scholarly journals Research in Writing Instruction and Assessment: Current and needed research to improve student writing

2017 ◽  
Vol 1 (2) ◽  
pp. 6-15 ◽  
Author(s):  
MJ Outcault Hill ◽  
Robert Caldwell
Keyword(s):  
Narrative Analysis ◽  
Academic Writing ◽  
Teaching Methods ◽  
Writing Process ◽  
Writing Skills ◽  
Research Literature ◽  
National Commission ◽  
Student Writing ◽  
High Stakes ◽  
Alternative Teaching

Discussions among educators at almost any level will invariably result in one point of agreement: students at all levels are under-prepared in writing skills. Unfortunately, this is a conclusion that also predominates much of the research literature on the improvement of student writing as well. Despite the importance attached to high-stakes academic writing skills, research has contributed little insight about the challenges students face with academic writing tasks. Llosa, Beck, and Zhao (2011) point out that the National Commission on Writing in America’s Schools and Colleges found that this lack of understanding of the writing process was so significant that they identified writing as, the “Neglected ‘R’ (National Commission on Writing, 2003; Llosa, Beck and Zhao, 2011). In the following paper, authors Caldwell and Outcault Hill present a broad review of the areas of research into the writing process and assessment of writing and suggest areas where further research is needed. Their discussion focuses on 1) Research related to the influence of Cognitive function on the writing process, 2) Research into teaching various genres such as exposition, argument, narrative, analysis, and creative writing, 3) Research on the assessment of writing, and finally, 4) Research on alternative teaching methods.

scholarly journals Eléments de réflexion autour de la didactique de l’écriture/réécriture du FLE en contexte algérien

2019 ◽  
Vol 27 (1) ◽  
pp. 449-465
Author(s):  
Hayat Djaoudi
Keyword(s):  
Teaching Methods ◽  
Grade Level ◽  
Writing Process ◽  
Writing Skills ◽  
Traditional Practices ◽  
Traditional Teaching ◽  
Language Abilities ◽  
New Approach ◽  
Academic Climate

Enseñar a escribir es un ejercicio real en negociaciones permanentes, ajustes y adaptaciones; Los métodos y técnicas deben ser construidos y reconstruidos. En este sentido, lo que se cuestiona es la concepción misma de la escritura escolar. En estas condiciones, para basar una didáctica de la escritura en bases serias, es importante no trabajar más en la nostalgia de los métodos tradicionales caracterizados por la ausencia de una teoría articulada entre "escribir" y "reescribir". Este silencio sobre el interés en estas actividades ha llevado a su marginación por parte de los estudiantes. The teaching methods are evolving and being redesigned. Thus, the whole idea of the writing process, among scholars, is facing big criticism. In such academic climate, the hope is to bring the learning of this important subject into meeting grade level standards. The aim is, probably, to move away from the traditional teaching that is mainly based on strengthening the language abilities not, necessarily, the writing skills. These traditional practices have shown many limitations in terms of developing the appropriate writing skills needed to acquire a new language. Therefore, the need for a new approach is becoming an urgent challenge among educators.   Enseñar a escribir es un ejercicio real en negociaciones permanentes, ajustes y adaptaciones; Los métodos y técnicas deben ser construidos y reconstruidos. En este sentido, lo que se cuestiona es la concepción misma de la escritura escolar. En estas condiciones, para basar una didáctica de la escritura en bases serias, es importante no trabajar más en la nostalgia de los métodos tradicionales caracterizados por la ausencia de una teoría articulada entre "escribir" y "reescribir". Este silencio sobre el interés en estas actividades ha llevado a su marginación por parte de los estudiantes.        

scholarly journals A Systematic Review of the Challenges and Solutions of ESL Students‟ Academic Writing

2019 ◽  
Vol 8 (5C) ◽  
pp. 1169-1171
Keyword(s):  
Academic Writing ◽  
Teaching Methods ◽  
English Language ◽  
Writing Skills ◽  
English Language Teaching ◽  
Teaching Writing ◽  
Esl Students ◽  
Learning Collaborative ◽  
Cognitive Approach ◽  
Malaysian Students

Research studies on ESL writing are more interested in providing operational writing strategies for academic writing. However, there are not many studies on challenges faced by students and their solutions. The main aim of this paper is to provide a systematic literature review of academic writing studies which focused on investigating students’ academic writing challenges and their solutions. The papers used in this study were published from 2010 until 2019. A systematic search of literature proposed in this paper employs the exploratory approach for identifying and evaluating twenty-seven articles published in the authentic Journals. The themes of the review are divided into two categories, one which is related to ESL Malaysian students and another category is regarding non-Malaysians, this is due to the context of the study which will be conducted in Malaysia and therefore a review of studies done on Malaysian student academic writing is justified. The review shows there is a broader context of ESL students’ academic writing challenges and factors influencing students’ academic writing skills. In addition, as mentioned above, the review clearly shows the highlight of previous studies was on strategies which help improve students writing skills. As a conclusion, the review signifies that there are three major enormous challenges faced by ESL students in academic writing, such as teaching methods, students’ attitude towards English, and language ability. And the solutions to the challenges are to employ active learning English language teaching methods, for example, Task-Based learning (TBL), Blended learning, Collaborative learning and cognitive approach, in teaching writing.

scholarly journals Development and Validation of Academic Writing Textbook Based on Process Genre Approach for University Students

2021 ◽  
Vol 13 (2) ◽  
pp. 1068-1079
Author(s):  
Helaluddin Helaluddin ◽  
Mohammed H. Al Aqad ◽  
Hengki Wijaya ◽  
Jusmianti Anwar ◽  
Nyayu Lulu Nadya ◽  
...  
Keyword(s):  
Academic Writing ◽  
Development Process ◽  
Writing Skills ◽  
Student Writing ◽  
Test Results ◽  
Validity And Reliability ◽  
Tertiary Institutions ◽  
Assessment Design ◽  
Expert Input ◽  
Development And Validation

The textbook is a practical learning tool for improving student writing skills; however, not all students learn from a textbook. For this reason, a lecturer must be able to design a textbook according to the needs of students. This paper describes developing and validating academic writing textbooks with a process genre approach in tertiary institutions. This research is part of the research development process, which consists of three phases: need assessment, design, and validation. Five experts were appointed to validate this academic writing textbook. Content Validity Index (CVI) is used to calculate the validity of textbooks quantitatively, with a score above 0.79 considered to meet the criteria. The validity test results state that the CVI of an academic writing textbook is 0.9, with a few revisions based on expert input and suggestions. These findings indicate that this textbook has good validity and reliability and can be used to write in college.

scholarly journals "I can't say it any better": Critical reading as a threshold concept in helping postgraduate Arab students become critical and original writers

2013 ◽  
Vol 9 (2) ◽  
Author(s):  
Radhika Iyer-O'Sullivan
Keyword(s):  
Academic Writing ◽  
Writing Skills ◽  
Thinking Skills ◽  
Student Writing ◽  
Critical Reading ◽  
Critical Thought ◽  
Postgraduate Students ◽  
Critical Writing ◽  
Learning And Teaching ◽  
Threshold Concept

Many studies on plagiarism issues across the globe have arrived at the consensus that in dealing with plagiarism, universities need to do more than provide students with policies and procedures. Education, via academic support classes, has been touted as the way forward in teaching students to develop academic writing skills and avoid plagiarism. Teaching postgraduate students to produce academic writing that is analytical while retaining their individual expression has been a challenge at the British University in Dubai (BUiD). Most of the students at the university come from mainly Arab educational backgrounds. This could mean that their education may not have been in English but more importantly, that they may also have been entrenched in different learning and teaching styles. Previously encouraged to rely on restating exactly what they have read may contribute to students' inability to express critical thought through their writing. Based on analysis of students' critical writing through faculty feedback, samples of student writing and Turnitin reports, this paper seeks to demonstrate that teaching critical reading skills as a threshold concept that translates into critical thinking skills will help students adopt a different approach to reading, which will subsequently help develop critical writing skills. This paper will show how pedagogy was developed to enable students to read critically and produce coherent and thoughtful critical writing while retaining academic integrity.

scholarly journals The Impact of Collaboration on the Process-Based Writing in EFL Classrooms in Saudi Arabia

2018 ◽  
Vol 8 (6) ◽  
pp. 164
Author(s):  
Badia Hakim
Keyword(s):  
Saudi Arabia ◽  
Academic Writing ◽  
Writing Process ◽  
Writing Skills ◽  
Building Blocks ◽  
Collaborative Process ◽  
Efl Writing ◽  
Efl Classrooms ◽  
Definition Of ◽  
The Impact

This research is a study of the impact of collaboration on the process-based writing in EFL classrooms in Saudi Arabia. It focuses on methods that contribute to the enhancement of productivity in writing. First, a definition of the term “collaboration” in the process-based EFL writing is presented and then, the advantages of collaborative process-based writing are discussed in further detail. The research mainly focuses on the practical aspects of introducing the building blocks and the procedural aspects of collaborative process-based writing into classrooms in Saudi Arabia. The main goal is to contribute to an overall understanding of collaborative process-based writing. In this context, the instructor tries to help students get further involved in collaborative and dialog-based activities through the process of writing. Another chief goal of introducing this technique is to help students produce better academic writing pieces and improve their writing skills as they move in their writing process from pre-writing to post-writing.

Process and Product: A Review of the Research on LD Children's Writing Skills

1989 ◽  
Vol 12 (2) ◽  
pp. 74-86 ◽  
Author(s):  
Ellen M. Lynch ◽  
Sheila Dove Jones
Keyword(s):  
Special Education ◽  
Education Research ◽  
Writing Instruction ◽  
Regular Education ◽  
Writing Process ◽  
Writing Skills ◽  
Research Literature ◽  
Children's Writing ◽  
Writing Research

In the last decade we have witnessed a renewed interest in writing research and instruction in both regular and special education. Although regular education researchers have moved away from a product focus, instead examining the writing process, many contend that special education research has continued to focus on product errors while neglecting the processes involved in composition and spelling. This article contains a review of the writing research literature published during the last five years. Both composition and transcription studies conducted with elementary-aged LD subjects were examined. Conclusions of the studies as well as their implications for writing instruction and research are discussed.

scholarly journals Learner autonomy, self-regulation skills and self-efficacy beliefs – How can students’ academic writing skills be supported?

2020 ◽  
Vol 10 (2) ◽  
pp. 381-402
Author(s):  
Åsa Mickwitz ◽  
Marja Suojala
Keyword(s):  
Academic Writing ◽  
Learning Process ◽  
Self Efficacy ◽  
Self Regulation ◽  
Writing Skills ◽  
Efficacy Beliefs ◽  
Traditional Learning ◽  
Multiple Choice Questions ◽  
Regulatory Strategies ◽  
Academic Settings

Abstract High self-efficacy beliefs and effective self-regulatory strategies are increasingly important in academic settings, and especially in developing academic writing skills. This article deals with how students develop academic writing skills in two different pedagogical settings (as autonomous learners and in a traditional learning environment), and how this is associated with the students’ self-regulatory strategies and self-efficacy beliefs. In the study, self-regulatory skills referred to the ability to take charge of, manage and organize the learning process, while self-efficacy beliefs were defined as the strength of students’ confidence to accomplish an extensive task and sense of succeeding. The method was quantitative, including some qualitative elements, and data was elicited through a survey answered by 150 students, after they had attended courses in academic writing. The survey consisted of 1 open-ended question and 16 multiple-choice questions (a five-point Likert scale). The data was analyzed using SPSS. The results show that self-regulatory skills and self-efficacy beliefs have a greater impact on learning academic writing skills in traditional learning settings than in learning settings where the students are supposed to work more independently, and where teacher support is not available to the same extent.

Tools for Analysis: Journals and Writing Skills

1986 ◽  
Vol 51 ◽  
pp. 10-11
Author(s):  
David M. Brodsky ◽  
Eileen M. Meagher
Keyword(s):  
High Schools ◽  
Political Science ◽  
Communication Skills ◽  
Writing Skills ◽  
Student Writing ◽  
English Department ◽  
Written Communication ◽  
Student Journals

Instructors directly responsible for improving student writing skills rely on many techniques, among them student journals, to help their charges master the rudiments of written communication. Instructors in such disciplines as political science, however, may exclude the development of written communication skills from the objectives they hope students achieve. Instead they regularly bemoan their students inability to put together two or three readily understandable sentences on any topic of concern, simultaneously condemning the high schools or English department for failing to teach students how to write.

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