A Case Study on University Writing Class & Textbook Preparation - Focusing on Writing Class in S University

Increasing the number of racially and ethnically underrepresented students who pursue scientific graduate studies in programs focusing on science and aging offers an opportunity to increase the number of aging specialists while simultaneously promoting diversity in the research labor market and supporting new ideas. This case study aims to better understand how students participating in an academic preparatory program experience a writing class contextualized within (1) students' writing background and (2) students' future ambitions related to science and aging. The individually-tailored writing class was taught as a critical component of a comprehensive educational program that targets underrepresented racial and ethnic minority undergraduate students who are interested in pursuing scientific graduate studies in fields related to aging. The researchers conducted semi-structured qualitative interviews with students (n = 4) enrolled in the 24-month fellowship training program, which included participation in the writing course during the summer prior to their senior year of undergraduate education. All participants were young adult college students who identified as Black or African American and female. Using thematic coding, statements about professional writing skills were divided into four primary themes: (1) prior experiences, (2) class experiences, (3) future goals and ambitions, and (4) structural considerations. These themes suggest potential implications for effective interventions aimed to advance the writing skills and academic and career readiness of racially and ethnically diverse students entering fields of science and aging.

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The case study of university writing class using help paper and discussion

Urimalgeul The Korean Language and Literature ◽

10.18628/urimal.75..201712.229 ◽

2017 ◽

Vol 75 (null) ◽

pp. 229-263

Author(s):

이승주

Keyword(s):

Writing Class

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COOPERATIVE ASSESSMENT WRITING PRACTICES AT AN ACEHNESE PRIVATE UNIVERSITY: HELPING OR TROUBLING?

JL3T ( Journal of Linguistics, Literature and Language Teaching) ◽

10.32505/jl3t.v5i2.1209 ◽

2020 ◽

Vol 5 (2) ◽

pp. 107-119

Author(s):

Saiful Akmal ◽

Syarifah Dahliana ◽

Rani Fadhila

Keyword(s):

Private University ◽

Assessment Method ◽

Case Study Method ◽

Writing Practices ◽

Good Ability ◽

Peer Reviewing ◽

Writing Class ◽

Good Writing ◽

Academic Year

A good writing skill could be a benchmark of someone’s good ability in English. This study aims find the way how the practice of cooperative assessment can diminish errors and mistakes in students’ writing and to see students’ view towards cooperative assessment method in writing class. Qualitative approach by using case study method was selected, and the data were taken by means of observation, document analysis and interview towards the fourth semester students of Serambi Mekah University Banda Aceh, Indonesia in 2018/2019 academic year. The findings shown that there were three techniques of cooperative assessment that may lessen errors and mistakes in students’ writing, namely; peer review, lecturers’ feedback and classroom reviewing activity. In students’ view, cooperative assessment has some benefits (improving grammatical awareness, improving students’ vocabularies, and improving the structure of students’ writing) as well as drawbacks (peer errors in editing, and time consuming). Therefore, it is recommended that students make their errors and mistakes diary notes and lecturers are advised to start making grammar errors and mistakes checklists based on the learning objectives for students’ peer reviewing practice.

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Blended Learning in a Paragraph Writing Course: A Case Study

INTERNATIONAL JOURNAL OF LANGUAGE TEACHING AND EDUCATION ◽

10.22437/ijolte.v2i3.5744 ◽

2018 ◽

Vol 2 (3) ◽

pp. 216-226

Author(s):

Anggri Muhtia ◽

Suparno Suparno ◽

Sumardi Sumardi

Keyword(s):

Online Learning ◽

Blended Learning ◽

Learning Activities ◽

Writing Performance ◽

Face To Face ◽

Writing Class ◽

Writing Course ◽

Specific Formula ◽

Face To Face Learning

The emergence of online learning offers the opportunities that are not possessed by the traditional face-to-face learning environment. Combining the strengths of the online learning and face-to-face learning, known as blended learning, is believed to enhance the quality of learning. Different subjects may have different designs of blended learning because there is no specific formula for the best practices of blended learning. This paper reports a study investigating the implementation of blended learning in a paragraph writing course. The purposes were to investigate the blended learning activities carried out in the paragraph writing course and to find out the extent to which it affected students’ writing paragraph performance. The participants of this case study, who were selected purposively, involved one lecturer and six students of a paragraph writing class. The techniques for collecting data included interviews, observations, and document analysis, and the data were analyzed using Miles and Huberman’s interactive model. Ten blended learning activities, including five activities in face-to-face settings and five activities online, were identified in the course. The students’ paragraph writing performance seen from the result of final test was satisfying, indicating that the use of blended learning had a positive effect on students’ writing performance.

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