scholarly journals The Use of Demonstrative Pronoun and Demonstrative Determiner this in Upper-Level Student Writing: A Case Study

2015 ◽  
Vol 8 (5) ◽  
Author(s):  
Katharina Rustipa
Keyword(s):  
Student Writing ◽  
Demonstrative Pronoun ◽  
Upper Level ◽  
Level Student

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.

Revealing disciplinary variation in student writing: a multi-dimensional analysis of the Michigan Corpus of Upper-level Student Papers (MICUSP)

Corpora ◽  
2013 ◽  
Vol 8 (2) ◽  
pp. 183-207 ◽  
Author(s):  
Jack A. Hardy ◽  
Ute Römer
Keyword(s):  
Dimensional Analysis ◽  
Student Writing ◽  
Mental Processes ◽  
Successful Student ◽  
Communicative Functions ◽  
Similarities And Differences ◽  
Procedural Discourse ◽  
Upper Level ◽  
Procedural Evaluation ◽  
Level Student

The purpose of this study was to uncover sets of co-occurring, lexico-grammatical features to help to characterise successful student writing. The writing was captured by the Michigan Corpus of Upper-level Student Papers (MICUSP, 2009) and was taken from sixteen disciplines. MICUSP is a corpus of A-graded, upper-level student papers of different disciplines and paper types ( O'Donnell and Römer, 2012 ; and Römer and O'Donnell, 2011 ). Following Biber (1988) , we used a multi-dimensional analysis to identify dimensions of frequently co-occurring features that best account for cross-disciplinary variation in MICUSP. The four functional dimensions of MICUSP appear to distinguish between: (1) Involved, Academic Narrative versus Descriptive, Informational Discourse; (2) Expression of Opinions and Mental Processes; (3) Situation-Dependent, Non-Procedural Evaluation versus Procedural Discourse; and (4) Production of Possibility Statement and Argumentation. Along with a description of the methodology, this paper defines the features that constitute the factors, which have been labelled based on their communicative functions. Similarities and differences at the disciplinary and genre-specific levels are discussed as are the implications for discipline-specific and register-based pedagogies.

Bringing a Culturally Sustaining Lens to Reading Intervention

2021 ◽  
pp. 1086296X2110516
Author(s):  
Kelly K. Wissman
Keyword(s):  
Reading Intervention ◽  
Reading Skills ◽  
Student Writing ◽  
Cultural Resources ◽  
Emergent Bilinguals ◽  
Case Study Methodology ◽  
Literacy Specialist ◽  
Study Methodology ◽  
Measurable Growth

This study explores the possibilities and tensions that emerged when a literacy specialist brought a culturally sustaining lens to her work in a reading intervention setting with five emergent bilinguals. Utilizing a case study methodology, the study draws on data from class transcripts, interviews, student writing and artwork, and fieldnotes collected over 2 years. During data analysis, three themes, “get proximate,” “get connected,” and “get moving,” were constructed. Findings illustrate the complex relationship between practices designed to bring students’ linguistic and cultural resources into the classroom (“get proximate” and “get connected”) within a context designed to facilitate measurable growth in students’ reading skills ("get moving"). Findings contain seeds for further exploration related to engaging students’ languages and lived experiences to build foundational skills. The study suggests that more cohesive incorporation of culturally sustaining practices would require a (re)consideration of monolingualism and narrow definitions of literacy within interventions and assessments.

Teacher Self-Assessment of Feedback Practices in an EFL Academic Writing Class - A Reflective Case Study

2017 ◽  
pp. 162-187 ◽  
Author(s):  
Eddy White
Keyword(s):  
Academic Writing ◽  
Best Practice ◽  
Teacher Feedback ◽  
Student Writing ◽  
Self Assessment ◽  
English Writing ◽  
Teacher Commentary ◽  
Feedback Interventions ◽  
Giving Feedback

Unlike studies of teacher feedback on student writing, research into teacher self-assessment of their own feedback practices is quite rare in the assessment literature. In this reflective case study, the researcher/teacher systematically analyzed feedback practices to clearly determine the form and kind of formative feedback being provided on student essays, and also to compare these feedback practices to recommended practice from the feedback literature. The research took place in an academic English writing course for third-year students at a Japanese university. A close examination of the teacher feedback on the first draft of 21 student essays was undertaken, and more than 800 feedback interventions were identified and coded. Results of this investigation show a number of patterns of practice in giving feedback, including; extensive use of questions in teacher commentary, very limited use of praise comments, and varying amounts of feedback provided on individual essays. Results also show that the feedback practices discovered through this investigation align well with recommended best practice. The case study positions the teacher as ‘learner' in this feedback process, and calls for similar published research describing in detail what teachers do when providing feedback to students on their work.

Looking for Information-Literate Thinking in Undergraduate Subject Searching

2013 ◽  
Author(s):  
Rumi Y. Graham
Keyword(s):  
Multiple Case Study ◽  
Higher Order ◽  
Order Information ◽  
Domain Experts ◽  
Academic Subject ◽  
Premier Cycle ◽  
Multiple Case ◽  
Upper Level ◽  
Premier Cycle Universitaire

To what extent do upper-level, academically outstanding undergraduates employ the kind of higher-order information literate thinking during subject searching commonly associated with search and domain experts? This paper reports on a multiple case study exploration of this question involving eight students and their genuine academic subject searches over a school year.Dans quelle mesure les étudiants de premier cycle universitaire aux meilleurs résultats académiques emploient-ils des techniques de littératie de haut niveau communément trouvées chez les experts lors de recherches par sujet? Cette communication présente les résultats de huit études de cas menées auprès d’étudiants suivis pendant leur cheminement scolaire au cours d’une année. 

scholarly journals The Advantages of a Mixed-Band Radar Network for Severe Weather Operations: A Case Study of 13 May 2009

2014 ◽  
Vol 29 (1) ◽  
pp. 78-98 ◽  
Author(s):  
Vivek N. Mahale ◽  
Jerald A. Brotzge ◽  
Howard B. Bluestein
Keyword(s):  
Situational Awareness ◽  
Severe Weather ◽  
Combined System ◽  
Low Level ◽  
Dynamic Events ◽  
Temporal Sampling ◽  
Radar Network ◽  
Upper Level ◽  
Using Data

Abstract Adding a mix of X- or C-band radars to the current Weather Surveillance Radar-1988 Doppler (WSR-88D) network could address several limitations of the network, including improvements to spatial gaps in low-level coverage and temporal sampling of volume scans. These limitations can result in missing critical information in highly dynamic events, such as tornadoes and severe straight-line wind episodes. To evaluate the potential value of a mixed-band radar network for severe weather operations, a case study is examined using data from X- and S-band radars. On 13 May 2009, a thunderstorm complex associated with a cold front moved southward into southwest Oklahoma. A tornado rapidly developed from an embedded supercell within the complex. The life cycle of the tornado and subsequent wind event was sampled by the experimental Collaborative Adaptive Sensing of the Atmosphere (CASA) radar testbed of four X-band radars as well as two operational WSR-88Ds. In this study, the advantages of a mixed-band radar network are demonstrated through a chronological analysis of the event. The two radar networks provided enhanced overall situational awareness. Data from the WSR-88Ds provided 1) clear-air sensitivity, 2) a broad overview of the storm complex, 3) a large maximum unambiguous range, and 4) upper-level scans up to 19.5°. Data from the CASA radars provided 1) high-temporal, 1-min updates; 2) overlapping coverage for dual-Doppler analysis; and 3) dense low-level coverage. The combined system allowed for detailed, dual- and single-Doppler observations of a wind surge, a mesocyclone contraction, and a downburst.

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