scholarly journals Writing Process Photo Essay

2021 ◽  
Vol 5 (2) ◽  
Author(s):  
Kory Ching
Keyword(s):  
Writing Process ◽  
College Writing ◽  
School Contexts ◽  
Writing Processes ◽  
Writing Course ◽  
Photo Essay ◽  
Student Inquiry ◽  
Scholarly Attention ◽  
Writing Activity

This article describes and reflects on experiences teaching students to compose a “Writing Process Photo Essay” in the context of an upper-division college writing course that satisfies a campus-wide writing requirement. As the culmination of a quarter-long student inquiry into their own writing processes, this multimodal assignment asks students to combine text and images to help them reflect on the environments, tools, habits and routines that surround their writing activity. This assignment takes its inspiration from calls for renewed scholarly attention to material and embodied aspects of writing process. In the end, this assignment creates opportunities for students to recognize, reflect, and reimagine their own writing activity in school contexts and beyond.

scholarly journals For the Love of Writing: Writing as a Form of (Self-) Love

2021 ◽  
Vol 2 (1) ◽  
pp. 16-24
Author(s):  
Gabrielle Isabel Kelenyi
Keyword(s):  
Lived Experience ◽  
Writing Instruction ◽  
Writing Process ◽  
Literacy Education ◽  
Teaching Writing ◽  
School Contexts ◽  
Writing Processes

In this paper, I describe my writing process and theorize it as an act of self-love by examining what makes writing hard for me and what makes it easy for me; additionally, I present a brief argument for teaching writing as or for love as a manner by which to avoid (re)producing systemic inequities in literacy education. As such, this autoethnography aims to inform readers of my lived experience as a writer and, in so doing, share ways in which writing instruction in school contexts can help students develop individualized writing processes that help them love writing even when it’s hard.

How Students in a First-Year Composition Course Respond to the Flipped Classroom

2016 ◽  
pp. 1405-1425
Author(s):  
Christina R. Grimsley
Keyword(s):  
Flipped Classroom ◽  
College Writing ◽  
First Year ◽  
Video Technology ◽  
Traditional Lecture ◽  
Course Content ◽  
Entry Level ◽  
First Year Composition ◽  
Composition Course ◽  
Writing Course

This qualitative pilot study investigated how 19 students enrolled in an entry-level college writing course responded to the use of video technology to supplement and flip class curriculum. Students were provided 10 video podcasts to augment course content and flip four class lessons. Collected through six student surveys and video download data, the results, including students' podcast viewership behaviors and attitudes toward the videos, are presented. The data revealed the college writing students involved in this study were generally satisfied with the flipped classroom and preferred it over the traditional lecture format. Download patterns indicated, however, less than half of the students watched the podcasts. Despite low viewership, the results suggest that the incorporation of video technology brings writing teachers opportunities to optimize class time by delving deeper into course content and by expanding the number of course assignments.

scholarly journals Teaching The Writing Process As A First And Second Language Revisited: Are They The Same?

2015 ◽  
Vol 11 (2) ◽  
pp. 119-124
Author(s):  
Felicia Lincoln ◽  
Anisa Ben Idris
Keyword(s):  
Second Language ◽  
Writing Process ◽  
First Language ◽  
Writing Skills ◽  
Physical Activities ◽  
Ell Students ◽  
Writing Processes

Research on the second writing process is not recent. Both first and second writing processes have been in the area of argument among scholars. It is has been confirmed that both first and second writers nearly all practice similar physical activities pre-writing, during, and post writing stages; however, they still differ in the inner extra thinking activities that non-native writers practice to reduce the transfer of first language rules during the writing processes. Therefore, teachers should provide extensive feedback to ELL students to help them improve their writing skills.

Students’ Perceived Problems in an EAP Writing Course

2003 ◽  
pp. 143 ◽  
Author(s):  
Chitose Asaoka ◽  
Yoshiko Usui
Keyword(s):  
Qualitative Study ◽  
Writing Process ◽  
Discourse Community ◽  
Writing Assignments ◽  
Japanese University ◽  
Writing Course

This longitudinal qualitative study investigated the kinds of problems identified by students while they completed their writing assignments as well as the ways in which they handled the problems in the writing component of an EAP program at a Japanese university. It also attempted to analyze the sources of the problems in order to find optimal ways to initiate the students into the new discourse community and give guidance along their writing process. 本研究は、ある日本の大学におけるEAPのライティングコースを受講する学生がライティング過程において何を問題視し、どのようにその問題を解決しているかについて質的リサーチ方法を用い、縦断的に観察した。又、学生の提示する問題の根源を分析し、今後どのように学生を新しいディスコースコミュニティーに導入し、ライティング過程でどのような指導をしていくことが適切か検討した。

Meeting the Writing Needs of Business and Industry

1981 ◽  
Vol 11 (3) ◽  
pp. 223-232
Author(s):  
F. W. Fleischhauer
Keyword(s):  
College Writing ◽  
Proper Selection ◽  
Writing Courses ◽  
Writing Course ◽  
Practical Guidance ◽  
Industry Needs

College writing courses offer more practical guidance than ever, but they still fall short of business-and-industry needs. Missing in the main are writing mechanics tailored for communicating the who, whats, and whys involved in running an organization. A writing course aimed at reducing, if not closing, that gap has been in existance for some time now. Dealing with writing to prescribe, persuade or report, it is structured around the proper selection and arrangement of both what must be stated and the words with which to state it, and then stating it with reader ease. This article details the components within that structure.

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