scholarly journals Where is the Support? Learning Support for Multimodal Digital Writing Assignments by Writing Centres in Canadian Higher Education

2021 ◽  
Vol 12 (1) ◽  
Author(s):  
Stephanie Bell ◽  
Brian Hotson
Keyword(s):  
Higher Education ◽  
Academic Writing ◽  
Vital Role ◽  
Instructional Materials ◽  
Student Writing ◽  
Digital Writing ◽  
Writing Assignments ◽  
Multimodal Composing ◽  
Canadian Higher Education ◽  
Video And Audio

Writing centres play a vital role in supporting all forms of student academic writing in higher education (HE) institutions, including digital writing projects (DWPs)—multiliterate and multimodal, often video-and-audio-based projects, produced using digital technologies. The importance of writing support for multimodal composing is evident in emerging research on both the multi-skilled practices of writer-designers and the conceptual shifts involved in their adoption. Currently, no research exists regarding the Canadian context of writing centre support for DWPs. To address this, we conducted two surveys: one of 22 Canadian writing centres asking about DWPs prevalence, technology and skills readiness, and DWP awareness; and one of faculty at a large Canadian university, asking about DWPs prevalence and frequency and types of DWP assignments. We find a significant disconnect between the number of DWPs being assigned by faculty and the number being supported in writing centres. We also find a significant lack of writing centre preparedness for supporting DWPs. This paper calls, with some urgency, for writing centres to invest in the reality of student writing in Canadian HE, to begin developing instructional materials, equipment, and skilled staff to support DWPs.

Linguistic Markers of Stance and Genre in Upper-Level Student Writing

2019 ◽  
Vol 36 (2) ◽  
pp. 267-295 ◽  
Author(s):  
Laura Aull
Keyword(s):  
Higher Education ◽  
Academic Writing ◽  
Writing Development ◽  
Future Research ◽  
Student Writing ◽  
Linguistic Markers ◽  
Writing Research ◽  
Upper Level ◽  
Different Levels ◽  
Level Student

Stance is a growing focus of academic writing research and an important aspect of writing development in higher education. Research on student writing to date has explored stance across different levels, language backgrounds, and disciplines, but has rarely focused on stance features across genres. This article explores stance marker use between two important genre families in higher education—persuasive argumentative writing and analytic explanatory writing—based on corpus linguistic analysis of late undergraduate and early graduate-level writing in the Michigan Corpus of Upper-Level Student Papers (MICUSP). The specific stance markers in the study, both epistemic and textual cues, have been shown to distinguish student writing across levels; this study, then, extends the analysis to consider the comparative use of these markers across genres. The findings show two stance expectations persistent across genres as well as significant distinctions between argumentative and explanatory writing vis-à-vis stance markers that intensify and contrast. The findings thus point to important considerations for instruction, assignment design, and future research.

scholarly journals Improving Academic Writing Skills through Online Mode of Task-Based Assignments

2016 ◽  
Vol 9 (9) ◽  
pp. 74
Author(s):  
Sugeng Purwanto
Keyword(s):  
Higher Education ◽  
Academic Writing ◽  
Writing Skills ◽  
Problem Area ◽  
Writing Assignments ◽  
English Class ◽  
Online Mode ◽  
Central Java ◽  
Positive Attitudes ◽  
The Republic

<p>This is to report a 2-Year Research Project (2015-2016) funded by the Directorate General of Higher Education of the Republic of Indonesia, which aims at justifying whether or not the online mode of task-based writing assignments (of various genres of English texts) could improve the writing skills of the students at higher education. An action research was conducted in College of Economics and Business Studies, Stikubank University (UNISBANK) Semarang, Central Java Indonesia in response to the lack of time allocated to students’ writing activities in their English class. Three cycles of treatments were employed—each with five phases, (1) identification of problem area, (2) collection and organization of data, (3) interpretation of data, (4) action based on data and (5) reflection of action. The findings showed that—compared with the initial condition— there was a mean increase of 31% and an increase of 121% in the students’ scores beyond the passing score of 61. Also, the students’ writing motivation increased considerably (&gt;86% toward positive attitudes) as revealed in the survey at the end of the treatment program.</p>

scholarly journals Digital Writing, Word Processors and Operations in Texts: How Student Writers Use Digital Resources in Academic Writing Processes

2020 ◽  
Vol 10 (1) ◽  
pp. 43-58
Author(s):  
Sofia Hort
Keyword(s):  
Academic Writing ◽  
Meaning Making ◽  
Student Writing ◽  
Digital Writing ◽  
Student Writers ◽  
Fine Grained ◽  
Writing Processes ◽  
Writing Practices ◽  
Academic Genre ◽  
Word Processors

This study explores the use of digital technologies in the writing of an academic assignment. Fine-grained studies on student writing processes are scarce in previous research. In relation to the increasing demands on students’ writing, as well as the debate on students’ poor writing (Malmström, 2017), these issues are important to address. In this study, screen captures of five students’ essay processes are analyzed. The results show that students handle text at different levels: they make use of one or more word processors, arrange texts spatially on screens and use resources to operate directly in texts. Above all these actions seem to meet the need to move and navigate within one’s own text, an aspect that could be especially important in relation to the academic genre and for handling texts as artifacts in activity (Castelló & Iñesta, 2012; Prior, 2006). The results of the study point to the importance of making digital writing practices visible, especially those that could create possibilities to intertwine digital texts, thereby enhancing potentials for academic writing and meaning-making.

scholarly journals Learning from home environment: Academic writing course for EFL undergraduates through Google Classroom application

2021 ◽  
Vol 8 (2) ◽  
pp. 710-725
Author(s):  
Amrina Rosyada ◽  
Hanna Sundari
Keyword(s):  
Higher Education ◽  
Foreign Language ◽  
Home Environment ◽  
Academic Writing ◽  
Education Program ◽  
English Education ◽  
Writing Assignments ◽  
Writing Course ◽  
Efl Students ◽  
English Speaking

Learning academic writing seems to be a great challenge for most English as a Foreign Language (EFL) students in non-native English-speaking countries, including in Indonesia. During the COVID-19 pandemic, the issue appears to be more challenging where teachers are persuaded to learn from their home environment (LHE). Several online applications are freely available, and one of the most common applications is Google Classroom. However, the use of such application towards the students’ performance and perception remains understudied. This research aimed at exploring the practices of Google Classroom in facilitating the Academic Writing course of EFL undergraduates. Engaged by 96 participants of third-year students in the English Education Program, the research conducted an explanatory sequential research design by correlating the results data on writing assignments and a set of questionnaires. The findings indicated a significant correlation between using Google Classroom and the students’ writing performance. Moreover, most students expressed their satisfaction with Google Classroom’s practical features to get involved in the academic writing course. The students were satisfied with Google Classroom’s features that were easy to be recognized and easy to be operated. The Google Classroom features also provide clear instructions, practical directions, and the most valuable feature, that is assignment reminders for the students. It can be said that using Google Classroom in the EFL academic writing course at higher education is a great experience and brings great advantages to students’ outcomes.

scholarly journals That's writing talk: An insight into the Academic Writing Readers Group

2010 ◽  
Author(s):  
Rebecca Bell
Keyword(s):  
Higher Education ◽  
Community Of Practice ◽  
Academic Writing ◽  
Good Practice ◽  
Student Writing ◽  
Academic Communities ◽  
Common Practices ◽  
Practice Approach ◽  
New Ideas ◽  
Insight Into

Despite being comprised of 'academic communities' Higher Education often provides academics from different disciplines with few opportunities to discuss common practices or concerns.. Some issues, such as student writing, are so widespread, that there is however a need for staff to have the opportunity to work collaboratively. A focused community or network provides staff with the opportunity to share good practice and develop new ideas. Such a group has been established at Nottingham Trent University to explore the issue of student writing. This article examines the 'Academic Writing Readers Group' and discusses the challenges and benefits of using a community of practice approach to the issue of student writing.

scholarly journals Academic literacies twenty years on: a community-sourced literature review

2019 ◽  
Author(s):  
John Hilsdon ◽  
Cathy Malone ◽  
Alicja Syska
Keyword(s):  
Higher Education ◽  
Literature Review ◽  
Academic Writing ◽  
English For Academic Purposes ◽  
Student Writing ◽  
Academic Literacies ◽  
Diverse Range ◽  
Wide Range ◽  
Learning Development ◽  
Professional Fields

In 1998, the paper ‘Student writing in higher education: an academic literacies approach’ by Mary Lea and Brian Street reinvigorated debate concerning ‘what it means to be academically literate’ (1998, p.158). It proposed a new way of examining how students learn at university and introduced the term ‘academic literacies’. Subsequently, a body of literature has emerged reflecting the significant theoretical and practical impact Lea and Street’s paper has had on a range of academic and professional fields. This literature review covers articles selected by colleagues in our professional communities of the Association for Learning Development in Higher Education (ALDinHE), the association for lecturers in English for Academic Purposes (BALEAP), and the European Association of Teachers of Academic Writing (EATAW). As a community-sourced literature review, this text brings together reviews of wide range of texts and a diverse range of voices reflecting a multiplicity of perspectives and understandings of academic literacies. We have organised the material according to the themes: Modality, Identity, Focus on text, Implications for research, and Implications for practice. We conclude with observations relevant to these themes, which we hope will stimulate further debate, research and professional collaborations between our members and subscribers.

Nurturing Student Writing Knowledge, Self-Regulation, and Attitudes in Higher Education

2022 ◽  
pp. 27-53
Author(s):  
Eleni Meletiadou
Keyword(s):  
Higher Education ◽  
Undergraduate Students ◽  
Academic Writing ◽  
Peer Assessment ◽  
Self Regulation ◽  
Student Writing ◽  
Learning Needs ◽  
Strong Impact ◽  
Writing Performance ◽  
Post Test

Self-assessment (SA) is regarded as a prestigious method of formative assessment in higher education. The present study explored the use of SA as an inclusive practice aiming to help students improve their writing performance, self-regulation, and attitudes. Forty-four undergraduate students attended an academic writing module for one semester. Students had all used peer assessment (PA) during the previous semester and were then asked to use SA. The lecturer provided training, mentoring, and coaching throughout the implementation taking into consideration students' individual learning needs. Students' pre-test and post-test scores showed that SA improved undergraduate students' writing performance more than PA. The findings from students' pre- and post-implementation survey revealed that SA had a strong impact on students' self-regulation. Considering the findings from the students' focus group discussions final essays and self-reflective journals, SA was challenging but developed students' autonomy, critical thinking, and sense of personal accountability significantly.

scholarly journals Linguistic Capital in the University and the Hegemony of English: Medieval Origins and Future Directions

SAGE Open ◽  
2021 ◽  
Vol 11 (2) ◽  
pp. 215824402110218
Author(s):  
Shahid Abrar-ul-Hassan
Keyword(s):  
Higher Education ◽  
Linguistic Diversity ◽  
Academic Research ◽  
Vital Role ◽  
Access To Higher Education ◽  
Knowledge Mobilization ◽  
Linguistic Capital ◽  
Contemporary World ◽  
Canadian Higher Education ◽  
Dominant Characteristic

As the institution of university has evolved into a highly diverse educational community, the language of communication (or linguistic capital) in higher education plays a vital role. Therefore, English as a medium of instruction (EMI) became the dominant characteristic of academia in many parts of a (globalized) world. This growing influence of EMI has affected the scope of both higher education and academic research. Being a linguistic form of capital, the significance of English as a major linguistic resource can be analyzed historically since the institution of university was founded. In fact, EMI seems to have challenged the linguistic diversity and accessibility to higher education in the contemporary world. The case of Canadian higher education highlights new directions in the exploitation of the linguistic capital at university, and the emerging concept of a multilingual university could offer some unique opportunities for knowledge mobilization and access to higher education. Thus, the issue of linguistic capital at the current (globalized) university needs to be re-examined.

scholarly journals Pedagogical applications of academic literacies theory: a reflection and case study

2019 ◽  
Author(s):  
John Wrigglesworth
Keyword(s):  
Higher Education ◽  
Academic Writing ◽  
Meaning Making ◽  
Writing Pedagogy ◽  
Student Writing ◽  
Academic Literacies ◽  
Methods Of Evaluation ◽  
Learning Journey ◽  
Uk Higher Education

The development of the academic literacies approach has provided learning developers with a range of powerful tools to help all students to progress through higher education. Twenty years ago, Lea and Street’s (1998) report on student writing initiated a debate which encouraged the transformation of writing pedagogy in UK higher education. The goal of the transformation was, and remains, to develop an education system which is expanding, inclusive and accessible.This paper focuses on the use of the meaning-making resources that students bring to their learning journey and the ones they encounter throughout their study. It outlines the documentation that enacts the rules that govern university practice at task, module, course and institutional level. The paper draws on academic literacies tools to help to clear away misunderstandings about students’ use of language. It then outlines Lea and Street’s (1998) classification of institutional approaches to the pedagogical challenges of improving student writing.The case study describes an optional credit-bearing Introduction to Academic Language module on a UK degree course. By conducting a series of analytical tasks, the undergraduates who elected to take the module developed their use of aspects of academic writing including genre, argument and intertextuality. Students were assessed by analysing their own assessment scripts from other disciplinary modules. The academic writing module was evaluated in ways that could evidence recommendations for change at multiple levels. The methods of evaluation follow practices regarded as standard in many university quality processes but were used to transform provision along inclusive, academic literacies lines.

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