scholarly journals Analytical Techniques for Developing Argumentative Writing in STEM

2021 ◽  
Author(s):  
Patricia Davies ◽  
Yanjun Goa ◽  
Smaranda Muresan ◽  
Rebecca Passonneau
Keyword(s):  
Experiential Learning ◽  
Positive Impact ◽  
Writing Skills ◽  
Analytical Techniques ◽  
Automated Analysis ◽  
Formative Feedback ◽  
Written Feedback ◽  
Argumentative Writing ◽  
Essay Writing ◽  
Stem Students

<p>This article demonstrates how experiential learning could be used to develop argumentative essay writing skills in STEM students. Written feedback, when delivered in a timely manner, is an effective way of advancing students’ understanding of the writing process. Unfortunately, large class sizes and the limited backgrounds of instructors do not always make formative feedback possible. STEM students are especially disadvantaged since approaches to teaching written communication tend to differ from the trial-and-error strategies compatible with many STEM areas. An experiential learning approach to writing instruction can have a positive impact on developing writing skills in STEM learners. Implementing algorithms for providing STEM students with immediate, dependable, formative feedback is expected to improve their performance in writing. This paper discusses an experiential learning project for teaching argumentative writing was delivered to computer science and engineering freshmen. Also discussed are automated analysis of content and argumentation in the essays, using NLP methods.</p>

scholarly journals Analytical Techniques for Developing Argumentative Writing in STEM

2021 ◽  
Author(s):  
Patricia Davies ◽  
Yanjun Goa ◽  
Smaranda Muresan ◽  
Rebecca Passonneau
Keyword(s):  
Experiential Learning ◽  
Positive Impact ◽  
Writing Skills ◽  
Analytical Techniques ◽  
Automated Analysis ◽  
Formative Feedback ◽  
Written Feedback ◽  
Argumentative Writing ◽  
Essay Writing ◽  
Stem Students

<p>This article demonstrates how experiential learning could be used to develop argumentative essay writing skills in STEM students. Written feedback, when delivered in a timely manner, is an effective way of advancing students’ understanding of the writing process. Unfortunately, large class sizes and the limited backgrounds of instructors do not always make formative feedback possible. STEM students are especially disadvantaged since approaches to teaching written communication tend to differ from the trial-and-error strategies compatible with many STEM areas. An experiential learning approach to writing instruction can have a positive impact on developing writing skills in STEM learners. Implementing algorithms for providing STEM students with immediate, dependable, formative feedback is expected to improve their performance in writing. This paper discusses an experiential learning project for teaching argumentative writing was delivered to computer science and engineering freshmen. Also discussed are automated analysis of content and argumentation in the essays, using NLP methods.</p>

scholarly journals The Integration of Vocabulary and Effective Sentence Mastery towards Students’ Argumentative Writing Skills

2017 ◽  
Vol 10 (1) ◽  
pp. 1
Author(s):  
Tien Rafida
Keyword(s):  
Random Sampling ◽  
Writing Skills ◽  
Class Ii ◽  
Quantitative Approach ◽  
Argumentative Writing ◽  
Essay Writing ◽  
Argument Writing ◽  
Writing Skill ◽  
Two Factors ◽  
Cluster Random Sampling

The aims of this result to reveal the integrated of vocabulary and effective sentence mastery against the argumentation writing skill students’ PBI-SU FITK UIN the hypothesis proposed in this results are : (1) vocabulary mastery contribute to the argument to the arguments writing skill of students; (2) effective sentence mastery contribute to the argument writing skill of student; (3) vocabulary mastery and effective sentence mastery together contribute to the argument writing skill of students. This result uses a quantitative approach. The population in this study is PBI UIN-SU as many as 6 classes. As for the samples in this result are students of class II. By using cluster random sampling, obtained a sample of 140 students. The instrument used is a test. These results indicate that: (1) vocabulary mastery contributed positively and significantly to the argument essay writing skills of students. The amount of contribution is 18.4%; (2) Effective sentence mastery contribute positively and significantly to the argument essay writing skills of students. The amount of contribution is 11.7%; (3) mastery of vocabulary and mastery of effective sentences together contributed positively and significantly to the argument essay writing skills of students. The major contribution is 26.5%; (4) mastering vocabulary to effectively contribute by 16.39% against the argument essay writing skills of students; (5) Mastery effective sentence effectively contribute 13.11% against the argument essay writing skills of students. Based on the results of this study, it was concluded that the vocabulary and mastery of effective sentences are the two factors that influence the argument essay writing skills of students in addition to other factors. Therefore, the researchers suggest to all parties concerned to pay more attention to these two factors so that students' skills in essay writing can be further improved.

scholarly journals Using Debate to develop Writing Skills for IELTS Writing Task 2 among STEM Students

2020 ◽  
Vol 6 (4) ◽  
pp. 30-43
Author(s):  
Daria Arzhadeeva ◽  
Natalia Kudinova
Keyword(s):  
Undergraduate Students ◽  
Argument Structure ◽  
Research University ◽  
Writing Skills ◽  
Essay Writing ◽  
Stem Students ◽  
Regular Classes ◽  
Experimental Group ◽  
Writing Task ◽  
Academic Debate

The paper focuses on the issue of developing essay writing skills in the context of IELTS preparation and explores the issue of whether academic debate can enhance STEM students’ ability to structure their essays, develop a smooth progression of ideas, and provide supported and extended arguments, which, in turn, may result in higher scores for the IELTS Task Response and Coherence and Cohesion categories. To answer this, a study was undertaken in the academic years 2016/2017 and 2017/2018 among STEM undergraduate students in the National Research University Higher School of Economics, Moscow, Russia. The study involved two groups of students (36 students in each): the group that attended regular IELTS preparation classes and the other that, in addition to regular classes, attended debate classes where among other things Toulmin’s argument structure was taught. At the beginning and end of the experiment both groups submitted essays that were analysed according to IELTS rubrics for Task Response and Coherence and Cohesion, and the presence or absence of the elements of Toulmin’s argument structure. In addition, the essays were assessed by an independent IELTS teacher. An independent-samples t-test and Levene’s test were utilised to determine the significance of the collected data. The findings revealed that, on average, the students of the experimental group scored well in Task Response and Coherence and Cohesion, yet some results were inconsistent, which requires further research.

scholarly journals The Integration of Vocabulary and Effective Sentence Mastery towards Students’ Argumentative Writing Skills

2017 ◽  
Vol 10 (1) ◽  
pp. 1
Author(s):  
Tien Rafida
Keyword(s):  
Random Sampling ◽  
Writing Skills ◽  
Class Ii ◽  
Quantitative Approach ◽  
Argumentative Writing ◽  
Essay Writing ◽  
Argument Writing ◽  
Writing Skill ◽  
Two Factors ◽  
Cluster Random Sampling

The aims of this result to reveal the integrated of vocabulary and effective sentence mastery against the argumentation writing skill students’ PBI-SU FITK UIN the hypothesis proposed in this results are : (1) vocabulary mastery contribute to the argument to the arguments writing skill of students; (2) effective sentence mastery contribute to the argument writing skill of student; (3) vocabulary mastery and effective sentence mastery together contribute to the argument writing skill of students. This result uses a quantitative approach. The population in this study is PBI UIN-SU as many as 6 classes. As for the samples in this result are students of class II. By using cluster random sampling, obtained a sample of 140 students. The instrument used is a test. These results indicate that: (1) vocabulary mastery contributed positively and significantly to the argument essay writing skills of students. The amount of contribution is 18.4%; (2) Effective sentence mastery contribute positively and significantly to the argument essay writing skills of students. The amount of contribution is 11.7%; (3) mastery of vocabulary and mastery of effective sentences together contributed positively and significantly to the argument essay writing skills of students. The major contribution is 26.5%; (4) mastering vocabulary to effectively contribute by 16.39% against the argument essay writing skills of students; (5) Mastery effective sentence effectively contribute 13.11% against the argument essay writing skills of students. Based on the results of this study, it was concluded that the vocabulary and mastery of effective sentences are the two factors that influence the argument essay writing skills of students in addition to other factors. Therefore, the researchers suggest to all parties concerned to pay more attention to these two factors so that students' skills in essay writing can be further improved.

scholarly journals THE EFFECTIVENESS OF SEMANTIC MAPPING AS PREWRITING ACTIVITY IN ARGUMENTATIVE WRITING

JURNAL BASIS ◽  
2019 ◽  
Vol 6 (1) ◽  
pp. 33
Author(s):  
Ance Jusmaya ◽  
Afriana Afriana
Keyword(s):  
Alternative Hypothesis ◽  
Writing Skills ◽  
Wilcoxon Test ◽  
Average Score ◽  
Semantic Mapping ◽  
Student Writing ◽  
Argumentative Writing ◽  
Essay Writing ◽  
Post Test ◽  
Quasi Experimental

At present, the ability to write scientifically becomes an important skill mastered by students. Students need to have good writing skills using reasoning and logic that focuses on what must be believed or done based on mechanisms, such as doing conceptual analysis and arguments for problem solving and decision making. The concept of semantic mapping is an effective strategy to improve student writing skills. This study explores the effectiveness of the concept of semantic mapping in the development of students' writing skills in essay writing. This study was classified into a quasi-experimental design. In this study the population is students of Universal Batam University who are registered in the 2018-2019 academic year. The instrument of this research is a writing test. Data were analyzed with several analyzes, namely normality testing, homogeneity testing, and hypothesis testing. In testing the research hypothesis, the researcher used the t-test for the related sample and the Wilcoxon test. Based on the analysis it was found that the average score of students in the pre test was 7.89 and the average score of the students in the post test was 12. T-score count is t = 3.83 and a significant standard of 0.05. While t table is only 2,306. Because t count is greater than t table (tobserved> t table), so the null hypothesis (Ho) is rejected and the alternative hypothesis (Hi) is accepted. So, based on these results, it was concluded that there was a statistical difference between the pre-test at the 0.05 level. This means that learning argumentative writing based on the theory of semantic mapping has a significant influence on students' argumentative writing skills.

PENINGKATAN HASIL BELAJAR MENULIS KARANGAN NARASI DENGAN MENGGUNAKAN METODE SAINTIFIKSISWA KELAS VI SDN 07 TUJUAH KOTO TALAGOKECAMATAN GUGUAK KABUPATEN LIMA PULUH KOTA

2020 ◽  
Author(s):  
Sri Mures Walef
Keyword(s):  
Scientific Method ◽  
Quantitative Methods ◽  
Writing Skills ◽  
Teaching Writing ◽  
Narrative Writing ◽  
Research Subjects ◽  
Essay Writing ◽  
Qualitative And Quantitative Methods ◽  
Teachers And Students ◽  
Improve Student Learning

This research is motivated by problems in the learning process, namely students have difficulty in expressing their ideas into writing or essays. The formation of words or sentences used by students is inaccurate or inappropriate, as well as the use of punctuation and spelling. In learning activities writing the teacher is more likely to apply teaching writing by prioritizing the results of the process. This study aims to improve narrative writing skills using the scientific method of class VI SDN 07 VII Koto Talago, Guguak District, Lima Puluh Kota Regency. The method used in this study is qualitative and quantitative methods. Qualitative research is research that intends to understand phenomena, about what is experienced by research subjects such as behavior, perceptions, motivations, actions and others. The results of the study describe learning using the Scientific method can improve student learning outcomes which initially in pre-cycle only reached 64 who are in sufficient qualifications. In the first cycle increased to 74 who were in qualifications more than enough, after the second cycle, the students' scores increased again being an average of 90 who are in excellent qualification. The increase includes three indicators, namely (1) narrative characteristics, (2) use of punctuation, (3) capital letters. Third, improving narrative writing skills using the Scientific method of class VI SDN 07 VII Koto Talago District of Guguak, Lima Puluh Kot Regency can be achieved due to several factors including teachers and students. Based on the results above it can be concluded that the narrative text writing skills using the scientific method increased, from sufficient qualifications to more qualifications until they were in excellent qualifications. Thus it can be concluded that, through the cooperative method the type of make a match improvement in students' essay writing skills increased significantly from stage to stage.Key Words: escritura de narrativas, métodos científicos

The integration of a community service learning water project in a post-secondary chemistry lab

2021 ◽  
Author(s):  
Karen Ho ◽  
Boris S. Svidinskiy ◽  
Sahara R. Smith ◽  
Christopher C. Lovallo ◽  
Douglas B. Clark
Keyword(s):  
Service Learning ◽  
Experiential Learning ◽  
Secondary Students ◽  
Community Service ◽  
Positive Impact ◽  
Methodological Approach ◽  
Community Service Learning ◽  
Secondary Chemistry ◽  
Post Secondary ◽  
K 12

Community Service Learning (CSL) is an experiential learning approach that integrates community service into student projects and provides diverse learning opportunities to reduce interdisciplinary barriers. A semester-long chemistry curriculum with an integrated CSL intervention was implemented in a Canadian university to analyze the potential for engagement and positive attitudes toward chemistry as a meaningful undertaking for 14 post-secondary students in the laboratory as well as for their 400 K-12 student partners in the community. Traditionally, introductory science experiments typically involve repeating a cookbook recipe from a lab book, but this CSL project allowed the post-secondary and K-12 students to work collaboratively to determine the physical and chemical properties and total dissolved solids in the water fountains from the K-12 students' schools. Post-instructional surveys were completed by all learners and were analyzed using a mixed methodological approach with both quantitative and qualitative methods. The expected audience that may be interested in this study are those involved in teaching chemistry in higher education and at the K-12 level as well as those interested in service learning, community and civic engagement, experiential learning, and development of transferable skills in chemistry. The results demonstrate that both groups of students report favorable engagement and attitudes towards learning chemistry and higher self-confidence levels on performing lab skills after the activity. Furthermore, both groups of students expressed interest in exploring future projects, which is indicative of the positive impact of CSL and the mutual benefits of the partnership.

scholarly journals Analysis of University STEM Students’ Mathematical, Linguistic, Rhetorical–Organizational Assignment Errors

2021 ◽  
Vol 11 (4) ◽  
pp. 173
Author(s):  
María-José Arévalo ◽  
María Asun Cantera ◽  
Vanessa García-Marina ◽  
Marian Alves-Castro
Keyword(s):  
Foreign Language ◽  
Mother Tongue ◽  
Writing Skills ◽  
Mathematics Students ◽  
Educational Design ◽  
Science Technology ◽  
Communicative Strategies ◽  
Precise Diagnosis ◽  
Stem Students ◽  
And Mathematics

Although Error Analysis (EA) has been broadly used in Foreign Language and Mother Tongue learning contexts, it has not been applied in the field of engineering and by STEM (Science, Technology, Engineering, and Mathematics) students in a systematic way. In this interdisciplinary pilot study, we applied the EA methodology to a wide corpus of exercises and essays written by third-year students of mechanical engineering, with the main purpose of achieving a precise diagnosis of the students’ strengths and weaknesses in writing skills. For the analysis to be as exhaustive as possible, the errors were typologized into three main categories (linguistic, mathematical, and rhetorical–organizational), each of which is, in turn, subdivided into 15 items. The results show that the predominant errors are rhetorical–organizational (39%) and linguistic (38%). The application of EA permits the precise identification of the areas of improvement and the subsequent implementation of an educational design that allows STEM students to improve their communicative strategies, especially those related to the writing skills and, more precisely, those having to do with the optimal use of syntax, punctuation, rhetorical structure of the text, and mathematical coherence.

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