scholarly journals Investigating the Effect of Rater Training on Differential Rater Function in Assessing Academic Writing Skills of Higher Education Students

2021 ◽  
pp. 163-181
Author(s):  
Mehmet ŞATA ◽  
İsmail KARAKAYA
Keyword(s):  
Higher Education ◽  
Academic Writing ◽  
Writing Skills ◽  
Education Students ◽  
Rater Training

Reading and Writing Strategies

2016 ◽  
pp. 1162-1175
Author(s):  
Tanya Sturtz ◽  
Darrell Hucks
Keyword(s):  
Higher Education ◽  
Writing Skills ◽  
College Level ◽  
College Courses ◽  
Education Students ◽  
Reading And Writing ◽  
Student Transition ◽  
Program Of Study ◽  
Incoming Freshmen ◽  
To Come

In the field of education, students are not only expected to come to college with the reading and writing skills needed to successfully complete their program of study but also to enter the profession upon graduation with the ability to teach the next generation these skills. At the authors' institution of higher education, as with other higher education institutions, the reading and writing skills of incoming freshmen is a concern across the campus. To address this concern, two education faculty members created a reading and writing program. The program would prepare incoming freshmen with skills and strategies they could use to be successful in their college courses, as well as support student transition and retention. The pilot study created will address a concern raised in the literature regarding the under-explored reading research at the college level. To this end, this chapter shares the process involved in teaching the program and the experiences of the first cohort of students enrolled in the program.

scholarly journals Improving Academic Writing Skills through Online Mode of Task-Based Assignments

2016 ◽  
Vol 9 (9) ◽  
pp. 74
Author(s):  
Sugeng Purwanto
Keyword(s):  
Higher Education ◽  
Academic Writing ◽  
Writing Skills ◽  
Problem Area ◽  
Writing Assignments ◽  
English Class ◽  
Online Mode ◽  
Central Java ◽  
Positive Attitudes ◽  
The Republic

<p>This is to report a 2-Year Research Project (2015-2016) funded by the Directorate General of Higher Education of the Republic of Indonesia, which aims at justifying whether or not the online mode of task-based writing assignments (of various genres of English texts) could improve the writing skills of the students at higher education. An action research was conducted in College of Economics and Business Studies, Stikubank University (UNISBANK) Semarang, Central Java Indonesia in response to the lack of time allocated to students’ writing activities in their English class. Three cycles of treatments were employed—each with five phases, (1) identification of problem area, (2) collection and organization of data, (3) interpretation of data, (4) action based on data and (5) reflection of action. The findings showed that—compared with the initial condition— there was a mean increase of 31% and an increase of 121% in the students’ scores beyond the passing score of 61. Also, the students’ writing motivation increased considerably (&gt;86% toward positive attitudes) as revealed in the survey at the end of the treatment program.</p>

Writing assessment in higher education

2013 ◽  
Vol 2 (1) ◽  
pp. 1-15 ◽  
Author(s):  
Marcus Callies ◽  
Ekaterina Zaytseva ◽  
Rebecca L. Present-Thomas
Keyword(s):  
Higher Education ◽  
Academic Writing ◽  
Writing Assessment ◽  
Corpus Linguistics ◽  
Writing Skills ◽  
Language Assessment ◽  
Assessment Methods ◽  
Key Concepts ◽  
The Common ◽  
Assessment In Higher Education

The importance of appropriate assessment methods for academic writing skills in higher education has received increasing attention in SLA research in recent years. Despite this, there is still relatively little understanding of how academic writing skills develop at the most advanced levels of proficiency. Use of the Common European Framework of Reference for Languages (CEFR) is one way to ensure the comparability of findings across research efforts and continue to move the field forward. This paper presents some key concepts and definitions from the fields of SLA and advancedness research, language assessment and corpus linguistics and introduces several papers that address writing assessment within the context of higher education.

Practical Remarks on the Essentials of Academic Writing for Higher Education Students at the Libyan Academy

2017 ◽  
Vol 1 (2) ◽  
pp. 66-50
Author(s):  
Dr. Ali Elmojahed
Keyword(s):  
Higher Education ◽  
Academic Writing ◽  
Research Paper ◽  
Education Students

This paper discusses the main features of academic writing such as formality, accuracy and objectivity. It highlights and explains these features in view of academic writing conventions. Differences between formal and informal style are compared and analysed. The data for this research paper was collected from some examples of inappropriate students’ works. These examples were chosen from some assignments, and dissertations of higher education students at the Libyan Academy. Appropriate alternatives to these incorrect examples are presented. Furthermore, important suggestions and recommendations regarding academic writing that will help higher education students write their assignments more appropriately are also presented.

scholarly journals The Development of Stance-taking Strategies in L2 Students’ Academic Essays: the Case of a Content-based Russian-American Teleconference Course

2015 ◽  
Vol 1 (4) ◽  
pp. 45-53
Author(s):  
Irina Shchemeleva
Keyword(s):  
Academic Writing ◽  
Writing Skills ◽  
English For Academic Purposes ◽  
Education Students ◽  
Epistemic Modal ◽  
American Students ◽  
Internationalization Of Education ◽  
Novice Writers ◽  
English Academic Writing ◽  
Russian Universities

Due to internationalization of education, students in the majority of leading Russian universities are increasingly likely to use English as a medium of instruction. At the same time, they are not offered preparatory courses in English academic writing. As a result, students are able to develop their academic writing skills mainly while undertaking content-based courses. Recent research indicates that one of the major concerns for novice writers is to be able to express their stance. The key aim of the study is to show that implementing some methods of English for Academic Purposes (EAP) into a content-based course might improve students’ ability to take a stance in their writing. The paper presents the analysis of 45 essays written in English by L2 novice writers during a teleconference course taught to a group of Russian and American students. The study employs a comparative linguistic analysis of some stance markers (pronoun ‘I’, reporting verbs, epistemic modal and evidential expressions) used in students’ essays written at the beginning, in the middle, and at the end of the course. The results suggest that the students’ ability to take a stance might be developed through the integration into the course of some elements of EAP teaching.

scholarly journals THE CHALLENGES OF DEVELOPING EFFECTIVE WRITING SKILLS FOR ACADEMIC PURPOSES IN STUDENTS IN THE REPUBLIC OF NORTH MACEDONIA

2019 ◽  
Vol 32 (4) ◽  
pp. 455-459
Author(s):  
Ivana Trajanoska ◽  
Marija Andonova
Keyword(s):  
Higher Education ◽  
Academic Success ◽  
Academic Writing ◽  
Quantitative Research ◽  
Writing Skills ◽  
Evaluation Process ◽  
Education Institution ◽  
Point Of View ◽  
Spring Semester ◽  
The Republic

Leonard J. Rosen defines academic writing as an “informed, logical, clear, well structured, and based on evidence” (Rosen, 2009) prose style which serves to describe, understand, and further investigate the world around us. Academic writing rests upon common standards of logic and clarity which enable writers to enter into a conversation through their writing. Developing effective writing skills for academic purposes is a crucial aspect of higher education. These skills are indispensable for the students since they affect their overall academic success, but also their life outside the university. The present paper deals with the challenges of developing effective writing skills for academic purposes in the Macedonian language in students in the Republic of North Macedonia. It presents a part of the findings of a five-year research conducted at the higher education institution University American College Skopje (UACS). The aim of the research is to explore the gap between the expected already acquired writing skills at secondary school and the writing skills for academic purposes the students should develop in higher education. The present paper presents the data obtained from the self-evaluation process conducted from spring semester 2015 until spring semester 2019. The quantitative research method was used in the research and the quantitative data obtained were analyzed, textually interpreted, and visually presented. Twenty nine point three percent of the students said that they knew how to write a short essay where they would present evidence for a point of view and 32.4% said that they are not sure how to do this. Even though writing an essay (titled “project assignment”) is a required part of the mandatory State Baccalaureate (Matura) exam since 2010 and all students had completed it in order to enroll at University, 38.3% of the students involved in the research said that they do not know how to do this.

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