scholarly journals Re-viewing Portfolio Writing from a Metacognitive Perspective

2020 ◽  
Vol 8 (5) ◽  
pp. 36
Author(s):  
Devika A
Keyword(s):  
Cognitive Processes ◽  
Classroom Practice ◽  
Process Approach ◽  
Late 20Th Century ◽  
Equal Importance ◽  
Writing Research ◽  
One Step ◽  
Approach Theory ◽  
Product Approach ◽  
Theory Research

Portfolio writing, a pedagogic construct of the late 20th century, which can be viewed as one of the latest branchings of the mainstream writing research, can also be considered as an offshoot of the ‘paradigm shift’ (Thomas Kuhn,1962) from the long prevailing product approach to an emerging process approach. Theory, research and classroom practice, all had been confined to the written products; and ‘the writer’ was more or less neglected.  The process approach brought to the forefront, the psyche of the writer by giving equal importance to the psycho-cognitive processes underlying the activity. The term ‘activity’ has been used here in the sense that writing is a higher order mental activity. Portfolio writing, moving one step further, reveals not only the writer’s ability at composing in the present, but consolidates the schema of the past, as well as forecasts the writing potentials of future, too. This paper tries to validate, how simultaneously the process and the product together result in the learning outcome, in the context of assessing writing performance.

scholarly journals Process Capability and Maturity in Information Security

2011 ◽  
Vol 1 (2) ◽  
Author(s):  
Alpana Kakkar ◽  
Ritu Punhani
Keyword(s):  
Information Security ◽  
Process Capability ◽  
White Paper ◽  
Process Approach ◽  
View Point ◽  
Process Maturity ◽  
Information Availability ◽  
Process View ◽  
Product Approach

Information security has been more prominently considered under product approach in which this is considered as a framework of products providing different functionalities or features of information security like information availability, authenticity, non-repudiation, etc. But there is another important view point of information security. This is the Process View of information security in which the information security is considered as a process rather than a product. The process approach provides the benefits of repetitiveness, simplicity, and also statistically measureable and controllable. One can statistically manage the process for its maturity and capability. This white paper talks about understanding the information security as a process and then understanding the concepts of process maturity and capability for Information Security in organizations.

scholarly journals A 50+ Year Search for effective, efficient and engaging instruction

2017 ◽  
Vol 24 ◽  
Author(s):  
M. David Merrill
Keyword(s):  
Research Study ◽  
Research Data ◽  
Lessons Learned ◽  
Computer Assisted ◽  
Research Approach ◽  
Extensive Experience ◽  
Authoring Systems ◽  
Engaging Instruction ◽  
Approach Theory ◽  
Theory Research

In this paper I will chronicle my 50+ year career, from my interest in making education more effective, to an epiphany about theories, and some of my published work that, for a time, gained the attention of others in the field of instructional technology.  My extensive experience with computer-assisted learning covers early efforts to teach concepts to attempts to design automated authoring systems. My most recent work attempts to identify underlying principles common to most theories of instruction.The professional press publishes reports of theory, research, data, prescriptions, and opinions, but seldom do we get the back story. Where did these ideas originate?  What events led to a particular theoretical or research approach?  What were the challenges—personal and interpersonal—that affected a given approach, theory or research study?  In this paper, in addition to identifying a few of the most notable contributions to this literature, I will provide some of the back story that contributed to my career and inspired or significantly influenced my work. I will also highlight some of the lessons learned along the way.Download the PDF and read more...

Modern approaches in teaching writing skill within the process of foreign language teaching

2020 ◽  
pp. 110-117
Author(s):  
Umida Kulmagambetovna Khodjaniyazova 
Keyword(s):  
Foreign Language ◽  
Language Policy ◽  
Language Teaching ◽  
Process Approach ◽  
Foreign Language Teaching ◽  
Teaching Writing ◽  
Foreign Language Writing ◽  
Language Writing ◽  
Product Approach ◽  
Writing Competence

This article is devoted to the problem of the development of writing competence in the process of foreign language teaching. The article refects the main directions of the language policy in the Republic Uzbekistan with reference to the fundamental normative documents in this area, describes the conditions for the successful language policy in the feld of foreign language education. The characteristic features of foreign language writing competence is presented. The concept of the term «approach» is analyzed by foreign scholars and the author focuses on the advantage of two modern approaches in teaching foreign language writing competence as Product approach and Process approach. A review of two modern approaches is presented by involving the points and claims of well-known foreign scholars. The article deals with the assessment criteria, the learning process and effective techniques that are used on the basis of product approach. It presents a typical model for process approach created by the English specialist C. Tribble. Carried out comparative analysis of two given approaches, leads to the conclusion that both product approach and process approach, despite of their advantages, are not perfect enough in teaching writing since both approaches were criticized by methodologists. As a result of the study, it is concluded that it is preferable to use a mixed approach, along with traditional ones to develop writing competence of students.

The Contextual Semantic Realization of the Lexical Units Hesitate, Waver, Vacillate, Falter vs. Hesitation, Hesitancy

2017 ◽  
Vol 4 (1) ◽  
pp. 47-53
Author(s):  
Алла Гнатюк
Keyword(s):  
Cognitive Linguistics ◽  
English Language ◽  
Cognitive Structure ◽  
Good Time ◽  
Epistemic State ◽  
Academic Press ◽  
Prisoner Of War ◽  
Modern Language ◽  
Equal Importance ◽  
Theory Research

This article is dedicated to the research of synonymous groups for the designation of doubt “Hesitate, Waver, Vacillate, Falter” and “Hesitation, Hesitancy” in contemporary English-language fictional discourse. Doubt is defined as an epistemic state in the cognitive world of individuals which provides motivation to undertake a further quest for information. The purpose of this work is to investigate how the set of semes identified in each component of the synonymous group is presented in the context of modern English fictional discourse. This research is directed towards verifying whether the use of all the components of the given synonymous groups is of equal importance in modern language discourse, as well as checking whether all the semes of “Hesitate, Waver, Vacillate, Falter” and “Hesitation, Hesitancy” are used correctly, based on the results of the componential analysis. The results of the research make it possible to form conclusions regarding the homogeneity or heterogeneity of contextual sematic representations in discourse, dependent upon the number of constituents which make up the synonymous group. References  Arthur, T. S. (2008). The Good Time Coming. Webster’s French Thesaurus Edition. SanDiego: Icon Classics.  Bisson, T. (2009). Fire on the Mountain. Oakland: PM Press. Clark, M. S. (2011). Don’t Take Any Wooden Nickels. Eugene: Harvest House Publishers. Crystal, D. (1997). The Cambridge Encyclopedia of Language. Cambridge: CambridgeUniversity Press. Dijk, T. A. (1992). Text and Context: Explorations in the Semantics and Pragmatics ofDiscourse. Longman. Evans, V. (2006). Cognitive Linguistics. Introduction. Edinburgh: Edinburgh UniversityPress. Ortony, A. (1988). The Cognitive Structure of Emotions. Cambridge: Cambridge UniversityPress. Plutchik, R., Kellerman H. (1980). A General Psychoevolutionary Theory of Emotion. In:Emotion: Theory, Research and Experience. Vol. 1: Theories of Emotion, (pp. 3−31). NewYork: Academic Press. Thagard, P., Brun G., Doğuoğlu U., Kuenzle D. (2008). How Cognition Meets Emotion:Beliefs, Desires and Feelings as Neural Activity. In: Epistemology and Emotions, (pp.167−184). Hampshire: Ashgate Publishing Limited. Sources Ely, A. (1862). Journal of Alfred Ely, A Prisoner of War in Richmond. New York:D. Appleton and Company. Madrid-Null, M. H. (2006). Navajo Heat. Victoria: Trafford Publishing. Matza, D. (1964). Delinquency and Drift. New Jersey: Transaction Publishers. Merriam-Webster, A. (1947). Webster’s Dictionary of Synonyms. First Edition. ADictionary of Discriminated Synonyms with Antonyms and Analogous and ContrastedWords. Springfield, Massachusetts: Merriam Co. Publishers.

scholarly journals A Critique of Four Grounded Theory Texts

2014 ◽  
Author(s):  
Lise Allen
Keyword(s):  
Qualitative Research ◽  
Grounded Theory ◽  
Situational Analysis ◽  
Practical Applications ◽  
Grounded Theory Research ◽  
Approach Theory ◽  
Theory Research

This article is a review of Discovery of Grounded Theory by Glaser and Strauss, Basics of Qualitative Research by Strauss and Corbin, Constructing Grounded Theory by Charmaz, and Situational Analysis by Clarke across six categories, including the authors' purposes, structure of the books, practical applications of the books' methods, how the authors approach theory and data emergence, how the authors judge grounded theory research and finally, if the authors have achieved their purposes. For the most part, I found that all books accomplished their purposes. Discovery was weak in practical applications but strong on logical arguments for the usage of grounded theory. Basics contained many practical tools but some of the techniques discussed forced data into certain categories. Constructing was written in a very clear, easy-to-follow format that novices might find useful. Situational contained many tools, but with a focus on situations rather than actors.

scholarly journals An Assessment Instrument of Product versus Process Writing Instruction: A Rasch Measurement Analysis

2019 ◽  
pp. 1-8
Keyword(s):  
Language Learning ◽  
Writing Instruction ◽  
Item Difficulty ◽  
Measurement Model ◽  
Rasch Measurement ◽  
Process Approach ◽  
Assessment Instrument ◽  
Long Run ◽  
Product Approach ◽  
Item Reliability

Recent researchers continuously stress on the importance of writing instruction in language learning. Therefore, there is an immense need to have an appropriate instrument to measure the writing instruction and the instrument has to be fully tested for validity. Therefore, we developed and validated an instrument using Rasch Measurement Model to assess two prominent approaches (product approach versus process approach) used in writing instruction contemporarily. We tested the instrument by computing its infit, outfit, item reliability, item separation, item difficulty and item discrimination. The results demonstrated that the instrument showed adequate estimates of reliability in assessing both the approaches used by teachers in ESL classrooms. The raw variance result showed that the accuracy of the items of product approach (85.7%) and process approach (63.7%) were excellent and good. The values of item reliability and item separation for product approach were 0.98 and 6.33, while process approach showed the item reliability and separation values of 0.65 and 1.37 respectively. The results showed that product approach is being dominantly practised that did not enhance students’ writing skills in the long run. To address this issue, we propose a new framework for writing instruction as a guide to ESL teachers.

scholarly journals Peer-feedback as a Translation Training Tool in Web-based Communication

2015 ◽  
Vol 27 (54) ◽  
pp. 115
Author(s):  
Marian Flanagan ◽  
Carmen Heine
Keyword(s):  
Classroom Practice ◽  
Peer Feedback ◽  
Website Design ◽  
Web Based ◽  
Communication Course ◽  
Training Tool ◽  
Text Production ◽  
Writing Research ◽  
Web Communication ◽  
Multiple Languages

<p>Teaching web-based communication involves website analysis, website design and webcopy writing, often in multiple languages for different target audiences. Localization and foreign language webcopy writing require training in the area of translation, in addition to other skills related to web communication. Such training might be didactically supported with peer-feedback assignments. Surprisingly few studies in the area of localization/translation and web-based communication report about classroom practice of this kind. Drawing on theory from Educational Psychology, Writing Research in L2 and Translation Studies, this paper explores common notions in peer-feedback research. It discusses peer-feedback and its implementation as a translation training tool in the context of web-based communication with a focus on localization as a form of text production. Student feedback and the revisions performed on its basis are investigated. The data reported here derive from an undergraduate web-based communication course, where students produced a translation and an academic translation review. The paper discusses possible future peer-feedback practices, including suggestions for feedback scaffolding tailored to the needs of future language professionals in the area of</p><p>web-based communication.</p>

scholarly journals Writing: A Profitable but Negated Skill in English Classes in Undergraduate Programs

2015 ◽  
Author(s):  
Blanca Lucía Cely Betancourt
Keyword(s):  
Foreign Language ◽  
Writing Workshop ◽  
Writing Skills ◽  
Public University ◽  
Process Approach ◽  
Small Scale ◽  
English Classes ◽  
Low Performance ◽  
Product Approach ◽  
Undergraduate Programs

The present study describes a small scale project consisting in several workshops to improve the students’ writing in English as a foreign language. The targeted population consisted of first level students in undergraduate programs at a public university in Colombia where low development of writing skills in the students’ foreign language has been constantly observed in the English teaching process. A diagnostic test administered to our students revealed that one of the possible causes of student’s low performance in writing, was the lack of writing activities that serve as training for them to produce writing texts. Students showed the few opportunities they had concerning this kind of activities. The diagnostic data through questionnaires and interviews also revealed the lack of guided and controlled activities which help students to improve the process of writing, and the low motivation as the main result of this lack of activities. Last but not least, after the implementation of this writing workshop, students were more confident, they wrote high-quality texts and writing became an interesting activity for students.Keywords:   writing process, motivation, process approach, writing techniques, product approach

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