Writing in Public Residential Schools

1997 ◽  
Vol 9 (2) ◽  
pp. 83-88
Author(s):  
Arthur S. Williams
Keyword(s):  
Public Schools ◽  
Collaborative Learning ◽  
Expressive Writing ◽  
Technical Writing ◽  
Writing Across The Curriculum ◽  
Residential Schools ◽  
Persuasive Writing ◽  
Discourse Theory ◽  
Student Writing ◽  
Public Writing

Residential public schools comprise unique educational communities, and influential approaches to writing including academic discourse theory, writing across the curriculum, and collaborative learning must be adapted for use in the unique circumstances that they represent. An imperative to introduce students to the writing conventions of various disciplines must be balanced with writing for the general public; writing across the curriculum must balance technical writing with expressive writing and persuasive writing aimed at general audiences; collaborative learning must balance “facilitative” with “directive” responses to student writing.

The Assessment of Technical Writing: A Case Study

1994 ◽  
Vol 24 (1) ◽  
pp. 19-36 ◽  
Author(s):  
Norbert Elliot ◽  
Margaret Kilduff ◽  
Robert Lynch
Keyword(s):  
Educational Outcomes ◽  
Writing Assessment ◽  
Technical Writing ◽  
Reliability And Validity ◽  
Student Writing ◽  
Base Line ◽  
Writing Courses ◽  
Assessment Program ◽  
Writing Course

This article describes the design and evaluation of a formal writing assessment program within a technical writing course. Our purpose in this base-line study was to evaluate student writing at the conclusion of the course. In implementing this evaluation, we addressed fundamental issues of sound assessment: reliability and validity. Our program may encourage others seeking to assess educational outcomes in technical writing courses.

Another Look at Paragraphs in Technical Writing

1980 ◽  
Vol 10 (4) ◽  
pp. 293-301 ◽  
Author(s):  
Jack Selzer
Keyword(s):  
World War Ii ◽  
Word Length ◽  
Technical Writing ◽  
Sentence Length ◽  
Student Writing ◽  
World War ◽  
Writing Teachers ◽  
The Status ◽  
Writing Instructors ◽  
The Given

Because of doubts about the status of paragraphs after World War II and the influence of readability formulas which emphasize sentence length and word length, technical writing teachers and texts have not been concerned very much with stylistic matters, especially at the paragraph level. However, recent research advances in the fields of linguistics, discourse analysis, cognitive psychology, and readability all redirect our attention to matters beyond the sentence in technical writing. A familiarity with such advances—including an understanding of cohesion elements, the “given-new contract,” and tagmemics—can enable technical writing instructors to improve student writing.

Kinneavy, Mathes, Mumford, and Lynn: Teaching the Classificatory Mode in Technical Writing

1980 ◽  
Vol 10 (2) ◽  
pp. 115-124
Author(s):  
Steven Walton Lynn
Keyword(s):  
Structural Study ◽  
Technical Writing ◽  
Writing Process ◽  
Student Writing ◽  
Generative Power ◽  
Theory Of Discourse

Kinneavy's theory of discourse and Mathes' concept of contextual editing can be effectively applied to teaching classification in technical writing. My procedure, in the nine steps described here, provides students with an understanding of classification as an analytical and generative tool. Its usefulness in analysis is discovered through a structural study of Mumford's “Machines, Utilities, and ‘The Machine‘”; an awareness of Mumford's classificatory structure helps students understand his essay. Students see for themselves, by organizing facts into paragraphs, the generative power of contextual editing applied to classification; the same kind of structuring Mumford uses can be used in their own writing. This generative application simulates the research-to-writing process and dramatically increases the coherence and clarity of much student writing.

scholarly journals Ekspressiv grammatik

2015 ◽  
Vol 1 (2) ◽  
pp. 109
Author(s):  
Hans Arndt
Keyword(s):  
Expressive Writing ◽  
The Other ◽  
Student Writing ◽  
Structural Flexibility ◽  
Advanced Students ◽  
The One ◽  
Pedagogical Grammar ◽  
Point Of Departure

The aim of this paper is to consider how to present pedagogical grammar (PG) for advanced students. Taking its point of departure in the lack of structural flexibility often instantiated in student writing, the paper discusses the requirements for an advanced PG, compared to those for theoretical grammar on the one hand and for a beginner's PG on the other. It goes on to outline how an advanced PG can be formulated so as to support and enhance more expressive writing.

Virtual Networks

2011 ◽  
pp. 107-129
Author(s):  
Melody Bowdon
Keyword(s):  
Public Schools ◽  
Small Businesses ◽  
Local Governments ◽  
Technical Writing ◽  
Virtual Networks ◽  
Information Economy ◽  
Web Based ◽  
Writing Students ◽  
The Web

Today small businesses, public schools, local governments, universities, international conglomerates, and nonprofit agencies all feel the pressure to have informative and interactive presences on the Web. This new Web-based information economy has helped to significantly narrow the gap between the technical writing needs of profit and nonprofit workplaces. As local, regional, national, and international groups now compete for attention, business, and participation in the vast arena of the Internet, academic and workplace writers must develop theoretical and practical strategies for identifying and accommodating the varied needs of multiple organizations and audiences. Our technical writing students need to be cross-trained to face profit and nonprofit writing challenges, and our contact people in the community need to be aware of the benefits they can realize through working with students on major projects. In this chapter, I will offer some suggestions for making this collaboration work.

Remote Learning Responses to the COVID-19 Situation in Creating Collaborative Learning Environment: Cases from Nagasaki’s Public Schools

2021 ◽  
Author(s):  
Satoshi Ishida ◽  
Keyword(s):  
Public Schools ◽  
Collaborative Learning ◽  
Online Education ◽  
Learning Environment ◽  
Local Governments ◽  
Remote Island ◽  
Collaborative Learning Environment ◽  
Past Experiences ◽  
Nagasaki Prefecture ◽  
Remote Learning

Abstract This paper examines collaborative learning environment through remote learning in local government. While COVID-19 brought pedagogical and financial challenges to public schools that were already experiencing crises in the management of their educational programs, it also created new opportunities to strengthen relationships and create institutions that will bring out the resilience needed to bounce back stronger and better than before. Government-led approaches to introduce ICT into the educational environment have become even more important in the during the COVID-19 disaster, and in this crisis, public school education in remote areas, including remote island regions, is about to undergo a major transformation. In recent years, ICT environments have begun to be established in educational settings throughout the country. However, it is a fact that there is a large difference in the response to remote learning among local governments. On the other hand, some local governments in Nagasaki Prefecture have begun initiatives to collaborate with private companies and universities to enhance remote learning. In particular, in remote island areas, cross-border collaborative remote learning is being developed in a way that makes use of past experiences. These efforts are expected to meet the needs of the "new normal" under the COVID-19 situation and to be effectively used as "hubs for collaborative learning" that will become the standard in the future. This paper briefly explores the challenges and possibilities of how the promotion of remote learning can bring a ray of hope to the educational field of public schools, using the case of Nagasaki Prefecture, which includes remote island area. KEYWORDS: Remote Learning, Online Education, COVID-19, Collaborative Learning, Nagasaki

Rewriting the Engineering Curriculum: Professionalism and Professional Communication

1987 ◽  
Vol 17 (4) ◽  
pp. 407-416 ◽  
Author(s):  
Steven Youra
Keyword(s):  
Professional Training ◽  
Technical Writing ◽  
Writing Across The Curriculum ◽  
Real Life ◽  
Professional Support ◽  
Professional Communication ◽  
Engineering Curriculum ◽  
Writing Teachers ◽  
Professional Programs ◽  
Oral Presentations

Although engineers spend a substantial amount of their time writing or delivering oral presentations, the typical engineering curriculum segregates communications instruction from technical coursework. But out of an increasing sense of responsibility to provide more authentic professional training, engineering educators are developing programs which bring “real-life” contexts into the classroom. As a result, technical communications instruction is changing in significant ways. Writing clinics are tailoring their services to the precise needs of those they serve and expanding the range of professional support they offer. Furthermore, writing across the curriculum has significantly influenced engineering by linking composing and understanding. New communications courses parallel professional classes, and some redesigned engineering courses actually integrate verbal communication with “subject matter” instruction, Since these broad structural renovations are paradigmatic for other professional programs, technical writing teachers can and should facilitate and support such developments.

Physical Education and Sport for the Deaf: Rethinking the Least Restrictive Environment

1991 ◽  
Vol 8 (2) ◽  
pp. 95-102 ◽  
Author(s):  
Stephen A. Butterfield
Keyword(s):  
Public Schools ◽  
Physical Education ◽  
Deaf Education ◽  
Least Restrictive Environment ◽  
Residential Schools ◽  
Deaf Children ◽  
Educational Placement ◽  
Language Needs ◽  
Restrictive Environment ◽  
Placement Option

Efforts to include children with disabilities in mainstream settings often raise questions as to what constitutes “least restrictive.” This paper addresses educational placement of deaf children, especially as it pertains to physical education and sport. Many leaders in deaf education hold that placement of deaf children in public schools often occurs without regard to their socioemotional/cultural/language needs. This paper provides a rationale for the residential school as a viable and legitimate placement option for deaf children. Also included in the paper is a brief historical overview of deaf education including the contributions of residential schools to deaf sport and deaf culture.

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