Engineering Writing: Replacing ‘Writing Classes’ with a ‘Writing Imperative’

2006 ◽  
pp. 110-123
Author(s):  
Alison Ahearn
Keyword(s):  
Writing Classes ◽  
Engineering Writing

scholarly journals Teachers' Practices and Students' Preferences for Feedback on Second Language Writing: A Case Study of Adult ESL Learners

1994 ◽  
Vol 11 (2) ◽  
pp. 46 ◽  
Author(s):  
Hiroko Saito
Keyword(s):  
Second Language Writing ◽  
Teacher Feedback ◽  
Esl Writing ◽  
Writing Classes ◽  
Intensive Courses ◽  
Adult Esl ◽  
Language Writing ◽  
Teacher Students ◽  
Engineering Writing ◽  
Esl Learners

The first part of this study investigated the fit between teachers' practices and students' preferences for feedback and the students' strategies for handling feedback on their written work. The second part of this study focused on students' perception of "thinking prompts" for their writing, an innovative approach used in their ESL writing classes, following Bereiter and Scardamalia's idea of "procedural facilitation" (1987). Thirty-nine students in ESL intensive courses and an ESL Engineering writing class were asked to fill out a questionnaire concerning feedback and thinking prompts. In addition, three classes were observed to see how each teacher used feedback and thinking prompts in their classes and for responding to students' writings. The results show that students preferred teacher feedback (teacher correction, teacher correction with comments, error identification, commentary, teacher-students conferencing) to non-teacher feedback (peer correction and self correction), though the three teachers used non-teacher feedback frequently in their classes. These students' strategies for handling feedback varied depending on the type of feedback each teacher gave on the student's paper. Among the thinking prompts, students found the rule prompt most useful and the LUL2 comparison prompt least useful. The results suggest that the extent to which the thinking prompts are integrated in the class and students conceptualize them is reflected in their attitudes toward thinking prompts.

scholarly journals A Study on the Development of <Engineering Writing> Subject for Foreign Students

2021 ◽  
Vol 15 (4) ◽  
pp. 85-99
Author(s):  
HaLim Han
Keyword(s):  
Liberal Arts ◽  
Foreign Students ◽  
Real Life ◽  
Language Education ◽  
Online Classes ◽  
Korean Language ◽  
Science And Engineering ◽  
Writing Classes ◽  
Engineering Writing ◽  
Technology Talent

As competition for science and technology talent intensifies around the world, the number of foreign students entering the science and engineering classes of Korean universities is increasing day by day. Many of them also complete science and engineering writing classes in the form of essential education depending on the curriculum of the university. However, there is not much research for engineering writing in Korean language education. Thus, this study conducted a survey involving 50 foreign students in the science and engineering line regarding the development of engineering writing classes for foreign students. As a result of our study, I found that learners preferred liberal arts-level engineering writing classes, rather than Writing Across the Curriculum classes. I also showed that students of engineering writing experienced the biggest difficulties in the areas of ‘Korean language use’. Regarding the method of using online classes, ‘Blended Classes’, which combine online classes and face-to-face classes, were the most preferred. Based on these findings, this high school proposed that I develop engineering writing subjects using online classes. I also presented engineering writing class modules centered on real-life and problem solving.

A Study on Students' Problems in ESL Writing Classes in the Arts College/ Kuwait University

2018 ◽  
Vol 1 (1) ◽  
pp. 1-11
Author(s):  
Mona Salem Rashed
Keyword(s):  
Second Language ◽  
First Language ◽  
Word Choice ◽  
Esl Students ◽  
Esl Writing ◽  
Kuwait University ◽  
Writing Classes ◽  
The Arts ◽  
The Difference ◽  
At Home

This paper discusses the influence of the first language (Arabic) on the second language (English) in the writing pieces of ESL students in Arts College/ Kuwait University. Going over some writing papers taken from the students' work in class, the reader would notice a 'different English'. The overall layout of the paper, the ideas presentation, the personal expression, the syntax and word choice, the punctuation and other elements make this new language on students' papers. From papers written in class and at home, I conducted an analysis to see the difference between the two languages techniques, and to find solutions for that. I also interviewed students and they assured that Arabic has a massive influence on them. They disclosed that they read the topic in English, and think/analyze in Arabic. Some participants mentioned that their limited competence of vocabulary in English hindered them from expressing well on paper. Another group mentioned that the idea of 'being explanatory' prevailed their thinking while writing. They said that they wanted to explain their ideas well and repeatedly so that the reader/teacher would understand their points. They also had troubles in organizing the sentences according to the English paragraph style.

scholarly journals The Use of Portfolio Assessment in English Writing Classes

2020 ◽  
Vol 485 ◽  
pp. 012093
Author(s):  
R F A Hudori ◽  
Z Tasnim ◽  
A E Fardhani ◽  
D P Sari
Keyword(s):  
Portfolio Assessment ◽  
Writing Classes ◽  
English Writing

scholarly journals The impact of mediated learning on the academic writing performance of medical students in flipped and traditional classrooms: scaffolding techniques

2021 ◽  
Vol 16 (1) ◽  
Author(s):  
Laleh Khojasteh ◽  
Seyyed Ali Hosseini ◽  
Elham Nasiri
Keyword(s):  
Medical Students ◽  
Academic Writing ◽  
Flipped Classroom ◽  
Second Language Learners ◽  
Control Group ◽  
Mediated Learning ◽  
Writing Classes ◽  
Writing Group ◽  
The Impact ◽  
Experimental Group

AbstractWriting as a multiple-step process is one of the most complex and demanding skills for graduate students to master. Foreign or second language learners who are required to write for academic purposes at the university level may even find it more demanding to master. One of the ways of decreasing the burden of mastering this skill for learners is mediation, using scaffolding techniques to teach writing. Hence, having a good understanding of the impact(s) of adopting mediating or scaffolding techniques in writing classes is absolutely indispensable. To this end, the present study employed an experimental research design to investigate the impact of mediation in the flipped writing classrooms of the students of medicine. To peruse this goal, 47 medical students were selected through purposive sampling and put into control and treatment groups. Medical students in the treatment group watched teacher-made video content(s) before their writing classes. The students in this group experienced organized-interactive writing group activities in their classes. Unlike the experimental group, the students in the control group received all the instructions in the classroom and were assigned homework. The findings obtained through the ANOVA and t-test indicated that the students in the experimental group significantly outperformed their counterparts in the control group in terms of their writing. A probable conclusion could be that by requiring students to study in advance and take responsibility for their learning, flipped classroom can provide the opportunity for learners to actively construct knowledge rather than receive the information passively in the classroom. Flipped classroom can also cultivate interactive class time for teachers and enable them to invest in more fruitful academic practices, instead of asking students to spend a substantial amount of time each week doing homework independently.

Sign in / Sign up

Export Citation Format

Share Document