Using Twitter to Scaffold English Composition

2016 ◽  
pp. 32-50
Author(s):  
Brian C. Harrell
Keyword(s):  
Social Media ◽  
Knowledge Base ◽  
Real Life ◽  
English Composition ◽  
First Year ◽  
Rhetorical Strategies ◽  
Student Writers ◽  
Composition Students ◽  
First Year Composition

This chapter explores the idea, and offers three real-life, classroom tested assignments, of using the rules of social media, specifically Twitter, to teach students the rhetorical moves needed to write essays of college length and quality. The assignments provide first-year composition students the tools necessary to read an academic article, understand the rhetoric behind it, and apply rhetorical strategies it to his or her writing. The three assignments: 1) rhetorically analyze Twitter and create a formula for an effective tweet; 2) rhetorically analyzing an academic article 140 characters at a time; and 3) rhetorically analyzing a student's own paper using these same 140-character sound bites, have shown to put students in a position to be successful in the academy. Each assignment has been fully vetted over three years, with a myriad of student examples. This paper shows that the rules of Twitter can be used academically to provide a knowledge base and scaffolding for student writers.

Information Literacy Education for First-Year Composition Students

2018 ◽  
pp. 85-121 ◽  
Author(s):  
Monica D. T. Rysavy ◽  
Russell Michalak ◽  
Kevin Hunt
Keyword(s):  
Information Literacy ◽  
Business Students ◽  
Literacy Skills ◽  
First Year ◽  
Literacy Assessment ◽  
First Year Students ◽  
Composition Students ◽  
First Year Composition ◽  
Composition Course ◽  
International Graduate

This chapter describes how the researchers at a small private Master's level college examined how different delivery modes—face-to-face (F2F), hybrid, and online instruction—may impact first-year students' perceptions of their information literacy (IL) skills compared to their test-assessed information literacy skills using the students perception of information literacy-questionnaire (SPIL-Q) and information literacy assessment (ILA) instruments. These instruments were developed and deployed to international graduate business students in two previous studies: Michalak and Rysavy and Michalak, Rysavy, and Wessel. The students (n=161) in this study were enrolled in a first-year English composition course in the Spring 2017 semester. This iteration achieved an overall response rate of 87.04% (n=141). Overall, results demonstrated the greatest achievement were demonstrated by students in hybrid course sections.

scholarly journals Overcoming challenges in teaching calculus remotely during COVID-19 pandemic

2020 ◽  
Author(s):  
David C. Ng ◽  
Seedahmed S. Mahmoud ◽  
Eric S. Hald ◽  
Qiang Fang
Keyword(s):  
Social Media ◽  
Transformative Learning ◽  
Biomedical Engineering ◽  
Engineering Students ◽  
Real Life ◽  
First Year ◽  
Transformative Learning Theory ◽  
Social Media Platform ◽  
Media Platform ◽  
Learning Principles

Abstract Purpose:This tutorial provides two specific examples to demonstrate how we tackled challenges in teaching Calculus remotely to first year undergraduate biomedical engineering students of XYZ University during a pandemic.Methods: Lessons and education materials were delivered remotely using XYZ University’s version of open-source Moodle learning management system and Tencent’s WeChat social media platform. We implemented transformative learning theory and active learning principles in our initiatives.Results: Students motivation and engagement improved through appropriate challenges and application of timely real-life examples in Calculus based-on positive feedback received anonymously from students via end-of-course surveys.Conclusion: Remote learning is an evolving paradigm which challenges instructors to use novel and creative ways to engage with students.

Dynamic Written Corrective Feedback in First-Year Composition: Accuracy and Lexical and Syntactic Complexity

RELC Journal ◽  
2021 ◽  
pp. 003368822110616
Author(s):  
Grant Eckstein ◽  
Lisa Bell
Keyword(s):  
Second Language ◽  
Corrective Feedback ◽  
Language Instruction ◽  
Control Group ◽  
First Year ◽  
Syntactic Complexity ◽  
Composition Students ◽  
First Year Composition ◽  
Written Corrective Feedback ◽  
Audience Awareness

First-year composition courses must balance a range of writing instruction priorities including genre and audience awareness with language instruction, particularly for second-language writers. Despite the attested efficacy of dynamic written corrective feedback for language gains in intensive English programs, little research has investigated dynamic written corrective feedback in supporting language and discourse development among L2 first-year composition students. In the present study, pre- and post-test writing from 63 second-language first-year composition writers was analyzed for grammatical accuracy as well as lexical and syntactic complexity. Writers with dynamic written corrective feedback intervention ( n = 30) failed to outperform a control group on nearly all measures, and in fact made significantly more verb errors and demonstrated significantly less syntactic complexity over time compared to the control group. Results suggest that while dynamic written corrective feedback is efficacious in some settings, it may be at cross purposes with other first-year composition discourse-based goals such as genre and audience awareness.

Adherence, Persistence, and Effectiveness in Real Life. Multicenter Long-Term Study on the Use of Pirfenidone and Nintedanib in the Treatment of Idiopathic Pulmonary Fibrosis

2021 ◽  
pp. 089719002110086
Author(s):  
Fiorenzo Santoleri ◽  
Luigia Auriemma ◽  
Antonella Spacone ◽  
Stefano Marinari ◽  
Fabio Esposito ◽  
...  
Keyword(s):  
Idiopathic Pulmonary Fibrosis ◽  
Pulmonary Fibrosis ◽  
Pharmacological Study ◽  
Functional Decline ◽  
Real Life ◽  
Point Of View ◽  
Response To Treatment ◽  
First Year ◽  
Long Term Study ◽  
Second Year

Background: In the treatment of idiopathic pulmonary fibrosis (IPF), nintedanib and pirfenidone, with their different mechanisms of action, lead to a reduction in the rate of progression of the fibrosis process measured by the reduction of functional decline, and, in particular, the decrease in forced vital capacity (FVC) and of the diffusion capacity of the lungs for carbon monoxide (DLCO). The objective of this study was to analyze real-life adherence, persistence and efficacy in the use of pirfenidone and nintedanib in the treatment of IPF. Methods: A non-interventional multicenter retrospective observational pharmacological study in real-life treat-ment at 1 and 2 years was conducted. Furthermore, we analyzed the levels of FVC and DLCO at 6 and 12 months, respectively, from the start of treatment. Results: We identified 144 patients in the period between January 2013 and April 2019. From the point of view of adherence, there is no difference between the two drugs, even though patients who used pirfenidone had increasingly higher values: 0.90 vs 0.89, in the first year, and 0.91 vs 0.84, in the second year. In the first year of treatment, the percentage of persistent patients was 67% and 76%, while in the second year, it dropped to 47% and 53% for pirfenidone and nintedanib, respectively. Conclusion: The stratification of the adherence values as a function of the response to treatment in terms of FVC at 12 months for both study drugs showed that patients with optimal response scored adherence of more than 90%.

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