Epistemological and writing beliefs in a first-year college writing course: Exploring shifts across a semester and relationships with argument quality

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.

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Processing First-Year College Writing via Facebook Pedagogy in Linguistically and Culturally Diverse First-Year Composition Classes

Journal of International Students ◽

10.32674/jis.v1i2.554 ◽

2011 ◽

Vol 1 (2) ◽

pp. 59-63 ◽

Cited By ~ 1

Author(s):

Marohang Limbu

Keyword(s):

Culturally Diverse ◽

College Writing ◽

First Year ◽

Culturally Competent ◽

First Year College ◽

First Year Composition ◽

Human Power ◽

Cultural Codes ◽

Composition Classes ◽

Prior Experiences

Facebook has a potential to critically engage students and merge their roles as writers and readers in a digital environment. Facebook reinforces students to share diverse cultural and individual rhetorical appeals, situations, and strategies. In this pedagogical setting, not only do students share a complex set of linguistic and cultural codes, but they also become technologically and cross-culturally competent human power. Facebook pedagogy encourages students to contest, question, and negotiate their cultural literacies and their prior experiences in first-year composition classes.

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Examining the Effectiveness of Corpus-Informed Instruction of Reporting Verbs in L2 First-Year College Writing

L2 Journal ◽

10.5070/l210337022 ◽

2018 ◽

Vol 10 (3) ◽

Author(s):

Ji-young Shin ◽

Ashley J. Velázquez ◽

Aleksandra Swatek ◽

Shelley Staples ◽

R. Scott Partridge

Keyword(s):

College Writing ◽

First Year ◽

First Year College ◽

Informed Instruction

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Measuring Human Interest in First‐Year College Writing Textbooks

Reading Research and Instruction ◽

10.1080/19388079209558106 ◽

1992 ◽

Vol 32 (1) ◽

pp. 64-76 ◽

Cited By ~ 1

Author(s):

Michael F. O'Hear ◽

Richard N. Ramsey ◽

William W. Baden

Keyword(s):

College Writing ◽

First Year ◽

Human Interest ◽

First Year College

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The use of stance in L2 first-year college writing

Corpora in ESP/EAP Writing Instruction ◽

10.4324/9781003001966-6-10 ◽

2021 ◽

pp. 123-146

Author(s):

Ji-young Shin

Keyword(s):

College Writing ◽

First Year ◽

First Year College

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

Implementation and Critical Assessment of the Flipped Classroom Experience - Advances in Educational Technologies and Instructional Design ◽

10.4018/978-1-4666-7464-6.ch006 ◽

2015 ◽

pp. 99-118

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.

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It's Not Remedial: Re-envisioning Pre-First-Year College Writing,

Journal of Basic Writing ◽

10.37514/jbw-j.2005.24.2.03 ◽

2005 ◽

Vol 24 (2) ◽

pp. 26-52

Author(s):

Heidi Huse ◽

Jenna Wright ◽

Anna Clark

Keyword(s):

College Writing ◽

First Year ◽

First Year College

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Suicide Risk Among College Student

Crisis ◽

10.1027/0227-5910/a000340 ◽

2015 ◽

Vol 36 (6) ◽

pp. 416-423 ◽

Cited By ~ 11

Author(s):

Richard Shadick ◽

Faedra Backus Dagirmanjian ◽

Baptiste Barbot

Keyword(s):

Sexual Minority ◽

Students Of Color ◽

Structural Equation ◽

Suicide Risk ◽

Equation Modeling ◽

First Year ◽

Chi Square ◽

First Year College ◽

Marginalized Groups ◽

First Year College Students

Abstract. Background: Research on young adults in the general population has identified a relationship between sexual minority identification and risk for suicide. Differential rates of suicidal ideation and attempts have also been found across racial and ethnic groups. Aims: This study examined risk for suicide among university students, based on membership in one or more marginalized groups (sexual minority and racial minority identification). Method: Data were collected from first-year college students (N = 4,345) at an urban university. Structural equation modeling was employed to model a suicidality construct, based on which a "risk for suicide" category system was derived. Chi-square and logistic regression analyses were then conducted to estimate the relationship between the background variables of interest and suicide risk. Results: Students who identified as lesbian, gay, or bisexual (LGB) were associated with higher suicide risk than their heterosexual peers. Students of color were slightly less at risk than their heterosexual peers. However, LGB students of color were associated with elevated suicide risk relative to heterosexual peers. Conclusion: Results indicate that belonging to multiple marginalized groups may increase one's risk for suicide, though these effects are not simply additive. Findings highlight the complexity of the intersection between marginalized identities and suicidality.

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