Opportunities for innovation gained by connecting a customized process document to the collaborative development of an asynchronous online writing course

2021 ◽  
Author(s):  
Michelle Trim ◽  
Justin Obara ◽  
Siobhan Mei
Keyword(s):  
Collaborative Development ◽  
Online Writing ◽  
Writing Course

scholarly journals Discourse Analysis of Grammatical Cohesion Devices in College Students’ Academic Writing Essay

2019 ◽  
Vol 1 (1) ◽  
pp. 79-90
Author(s):  
Yuliani Trisnaningrum ◽  
Alek Alek ◽  
Didin Nuruddin Hidayat
Keyword(s):  
College Students ◽  
Discourse Analysis ◽  
Conceptual Framework ◽  
Academic Writing ◽  
Analytical Study ◽  
English Education ◽  
Tertiary Education ◽  
Writing Quality ◽  
Online Writing ◽  
Writing Course

ABSTRACTThe study was undertaken to investigate grammatical cohesion devices use in college students’ academic writing essay as a part of discourse analysis. The study also explored to find out the kinds of grammatical cohesion devices specifications in college students’ academic writing essay. The researchers conducted this study with attention to know the college students’ writing quality at tertiary education. Further, the researchers employed Halliday & Hasan (1976) conceptual framework related to grammatical cohesion devices. The study was conducted to 42 college students enrolling on an online writing course. The researchers applied descriptive and analytical study by giving an assignment to assess grammatical cohesion devices use in college students’ academic writing essay. Data were collected from college students’ academic writing essay. The findings revealed that 1048 grammatical cohesion devices were used in the essays. Other findings indicated that the highest use of grammatical cohesion devices were reference with 53.53% and conjunction. The data also pointed out that the college students were more familiar with reference and conjunction use rather than substitution and ellipsis. The result also indicated that the lack of grammatical cohesion devices use in terms of comprehension, knowledge and ability in writing leads the college students use inappropriate grammatical cohesion devices.ABSTRAKPenelitian ini bertujuan menginvestigasi penggunaan perangkat grammatical cohesive device/kohesi tata bahasa pada penulisan akademik esai mahasiswa. Penelitian ini juga bermaksud untuk menggali jenis-jenis spesifikasi kohesi tata bahasa pada esai mereka. Dalam penelitian ini, para peneliti ingin mengetahui kualitas penulisan esai mahasiswa di perguruan tinggi. Untuk mencapai tujuan tersebut, para peneliti menggunakan kerangka konseptual dari Halliday dan Hasan (1976) terkait dengan kohesi tata bahasa. Penelitian ini melibatkan 42 mahasiswa yang mengikuti kelas menulis via daring. Penelitian menggunakan studi deskriptif dan analitik dengan menugaskan para mahasiswa menulis esai. Temuan dari penelitian ini menunjukkan bahwa terdapat 1048 kohesi tata bahasa yang dipergunakan dalam esai-esai tersebut. Selanjutnya, temuan lain menunjukkan bahwa penggunaan kohesi tata bahasa tertinggi adalah referensi 53,53% dan kata penghubung 45,80%. Temuan lainnya adalah mahasiswa lebih familiar terhadap dua aspek tersebut daripada substitusi dan elipsis. Hasil penelitian juga menunjukkan bahwa kurangnya tata kohesi bahasa dalam hal pemahaman, pengetahuan, dan kemampuan dalam menulis menyebabkan para mahasiswa menggunakan tata bahasa kohesi yang kurang variatif. How to Cite: Trisnaningrum, Y., Alek, Hidayat, D. N. (2019). Discourse Analysis of Grammatical Cohesion Devices in College Students’ Academic Writing Essay  . IJEE (Indonesian Journal of English Education), 6(1), 79-90. doi:10.15408/ijee.v6i1.12502

scholarly journals Discourse Analysis of Grammatical Cohesion Devices in College Students’ Academic Writing Essay

2019 ◽  
Vol 6 (1) ◽  
pp. 79-90
Author(s):  
Yuliani Trisnaningrum ◽  
Alek Alek ◽  
Didin Nuruddin Hidayat
Keyword(s):  
College Students ◽  
Discourse Analysis ◽  
Conceptual Framework ◽  
Academic Writing ◽  
Analytical Study ◽  
English Education ◽  
Tertiary Education ◽  
Writing Quality ◽  
Online Writing ◽  
Writing Course

ABSTRACTThe study was undertaken to investigate grammatical cohesion devices use in college students’ academic writing essay as a part of discourse analysis. The study also explored to find out the kinds of grammatical cohesion devices specifications in college students’ academic writing essay. The researchers conducted this study with attention to know the college students’ writing quality at tertiary education. Further, the researchers employed Halliday & Hasan (1976) conceptual framework related to grammatical cohesion devices. The study was conducted to 42 college students enrolling on an online writing course. The researchers applied descriptive and analytical study by giving an assignment to assess grammatical cohesion devices use in college students’ academic writing essay. Data were collected from college students’ academic writing essay. The findings revealed that 1048 grammatical cohesion devices were used in the essays. Other findings indicated that the highest use of grammatical cohesion devices were reference with 53.53% and conjunction. The data also pointed out that the college students were more familiar with reference and conjunction use rather than substitution and ellipsis. The result also indicated that the lack of grammatical cohesion devices use in terms of comprehension, knowledge and ability in writing leads the college students use inappropriate grammatical cohesion devices.ABSTRAKPenelitian ini bertujuan menginvestigasi penggunaan perangkat grammatical cohesive device/kohesi tata bahasa pada penulisan akademik esai mahasiswa. Penelitian ini juga bermaksud untuk menggali jenis-jenis spesifikasi kohesi tata bahasa pada esai mereka. Dalam penelitian ini, para peneliti ingin mengetahui kualitas penulisan esai mahasiswa di perguruan tinggi. Untuk mencapai tujuan tersebut, para peneliti menggunakan kerangka konseptual dari Halliday dan Hasan (1976) terkait dengan kohesi tata bahasa. Penelitian ini melibatkan 42 mahasiswa yang mengikuti kelas menulis via daring. Penelitian menggunakan studi deskriptif dan analitik dengan menugaskan para mahasiswa menulis esai. Temuan dari penelitian ini menunjukkan bahwa terdapat 1048 kohesi tata bahasa yang dipergunakan dalam esai-esai tersebut. Selanjutnya, temuan lain menunjukkan bahwa penggunaan kohesi tata bahasa tertinggi adalah referensi 53,53% dan kata penghubung 45,80%. Temuan lainnya adalah mahasiswa lebih familiar terhadap dua aspek tersebut daripada substitusi dan elipsis. Hasil penelitian juga menunjukkan bahwa kurangnya tata kohesi bahasa dalam hal pemahaman, pengetahuan, dan kemampuan dalam menulis menyebabkan para mahasiswa menggunakan tata bahasa kohesi yang kurang variatif. How to Cite: Trisnaningrum, Y., Alek, Hidayat, D. N. (2019). Discourse Analysis of Grammatical Cohesion Devices in College Students’ Academic Writing Essay  . IJEE (Indonesian Journal of English Education), 6(1), 79-90. doi:10.15408/ijee.v6i1.12502

scholarly journals Breathing Life into the Syllabus: The Collaborative Development of a First-Year Writing Course for Nursing Students

2016 ◽  
Vol 9 ◽  
pp. 199
Author(s):  
Mark Feltham ◽  
Mary Anne Krahn
Keyword(s):  
Nursing Students ◽  
Nursing Faculty ◽  
First Year ◽  
Review Of Literature ◽  
Collaborative Development ◽  
First Year Writing ◽  
First Semester ◽  
Bachelor Of Science ◽  
English Writing ◽  
Writing Course

In this essay, we tell the story of how a team of English and nursing professors came together to develop curriculum for a mandatory first-semester writing course in the collaborative Bachelor of Science, Nursing (BScN) at Fanshawe College and Western University, both in London, Ontario. The discussion focuses on the implementation of the course at the Fanshawe site. Following a review of literature that has informed our thinking about writing in nursing, we discuss how the team, consisting of both English/writing and nursing faculty, solved curriculum problems to develop an effective course. We also look forward to areas for future development.

scholarly journals Mechanizing People and Pedagogy: Establishing Social Presence in the Online Classroom

2015 ◽  
Vol 19 (3) ◽  
Author(s):  
Jennifer M. Cunningham
Keyword(s):  
Digital Media ◽  
Social Presence ◽  
Original Data ◽  
Online Classroom ◽  
Online Writing ◽  
Face To Face ◽  
Writing Course ◽  
Digital Classroom ◽  
Face To Face Instruction ◽  
Online Educators

This research addresses the affordances of using Voki avatars to create a sense of social presence in an asynchronous online writing classroom setting. Digital media afford online educators the opportunity to harness different technologies and new ways of being in a digital classroom that can enhance student engagement in ways similar to yet unlike face-to-face instruction, but this current research questions the effectiveness of these technologies. Original data was obtained from forty students in an online writing course who responded to open-ended questions about their perception of social presence. This study reiterates the importance of establishing social presence in an online course, but suggests students may find specific Web 2.0 technology less effective than other pedagogical methods.

Introduction Discussion Board Forums in Online Writing Courses Are Essential

2017 ◽  
pp. 294-316
Author(s):  
Jennifer Stewart
Keyword(s):  
Writing Instruction ◽  
Faculty Training ◽  
Discussion Board ◽  
Discussion Boards ◽  
Discussion Forums ◽  
Senior Faculty ◽  
Online Writing ◽  
Writing Courses ◽  
Online Writing Instruction ◽  
Writing Course

This chapter develops a framework for thinking about online writing instruction and how it impacts training and the evaluation of new and senior faculty. This chapter interrogates online writing instruction by using activity theory and ethnography to examine the role of introduction discussion forums in an online writing course. Results from this study show how student interaction in introduction discussion boards is influenced by peer reciprocity and instructor modeling. The analysis of this study contains important ramifications for WPAs regarding how an online writing course functions, and the motivation of its users, and how these factors will impact course delivery and programmatic writing policies. Furthermore, the analysis of this study suggests ways in which administrators can increase efficiency and quality of faculty training as institutions accept the pedagogical shift to online writing instruction.

A Student-Centered Online Writing Course

2006 ◽  
pp. 94-115 ◽  
Author(s):  
Caroline Coit
Keyword(s):  
Open Source ◽  
Academic Writing ◽  
Sole Source ◽  
Student Centered ◽  
Online Writing ◽  
Writing Course ◽  
Positive Results ◽  
Correction System

This chapter looks at a student-centered online writing course, where peer correctionswere the sole source of feedback. Using the peer correction system-tool (PCS-tool),designed especially for the course, students wrote one text a week and sent their textsto anonymous readers for corrections. The study described here evaluated students’texts from 25 randomly chosen portfolios, looking at, among other aspects, the numberof unreturned texts and false repairs as well as the amount of improvement in thestudents’ writing over the semester. Based on the very positive results of the study, theauthor hopes that other universities will adopt the PCS-tool for their courses so thattheir students, too, can have the advantage of using this non-threatening environmentto practice and improve their academic writing. The PCS-tool is open-source andavailable to all interested parties.

Sign in / Sign up

Export Citation Format

Share Document