Writing between the Lines

2021 ◽  
Vol 21 (3) ◽  
pp. 427-453
Author(s):  
Julie Sievers
Keyword(s):  
Skill Development ◽  
Digital Reading ◽  
Student Work ◽  
Writing Skill ◽  
Social Annotation ◽  
Survey Responses ◽  
Literature Classrooms

Abstract This article explores how annotation with digital, social tools can address digital reading challenges while also supporting writing skill development for novices in college literature classrooms. The author analyzes student work and survey responses and shows that social annotation can facilitate closer digital reading and scaffold text-anchored argumentation practices.

scholarly journals From Research Skill Development to Work Skill Development

2018 ◽  
Vol 15 (4) ◽  
pp. 108-126
Author(s):  
Suniti Bandaranaike ◽  
Keyword(s):  
Higher Education ◽  
Skill Development ◽  
Education Student ◽  
Work Skills ◽  
Student Work ◽  
Tertiary Institutions ◽  
Student Autonomy ◽  
Work Skill ◽  
Work Integrated Learning ◽  
Direct Applicability

The thinking required by higher education student engagement in research processes may segue into the development of students’ work skills, enabling them to professionally transition to the workforce. However, although this transition may be facilitated before and during Work Integrated Learning [WIL] experiences, there is typically a gulf between the skills taught in higher education and skill requirements of industry. To address these challenges faced by WIL, and to connect students more effectively with contemporary and future employer needs, the first objective of this paper is to provide an overview of the use of a validated generic employability framework, the Work Skills Development [WSD] framework, and the second objective is to provide evidence about the framework’s effectiveness when used to articulate work skills and student autonomy. This overview of the WSD and its uses contributes to WIL pedagogy and has direct applicability to tertiary educators’ contribution to the development of student work mindset to bridge the gap between tertiary institutions and industry requirements.

scholarly journals Intersections of Language, Content, and Multimodalities: Instructional Conversations in Mrs. B’s Sheltered English Biology Classroom

AERA Open ◽  
2019 ◽  
Vol 5 (2) ◽  
pp. 233285841985048 ◽  
Author(s):  
Carla Meskill ◽  
Jennifer Nilsen ◽  
Alan Oliveira
Keyword(s):  
English Learners ◽  
Daily Basis ◽  
Instructional Conversations ◽  
Data Set ◽  
Student Work ◽  
Rich Data ◽  
Survey Responses ◽  
Sheltered English ◽  
Language Content

The challenges inherent in mastering academic content in a new language are many. When it comes to learning science in U.S. high schools, English learners (ELs) confront these on a daily basis. In an effort to document expert language/content instructional strategies, we analyze Mrs. B’s sheltered high school biology class, made up of ELs from around the world and representing varying stages of emerging bilingualism. The aim of this 2-year case study was to detail effective teaching patterns in a high-functioning multicultural science class—a class where the myriad linguistic, cultural, and affective needs of students are expertly met—and to subsequently suggest a model for understanding and undertaking powerful language and content learning supported by multimodal referents. From a rich data set comprising class recordings, interviews, reflections from Mrs. B, course documents, student work, and survey responses emerged a model of the language/content multimodal interface for teaching ELs.

Young Adolescent EFL Students’ Writing Skill Development: Insights From Assessment Data

2018 ◽  
Vol 15 (4) ◽  
pp. 311-329 ◽  
Author(s):  
Mikyung Kim Wolf ◽  
Saerhim Oh ◽  
Yuan Wang ◽  
Fred S. Tsutagawa
Keyword(s):  
Skill Development ◽  
Young Adolescent ◽  
Assessment Data ◽  
Writing Skill ◽  
Efl Students

scholarly journals Are You Being Rhetorical? A Description of Rhetorical Move Annotation Tools and Open Corpus of Sample Machine-Annotated Rhetorical Moves

2020 ◽  
Vol 7 (3) ◽  
pp. 138-154
Author(s):  
Simon Knight ◽  
Sophie Abel ◽  
Antonette Shibani ◽  
Yoong Kuan Goh ◽  
Rianne Conijn ◽  
...  
Keyword(s):  
Learning Analytics ◽  
Skill Development ◽  
Rhetorical Analysis ◽  
Tool Design ◽  
Formative Feedback ◽  
Tool Development ◽  
Preliminary Step ◽  
Research And Teaching ◽  
Writing Skill ◽  
Rhetorical Structures

Writing analytics has emerged as a sub-field of learning analytics, with applications including the provision of formative feedback to students in developing their writing capacities. Rhetorical markers in writing have become a key feature in this feedback, with a number of tools being developed across research and teaching contexts. However, there is no shared corpus of texts annotated by these tools, nor is it clear how the tool annotations compare. Thus, resources are scarce for comparing tools for both tool development and pedagogic purposes. In this paper, we conduct such a comparison and introduce a sample corpus of texts representative of the particular genres, a subset of which has been annotated using three rhetorical analysis tools (one of which has two versions). This paper aims to provide both a description of the tools and a shared dataset in order to support extensions of existing analyses and tool design in support of writing skill development. We intend the description of these tools, which share a focus on rhetorical structures, alongside the corpus, to be a preliminary step to enable further research, with regard to both tool development and tool interaction

Peer-Mediated Writing Interventions

2021 ◽  
pp. 84-100
Author(s):  
Christine K. Malecki ◽  
Samantha Coyle
Keyword(s):  
Skill Development ◽  
Change Agents ◽  
Written Text ◽  
Writing Interventions ◽  
Writing Skill ◽  
The Many

A variety of writing interventions task peers with assisting students with planning and revising written text, including providing feedback on other students’ writing. This chapter discusses the use of peers as change agents within writing interventions. In particular, we identify the many areas of writing that students can be enlisted to support their peers’ writing skill development. Considerations regarding the use of peers in improving other students’ writing are discussed, and sample materials are included. We also discuss considerations related to diversity and equity within the realm of peer-mediated writing interventions.

scholarly journals Alternative Assessment Tools for the Writing Skill Development of EFL Learners

2019 ◽  
Vol 15 (7) ◽  
Author(s):  
Paola Vanessa Navarrete Cuesta ◽  
Jazmina Ivonne Mena Mayorga ◽  
Yajaira Natali Padilla Padilla ◽  
Angel Paul Obregon Mayorga
Keyword(s):  
Alternative Assessment ◽  
Skill Development ◽  
Assessment Tools ◽  
Efl Learners ◽  
Writing Skill
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