How Students in a First-Year Composition Course Respond to the Flipped Classroom

2016 ◽  
pp. 1405-1425
Author(s):  
Christina R. Grimsley
Keyword(s):  
Flipped Classroom ◽  
College Writing ◽  
First Year ◽  
Video Technology ◽  
Traditional Lecture ◽  
Course Content ◽  
Entry Level ◽  
First Year Composition ◽  
Composition Course ◽  
Writing Course

This qualitative pilot study investigated how 19 students enrolled in an entry-level college writing course responded to the use of video technology to supplement and flip class curriculum. Students were provided 10 video podcasts to augment course content and flip four class lessons. Collected through six student surveys and video download data, the results, including students' podcast viewership behaviors and attitudes toward the videos, are presented. The data revealed the college writing students involved in this study were generally satisfied with the flipped classroom and preferred it over the traditional lecture format. Download patterns indicated, however, less than half of the students watched the podcasts. Despite low viewership, the results suggest that the incorporation of video technology brings writing teachers opportunities to optimize class time by delving deeper into course content and by expanding the number of course assignments.

Meeting the Writing Needs of Business and Industry

1981 ◽  
Vol 11 (3) ◽  
pp. 223-232
Author(s):  
F. W. Fleischhauer
Keyword(s):  
College Writing ◽  
Proper Selection ◽  
Writing Courses ◽  
Writing Course ◽  
Practical Guidance ◽  
Industry Needs

College writing courses offer more practical guidance than ever, but they still fall short of business-and-industry needs. Missing in the main are writing mechanics tailored for communicating the who, whats, and whys involved in running an organization. A writing course aimed at reducing, if not closing, that gap has been in existance for some time now. Dealing with writing to prescribe, persuade or report, it is structured around the proper selection and arrangement of both what must be stated and the words with which to state it, and then stating it with reader ease. This article details the components within that structure.

scholarly journals Writing Process Photo Essay

2021 ◽  
Vol 5 (2) ◽  
Author(s):  
Kory Ching
Keyword(s):  
Writing Process ◽  
College Writing ◽  
School Contexts ◽  
Writing Processes ◽  
Writing Course ◽  
Photo Essay ◽  
Student Inquiry ◽  
Scholarly Attention ◽  
Writing Activity

This article describes and reflects on experiences teaching students to compose a “Writing Process Photo Essay” in the context of an upper-division college writing course that satisfies a campus-wide writing requirement. As the culmination of a quarter-long student inquiry into their own writing processes, this multimodal assignment asks students to combine text and images to help them reflect on the environments, tools, habits and routines that surround their writing activity. This assignment takes its inspiration from calls for renewed scholarly attention to material and embodied aspects of writing process. In the end, this assignment creates opportunities for students to recognize, reflect, and reimagine their own writing activity in school contexts and beyond.

scholarly journals The effects of face-to-face and computer-mediated peer review on EFL writers’ comments and revisions

2015 ◽  
Vol 31 (1) ◽  
Author(s):  
Mei-ching Ho
Keyword(s):  
Foreign Language ◽  
Peer Review ◽  
Future Research ◽  
Chat Room ◽  
Online Chat ◽  
Chi Square ◽  
Efl Writing ◽  
Face To Face ◽  
Computer Mediated ◽  
Writing Course

<p>This study investigates the use of face-to-face and computer-mediated peer review in an English as a Foreign Language (EFL) writing course to examine how different interaction modes affect comment categories, students’ revisions, and their perceptions of peer feedback. The participants were an intact class of 13 students at a Taiwanese university. The computer-mediated peer review involved <em>OnlineMeeting</em>, software specifically designed for peer review activities and featuring a split screen protocol, document sharing, and chat room functions. The results of chi-square tests show that overall students offered more revision-oriented comments than non-revision-oriented ones among different writing tasks in either mode. Also, peer review mode affected some types of peer comments to a certain extent. There were significantly more global alteration comments and fewer local alteration comments in face-to-face than computer-mediated mode. While the participants liked comments via <em>Word</em>’s annotation features over handwritten comments, they felt face-to-face discussions to be more effective than online chat via <em>OnlineMeeting</em> due to the affordance of face-to-face talk (e.g., immediacy and paralinguistic features), that cannot be easily replaced by electronic chat. Pedagogical implications regarding the balanced use of computer-mediated and non-computer-mediated writing activities are discussed, along with suggestions for future research.</p>

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