STUDENTS’ PERCEIVED TECHNICAL WRITING COMPETENCY NEEDS: A PILOT STUDY OF MALAYSIAN POLYTECHNICS

2017 ◽  
Author(s):  
Siti Fazlina Isnin ◽  
Ramlee Mustapha ◽  
Wan Mazlini Othman
Keyword(s):  
Pilot Study ◽  
Technical Writing ◽  
Writing Competency

scholarly journals Three Birds, One Stone: A Pedagogy and Accreditation Driven Redesign

2018 ◽  
Author(s):  
Bryson Robertson ◽  
Margaret Gwyn ◽  
LillAnne Jackson ◽  
Peter Wild
Keyword(s):  
Project Management ◽  
Communication Skills ◽  
Technical Writing ◽  
Writing Development ◽  
Engineering Curriculum ◽  
Graduate Attributes ◽  
Engineering Program ◽  
Life Long Learning ◽  
Writing Competency ◽  
The University

This paper describes a proposed redesign of the instruction and assessment of the Co-operative (Co-op) Education (or work term) components of the University of Victoria Engineering program. The redesign ensures instruction and assessment of the higher-level Graduate Attributes (GAs), such as individual and teamwork, communication skills, professionalism, impact on society, ethics and equity, economics and project management, and life-long learning, that may not be included in all of the technical courses in a traditional Engineering curriculum. Concurrently, the redesign includes a renewed emphasis on improving the technical writing competency of graduating engineers by: ‘laddering’ student technical writing development; introduction a new grading scheme; increased timeframes for report revisions; and, finally, reducing the number of pedagogically ineffective reports required to graduate.

scholarly journals Embedding Review and Drill in Teaching Technical Writing

2020 ◽  
Vol 5 (7) ◽  
pp. 364-369
Author(s):  
REMUEL M. COLES
Keyword(s):  
Technical Writing ◽  
Conventional Instruction ◽  
Engineering Technology ◽  
State College ◽  
Significant Difference ◽  
Writing Competency ◽  
Before And After ◽  
New Strategy ◽  
Grammatical Accuracy ◽  
Quasi Experimental

This study aimed to determine the effectiveness of embedding review and drill as a strategy in teaching technical writing to the second year students of Bachelor in Architectural Engineering Technology (BArET) at Surigao State College of Technology, Surigao City. It also probed the respondents’ level of writing competency both in the control and experimental groups as to grammatical accuracy, paragraph organization, and mechanics before and after instruction. Moreover, it investigated the significant difference on the writing competency of the respondents in both groups exposed to the conventional and review-and-drill strategy of instructions. The study employed a quasi-experimental research design. A research-made questionnaire was used to gather the data from the eighty (80) respondents. The data were analyzed through Mean and Standard Deviation, T-test for dependent and independent samples. Results revealed that the writing competency of the respondents in the control and the experimental groups did not meet expectations before instruction. However, after instructions were given, writing competency of the former became “accomplished” while that of the latter became “exemplary”. With regard to the effectiveness of the two instructions, both are effective; but the embedded review-and-drill strategy prevailed more effective based on the mean gains obtained by the respondents in the experimental group. Based on the foregoing findings of the study, the following conclusions were drawn: the writing competency of the respondents has improved after embedding review and drill as a new strategy of teaching and the conventional one as well. Nevertheless, they both excelled after being taught with lessons using different instructions; the conventional and the embedded review and drill in teaching technical writing are effective in developing writing competency of the students; and, embedding review and drill in teaching technical writing is more effective compared to the conventional instruction.

scholarly journals Angst About Academic Writing: Graduate Students At The Brink

2018 ◽  
Vol 11 (2) ◽  
pp. 67-72 ◽  
Author(s):  
Barbara Holmes ◽  
Theresa Waterbury ◽  
Eric Baltrinic ◽  
Arielle Davis
Keyword(s):  
Graduate Students ◽  
Focus Group ◽  
Academic Writing ◽  
Technical Writing ◽  
Colleges And Universities ◽  
Writing Anxiety ◽  
Writing Ability ◽  
Writing Competency ◽  
Negative Feelings ◽  
Implementing Strategies

This paper offers some insights into the anxieties graduate students bring into the classroom about academic or technical writing. In this qualitative study, a focus group of graduate students was utilized to describe the specific negative feelings, attitudes and experiences held about writing. Findings suggest that students were able to identify three main reasons or causes of writing anxiety: (1) lack of confidence in writing ability (2) lack of time to devote to writing activities and (3) lack of skills in utilizing scholarly resources. Participants also suggest that colleges and universities take more proactive steps in implementing strategies early in the matriculation process to support graduate students in acquiring writing competency. This exploration suggests that there is still much to be learned from graduate students about what colleges and universities can do to improve writing literacy, help graduate students acquire writing self-efficacy and create a culture of writing expectations.

Pilot study on criteria in cavity preparation-facts or artifacts?

1973 ◽  
Vol 37 (11) ◽  
pp. 27-31 ◽  
Author(s):  
G Salvendy ◽  
WM Hinton ◽  
GW Ferguson ◽  
PR Cunningham
Keyword(s):  
Pilot Study ◽  
Cavity Preparation

A Pilot Study of Early Storybook Reading With Babies With Hearing Loss

2019 ◽  
Vol 62 (9) ◽  
pp. 3397-3412
Author(s):  
Michelle I. Brown ◽  
David Trembath ◽  
Marleen F. Westerveld ◽  
Gail T. Gillon
Keyword(s):  
Hearing Loss ◽  
Pilot Study ◽  
Visual Analysis ◽  
Single Case ◽  
Eye Contact ◽  
Preliminary Evidence ◽  
Storybook Reading ◽  
Book Selection ◽  
Turn Taking ◽  
Parent Child

Purpose This pilot study explored the effectiveness of an early storybook reading (ESR) intervention for parents with babies with hearing loss (HL) for improving (a) parents' book selection skills, (b) parent–child eye contact, and (c) parent–child turn-taking. Advancing research into ESR, this study examined whether the benefits from an ESR intervention reported for babies without HL were also observed in babies with HL. Method Four mother–baby dyads participated in a multiple baseline single-case experimental design across behaviors. Treatment effects for parents' book selection skills, parent–child eye contact, and parent–child turn-taking were examined using visual analysis and Tau-U analysis. Results Statistically significant increases, with large to very large effect sizes, were observed for all 4 participants for parent–child eye contact and parent–child turn-taking. Limited improvements with ceiling effects were observed for parents' book selection skills. Conclusion The findings provide preliminary evidence for the effectiveness of an ESR intervention for babies with HL for promoting parent–child interactions through eye contact and turn-taking.

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