpt from a research proposal for you to read and analyze. Excerpt 11A is taken from a proposal that competed successfully for a graduate fellowship offered by the Division of Analytical Chemistry of the American Chemical Society (ACS). As is true for nearly all successful proposals, the principal investigator (PI) wrote this proposal in response to a set of instructions. We have included the instructions with the excerpt so that you can see for yourself how closely she followed the proposal guidelines.
Conference papers on the topic "Writing university. eng"
1
Kiper, Kenneth L. "Status of the ANS Low Power and Shutdown PRA Standard." In 12th International Conference on Nuclear Engineering. ASMEDC, 2004. http://dx.doi.org/10.1115/icone12-49605.
Full textAbstract:
The Low Power & Shutdown (LPSD) PRA Standard (ANS-58.22) is currently being drafted by a Writing Group under the auspices of the Risk Informed Standards Committee of the American Nuclear Society. The Writing Group includes representatives from nuclear utilities, US Nuclear Regulatory Commission, national laboratory, university, and consultants with substantial experience producing LPSD PRAs. This draft standard is scheduled to be released for public comment in the second quarter of 2004, with publication by the end of 2004. This paper presents the current status of this standard in preparation for its public release.
2
Ratnaningsih, Dyah Rini, Boni Swadesi, Ristiyan Ragil Putradianto,, and Anisa Novia Risky. "Research Culture and Productivity Improvement Through Online Journal System Development and Optimization." In LPPM UPN "VETERAN" Yogyakarta International Conference Series 2020. RSF Press & RESEARCH SYNERGY FOUNDATION, 2020. http://dx.doi.org/10.31098/pss.v1i1.181.
Full textAbstract:
The research conducted by lecturers and students at a university has a strong correlation with the quality of the institution. Unfortunately, the culture of writing and researching is still far from expectation. Meanwhile, some departments in the institution still manually collected the articles from the lecturer or researchers that takes big effort and time to produce a single volume of the journal. This research was conducted to improve research culture in the Petroleum Engineering Department by optimizing a well-known online submission system called Open Journal System (OJS) that has been used in several departments. OJS is configured and optimized based on lessons learned from existing journals so that it could ease the lecturers to submit and the reviewers to examine the articles. The methodology in this research includes identifying existing problems and constraints, creating questionnaires that were distributed to lecturers and students, analyzing the results of the questionnaire and the obstacles, developing and introducing this system to students and lecturers. From the questionnaire result, some problems were identified and subjected to be solved. At the end of the research, the lecturers gave good feedback to the online journal system for its simple view and easiness of publication.
3
Webster, Rustin, and Joseph Dues. "Polytechnic Design Thinking From the Beginning." In ASME 2016 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. American Society of Mechanical Engineers, 2016. http://dx.doi.org/10.1115/detc2016-59090.
Full textAbstract:
In August 2013, the Purdue University President and Board of Trustees designated the transformation of the College of Technology into the Purdue Polytechnic Institute as one of Purdue’s “Big Moves”. This transformation requires changes of enormous breadth and depth for everyone in the college. Now, almost half-way through the transformation, milestones and expectations continue to be met. However, much work is still to be done to fully execute a successful transformation. The transformation continues to allow faculty extraordinary opportunities to revise many parts of the college, including curricula, instruction methods, learning spaces, etc. A key characteristic of the transformation is creating learning environments that are student-centered with innovative instruction techniques. TECH 120 – “Design Thinking in Technology”, is a freshman level survey course designed to develop a student’s perspective and enhance their skills in living and working in a technological society while introducing them to the College of Technology — now Purdue Polytechnic. Prior to the fall 2015 semester, Purdue Polytechnic New Albany decided to redesign portions of their TECH 120 course. The aim was to improve team project-based learning opportunities while incorporating modernized teaching methods. With a fresh set of eyes and collaboration between new and tenured faculty the projects, lectures, and assessments were all analyzed looking for areas for higher level of innovation and creativity. The aim for the overall effort was to increase student success rate (i.e. successful completion of assigned project tasks) while improving the alignment with elements of the transformation. In past semesters, the course consisted of a mixture of traditional instructor-led lectures and a series of team projects. Each individual project part was intended to build upon each other while promoting the successful completion of a much larger final task. At the core of each project was LEGO® MINDSTORMS® NXT. The second generation set in the MINDSTORMS series is a programmable robotics kit that is based on robotics technology similar to that used in industry today. Each group (3–4 students) were given their own kit at the beginning of the semester. The final project statement was to design and build an autonomous robot which could identify and follow a light source attached to an instructor’s robot, which would be driven around a room. This task proved to be difficult and had a low success rate. The new project is to design and build a robot that autonomously draws the initials (first and last name) of each team member within an assigned writing zone on a poster. The constant and open collaboration between the two TECH 120 instructors and the incorporation of student input proved to be important during the redesign. The success rate at the end of the semester increased. From course surveys, data also shows that students’ enjoyment and interest in the final project increased. This short paper will describe the introduction to a team project-based activity in a polytechnic setting which uses modernized teaching methods. Preliminary findings and observations will be presented.
4
Carroll, Ernest A., and Dan B. Rathbone. "Using an Unmanned Airborne Data Acquisition System (ADAS) for Traffic Surveillance, Monitoring, and Management." In ASME 2002 International Mechanical Engineering Congress and Exposition. ASMEDC, 2002. http://dx.doi.org/10.1115/imece2002-32916.
Full textAbstract:
This paper presents the history of and current status of a U.S. DOT and NASA sponsored program designed to demonstrate the feasibility of using a small-unmanned airborne data acquisition system (ADAS) for traffic surveillance, monitoring, and management. ADAS is ideally suited for application in monitoring traffic flow, traffic congestion, and supporting ITS assets. GeoData Systems (GDS), Inc., with principal offices at 10565 Lee Highway, Suite 100, Fairfax, VA 22030 has developed a revolutionary new class of airborne data acquisition systems. In this effort, GDS has teamed with traffic experts DBR & Associates; P.O. Box 12300 Burke, VA. The GDS ADAS has a gross takeoff weight of less than 55 lbs, which includes both the airframe and sensors. It is capable of sustained flight for periods in excess of two hours while carrying a sensor payload of up to 20 lbs. ADAS has nine interchangeable sensor platforms under development to include a hyper-spectral visible-near-IR sensor, a multi-spectral visible near-IR mid-IR sensor, a synthetic aperture radar (SAR) sensor, and a highly flexible high-resolution real-time video sensor. The GDS high-resolution real-time video sensor is ideally suited for traffic monitoring and other highway monitoring applications. The ADAS platform is capable of flying under a combination of pre-programmed Differential Global Positioning Satellite (DGPS) based navigation and manual direct ground control. The ADAS is being fully tested and is planned for use in several DOD base-monitoring studies this year. It should be noted that the ADAS has several levels of backup systems, which allows for a safe descent to the ground via parachute in a worst-case scenario. The system and any liability resulting from its use are fully insured by a major provider. The use of ADAS in traffic surveillance, monitoring, and management is unique and, as far as can be ascertained, has not been used in an official capacity in this way. Because of its ability to collect traffic data, survey traffic conditions, and collect highway inventory and environmental data in a cost-effective manner, and because every metropolitan area needs to collect at least some traffic data, the potential payoff from applying the ADAS is significant. The estimated potential payoff resulting from the use of the ADAS was calculated by taking into consideration information from a recent study conducted for the Federal Highway Administration by the Volpe National Transportation Systems Center1. Using a reported average amount of funds expended annually for traffic data collection by transportation agencies in metropolitan areas with a population of over 200,000 and taking into consideration the estimated budget for staff involved in data collection, it is calculated that transportation agencies in an average metropolitan area spend approximately $5 million per year in traffic data collection. The ADAS can play a cost-saving role in about half of all data collection procedures and can reduce the total cost by 20 percent. Nationally, this could produce an annual savings of $75 million. An additional area where the ADAS can play a useful role is in incident management. It is well documented that more than half of the traffic congestion in the U.S. is caused by incidents, and the problem is getting worse: The percentage of congestion due to incidents is estimated to increase to 70 percent by the year 20053. The Federal Highway Administration further estimates that incident-related traffic congestion will cost the U.S. more than $75 billion in the year 2005, mainly due to lost time and wasted fuel. Comprehensive, accurate surveillance of major incidents will result in a more effective overall response. It can facilitate the process of completing police documentation of incidents, which further reduce their duration. A recent study4 showed that a 23-minute reduction in average incident duration in the Atlanta area saved $45 million in one year. The ADAS is able to provide real time overhead video feeds of an incident and the surrounding traffic situation. In addition, the ADAS can record the incident on video, capturing especially those incidents that are not within the visibility range of any CCTV system, therefore reducing the recording burden of police officers. The valuable role that airborne real-time video can play has been recognized by transportation agencies: The Virginia Department of Transportation (VDOT) has commented enthusiastically on this approach: “…VDOT definitely supports the use of an Unmanned Airborne Sensor for traffic management during a highway incident.” In addition, the Director of the Center for Advanced Transportation Technology of the University of Maryland also has responded positively, writing that, “A project which evaluates the effectiveness of an unmanned airborne data acquisition system in monitoring traffic flow seems to be a step in the right direction toward identifying appropriate and cost-effective remote sensing applications.” Further, in a recent study conducted by the Virginia Transportation Research Council in cooperation with the Federal Highway Administration, researchers concluded that: “the air video reduces the time and personnel needed to acquire data from the field. Further, aerial video may facilitate an objective evaluation of a jurisdiction’s incident response procedures. Finally, aerial video may allow a transportation agency to adopt a proactive approach to traffic management by identifying and evaluating potential problems before they occur. Specifically, problems include the use of residential neighborhoods to bypass congested arterials and heavily used facilities needing snow removal.” Our project is demonstrating how the ADAS can be used in traffic surveillance monitoring and management. The study team is using input from transportation agencies at the state and local level to fine-tune the design of the ADAS application and the analysis and evaluation of the results. Areas where the ADAS can be applied effectively and efficiently are being identified. When completed, the end product of this effort will be a document that will indicate when it is cost-effective to use ADAS relative to other possible methods of data collection and analysis.