Writing Processes

This study concerns the cognitive effort expended and the difficulties experienced by undergraduate students as they took notes and wrote a text based on a lecture given in French, their primary language (L1), and in English (L2). The 21 participants had studied English (L2) for 7 years before attending the university and they had taken 3 years of intensive courses at the university in order to obtain their first diploma in English (“license”). Participants were first trained on a secondary task that allowed us to measure their cognitive effort while they performed two other main tasks in both languages, namely (1) listening and taking notes on the main ideas of the lecture, and (2) writing a text based on their notes. Participants also answered a questionnaire about their difficulties with comprehension, taking notes, making use of their notes, and writing in both languages. The results indicated that writing processes were more effortful than notetaking. Students’ performance on the writing task did not vary across languages. In contrast, the cognitive effort associated with taking notes was greater for L2 than for L1, and writing speed was slower. More difficulty was also experienced for notetaking, especially in L2, than in writing.

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A Student Perspective of Plagiarism

Student Plagiarism in an Online World ◽

10.4018/978-1-59904-801-7.ch002 ◽

2011 ◽

pp. 10-22 ◽

Cited By ~ 8

Author(s):

Craig Zimitat

Keyword(s):

Undergraduate Students ◽

Academic Writing ◽

Classroom Practice ◽

Writing Skills ◽

Student Perspective ◽

Note Taking ◽

Borderline Cases ◽

Clear Cut ◽

Writing Processes ◽

Work Samples

This paper reports on an Australian study of undergraduate students’ engagement in plagiarism-related behaviours, their knowledge of plagiarism and their academic writing skills. Students were surveyed to: (i) estimate the incidence of plagiarism behaviours; (ii) examine students’ self-reported academic writing skills; (iii) their knowledge of plagiarism; and (iv) their ability to identify plagiarised work. Across all three undergraduate years, approximately 90% of students believed that direct copying of text or ideas without acknowledgement constituted plagiarism, whilst around 5% were unsure if it constituted plagiarism. The majority of students (80% or more) claimed never to have plagiarized. About 80% of undergraduate students said they possessed the skills of note-taking, paraphrasing, citing and referencing etc., but barely half of students in each year group reported confidence with these skills. Students were able to distinguish between clear-cut cases of plagiarism and paraphrasing when presented with either different writing processes or different work samples, but they were less able to distinguish between “borderline cases”. There are clear implications for classroom practice. First, students need the opportunity to practice and develop their academic writing skills, in the context of articulating their understandings of their own discipline. This requires teachers to recognise that academic writing is a developmental skill and to learn how to improve the writing skills of their students. Second, in this process, teachers need to ensure that students are inducted into the conventions of the academy that relate to the use, manipulation and transformation of knowledge.

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Read, Understand, Learn, & Excel: Development and Testing of an Automated Reading Strategy Detection Algorithm for Postsecondary Students

American Journal of Speech-Language Pathology ◽

10.1044/2019_ajslp-18-0181 ◽

2019 ◽

Vol 28 (3) ◽

pp. 1257-1267 ◽

Cited By ~ 2

Author(s):

Priya Kucheria ◽

McKay Moore Sohlberg ◽

Jason Prideaux ◽

Stephen Fickas

Keyword(s):

Academic Success ◽

Undergraduate Students ◽

Expository Text ◽

Reading Strategy ◽

Detection Algorithm ◽

Expository Texts ◽

Human Observer ◽

Behavioral Strategies ◽

Periodic Review ◽

Wide Range

PurposeAn important predictor of postsecondary academic success is an individual's reading comprehension skills. Postsecondary readers apply a wide range of behavioral strategies to process text for learning purposes. Currently, no tools exist to detect a reader's use of strategies. The primary aim of this study was to develop Read, Understand, Learn, & Excel, an automated tool designed to detect reading strategy use and explore its accuracy in detecting strategies when students read digital, expository text.MethodAn iterative design was used to develop the computer algorithm for detecting 9 reading strategies. Twelve undergraduate students read 2 expository texts that were equated for length and complexity. A human observer documented the strategies employed by each reader, whereas the computer used digital sequences to detect the same strategies. Data were then coded and analyzed to determine agreement between the 2 sources of strategy detection (i.e., the computer and the observer).ResultsAgreement between the computer- and human-coded strategies was 75% or higher for 6 out of the 9 strategies. Only 3 out of the 9 strategies–previewing content, evaluating amount of remaining text, and periodic review and/or iterative summarizing–had less than 60% agreement.ConclusionRead, Understand, Learn, & Excel provides proof of concept that a reader's approach to engaging with academic text can be objectively and automatically captured. Clinical implications and suggestions to improve the sensitivity of the code are discussed.Supplemental Materialhttps://doi.org/10.23641/asha.8204786

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Does a Graduate Course in Fluency Disorders Make a Difference?

Perspectives on Fluency and Fluency Disorders ◽

10.1044/ffd20.1.10 ◽

2010 ◽

Vol 20 (1) ◽

pp. 10-14 ◽

Cited By ~ 2

Author(s):

Evelyn R. Klein ◽

Barbara J. Amster

Keyword(s):

Undergraduate Students ◽

Graduate Programs ◽

The United States ◽

Cross Sectional Study ◽

Sectional Study ◽

Graduate Course ◽

Cross Sectional ◽

Fluency Disorders ◽

Introductory Course ◽

Communicative Disorders

Abstract A study by Yaruss and Quesal (2002), based on responses from 134 of 239 ASHA accredited graduate programs, indicated that approximately 25% of graduate programs in the United States allow students to earn their degree without having coursework in fluency disorders and 66% of programs allow students to graduate without clinical experience treating people who stutter (PWS). It is not surprising that many clinicians report discomfort in treating PWS. This cross-sectional study compares differences in beliefs about the cause of stuttering between freshman undergraduate students enrolled in an introductory course in communicative disorders and graduate students enrolled and in the final weeks of a graduate course in fluency disorders.

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The Impact of TimeSlips on Undergraduate Students in Service Learning With Older Adults

Perspectives of the ASHA Special Interest Groups ◽

10.1044/2020_persp-20-00171 ◽

2020 ◽

pp. 1-8

Author(s):

Sabine Heuer

Keyword(s):

Older Adults ◽

Service Learning ◽

Undergraduate Students ◽

Attitude Scale ◽

Evidence Based ◽

Attitudes Toward Older Adults ◽

Students Attitudes ◽

Attitude Shift ◽

The Impact ◽

Journal Entries

Purpose Future speech-language pathologists are often unprepared in their academic training to serve the communicative and cognitive needs of older adults with dementia. While negative attitudes toward older adults are prevalent among undergraduate students, service learning has been shown to positively affect students' attitudes toward older adults. TimeSlips is an evidence-based approach that has been shown to improve health care students' attitudes toward older adults. The purpose of this study is to explore the change in attitudes in speech-language pathology students toward older adults using TimeSlips in service learning. Method Fifty-one students participated in TimeSlips service learning with older adults and completed the Dementia Attitude Scale (DAS) before and after service learning. In addition, students completed a reflection journal. The DAS data were analyzed using nonparametric statistics, and journal entries were analyzed using a qualitative analysis approach. Results The service learners exhibited a significant increase in positive attitude as indexed on the DAS. The reflective journal entries supported the positive change in attitudes. Conclusions A noticeable attitude shift was indexed in reflective journals and on the DAS. TimeSlips is an evidence-based, patient-centered approach well suited to address challenges in the preparation of Communication Sciences and Disorders students to work with the growing population of older adults.

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Engaging Undergraduate Students in Child Language Research

Perspectives on Issues in Higher Education ◽

10.1044/aihe17.1.4 ◽

2014 ◽

Vol 17 (1) ◽

pp. 4-16

Author(s):

Jade H. Coston ◽

Corine Myers-Jennings

Keyword(s):

Undergraduate Students ◽

Student Growth ◽

Process Data ◽

Research Knowledge ◽

Research Dissemination ◽

Language Sampling ◽

Language Research ◽

Language Sample Analysis ◽

Turn Taking ◽

Assessment Techniques

To better prepare the professionals and scholars of tomorrow in the field of communication sciences and disorders (CSD), a research project in which undergraduate students collected and analyzed language samples of child-parent dyads is presented. Student researchers gained broad and discipline-specific inquiry skills related to the ethical conduct of research, the literature review process, data collection using language assessment techniques, language sample analysis, and research dissemination. Undergraduate students majoring in CSD developed clinical research knowledge, skills, and dispositions necessary for future graduate level study and professional employment. In addition to the benefits of student growth and development, language samples collected through this project are helping to answer research questions regarding communicative turn-taking opportunities within the everyday routines of young children, the effects of turn-taking interactions on language development, and the construct validity of language sampling analysis techniques.

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Bilingual and Monolingual Students' Perceptions of the CSD Major: A Qualitative Study

Perspectives on Issues in Higher Education ◽

10.1044/ihe18.1.16 ◽

2015 ◽

Vol 18 (1) ◽

pp. 16-31 ◽

Cited By ~ 1

Author(s):

Flora Keshishian ◽

Rebecca Wiseheart

Keyword(s):

Qualitative Study ◽

Undergraduate Students ◽

Critical Role ◽

School Setting ◽

The United States ◽

Bilingual Students ◽

Speech Language Pathology ◽

Diverse Environment ◽

Language Pathology ◽

Areas Of Interest

There is a growing demand for bilingual services in speech-language pathology and audiology. To meet this growing demand, and given their critical role in the recruitment of more bilingual professionals, higher education institutions need to know more about bilingual students' impression of Communication Sciences and Disorders (CSD) as a major. The purpose of this qualitative study was to investigate bilingual and monolingual undergraduate students' perceptions of the CSD major. One hundred and twenty-two students from a large university located in a highly multicultural metropolitan area responded to four open-ended questions aimed at discovering students' major areas of interest (and disinterest) as well as their motivations for pursuing a degree in CSD. Consistent with similar reports conducted outside the United States, students from this culturally diverse environment indicated choosing the major for altruistic reasons. A large percentage of participants were motivated by a desire to work with children, but not in a school setting. Although 42% of the participants were bilingual, few indicated an interest in taking an additional course in bilingual studies. Implications of these findings as well as practical suggestions for the recruitment of bilingual students are discussed.

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