scholarly journals Approach to Writing from Readers’ Perspectives: Incorporating Self-Evaluation, Peer Feedback, and Self-Reflection into Academic Writing

2021 ◽  
Author(s):  
Masumi Ono
Keyword(s):  
Collaborative Learning ◽  
Academic Writing ◽  
Peer Feedback ◽  
First Year ◽  
Learning Method ◽  
Self Reflection ◽  
Self Evaluation ◽  
Analytical Skills ◽  
Critical Feedback ◽  
First Year University

In teaching academic writing, it is important that teachers encourage students to consider the expectations of readers, which vary depending on the genre and context of writing. Peer feedback, a collaborative learning method, provides students with opportunities to read peers’ writing and give and receive feedback. This study investigated the perceptions of first-year university students’ writing and revising academic essays through self-evaluation, peer feedback, and self-reflection. A total of 122 students wrote and evaluated the first drafts of their essays, read their peers’ essays to evaluate good and problematic areas, revised the drafts, and reflected on the peer feedback. The results indicated that self-evaluation enhanced students’ attention to readers’ expectations and that peer feedback was considered useful by the majority of them. While their essay scores and views on peer feedback did not correlate, the high-graded essay group appreciated peers’ comments on the essay organization. In contrast, the medium-graded group valued comments on the content, whereas the low-graded group viewed citation-related comments as useful. The results suggest that clear, specific, and critical feedback comments were received positively. Self-evaluation and peer feedback enhance students’ collaborative learning, analytical skills, and awareness of readers and their own writing.

scholarly journals Nurturing academic writing for students in an enrolled to registered nurse conversion course at university

2019 ◽  
Vol 9 (8) ◽  
pp. 121
Author(s):  
Elizabeth N.M. Emmanuel ◽  
Marilyn Chaseling ◽  
Bill Boyd
Keyword(s):  
Academic Writing ◽  
Registered Nurse ◽  
Teaching Strategy ◽  
Nursing Programs ◽  
Nursing Program ◽  
First Year ◽  
Vocational Programs ◽  
University Enrolment ◽  
Second Year ◽  
First Year University

A growing number of diploma-qualified nurses from vocational programs are enrolling in university Bachelor of Nursing programs to upgrade their qualifications. Universities typically provide these students with credit so they enter the Bachelor of Nursing program in second year. Known as pathway students, these students tend to miss the orientating opportunities that other students experience in their first-year university enrolment. This lack of first-year opportunity can be challenging for many pathway students, notably in academic writing. This paper reports on a tailored and scaffolded academic-writing teaching strategy designed for pathway students in their initial semester of learning. Both the students themselves, and teachers report evidence of improvements in academic writing amongst the pathway students.

scholarly journals Write Here, Right Now: An interactive introduction to academic writing and research

2021 ◽  
Author(s):  
Aaron Tucker ◽  
Paul Chafe ◽  
Trina Grover ◽  
Kelly Dermody ◽  
Val Lem ◽  
...  
Keyword(s):  
College Student ◽  
Academic Writing ◽  
Student Writing ◽  
First Year ◽  
First Year University

A first-year university and college student writing textbook that is intended to facilitate the flipped/blended classroom.<br>

scholarly journals EXPLORING THE BEST WAYS TO SUPPORT FIRST YEAR UNIVERSITY STUDENTS’ ACADEMIC WRITING SKILLS

2014 ◽  
pp. 111
Author(s):  
Rossana Perez del Aguila
Keyword(s):  
University Students ◽  
Academic Writing ◽  
Writing Skills ◽  
First Year ◽  
First Year University

<p>Este artículo presenta los resultados de un proyecto de investigación - acción realizado en 2012 con estudiantes del primer año en la carrera de ‘Estudios de la Educación’ en una Universidad de Inglaterra. La finalidad del proyecto fue explorar las mejores formas de apoyar las habilidades de redacción académica de los estudiantes. La revisión de la literatura identifica los desafíos que los estudiantes enfrentan al tratar de aprender el discurso de la disciplina; y a la luz de este análisis una reflexión de las fortalezas y debilidades de mi propia práctica provee el contexto para llevar a cabo una proyecto de investigación - acción. Los métodos de recolección de datos que se usaron para evaluar la intervención de enseñanza fueron: cuestionarios, entrevista semiestructurada con estudiantes, análisis de contenido (retroalimentación) de los trabajos finales de los estudiantes. Los resultados de la investigación demuestran que las dificultades de redacción de los estudiantes están relacionadas con su esfuerzo por entender los conceptos especializados, teorías y métodos de la disciplina.</p>

Evaluating an instruction program with various assessment measures

2014 ◽  
Vol 42 (1) ◽  
pp. 16-33 ◽  
Author(s):  
Sarah R. Gewirtz
Keyword(s):  
Teaching Effectiveness ◽  
Student Assessment ◽  
Peer Feedback ◽  
Peer To Peer ◽  
Student Feedback ◽  
Learning Goals ◽  
First Year ◽  
Content Type ◽  
Self Reflection ◽  
Learning And Teaching

Purpose – The aim of this paper is to demonstrate how the author's library was able to enhance the collaborative learning and teaching environment, with secondary goals to improve teaching effectiveness and increase sharing among librarians of ideas and techniques used in first-year student sessions. Design/methodology/approach – This paper describes the various measures of assessment (peer-to-peer, student feedback and self-reflection) that the College of St Benedict (CSB) and St John's University (SJU) Libraries implemented in 2011. The methods were used to improve teaching by listening to peers, getting feedback from students, and by also doing self-reflection. Many librarians were able to make changes that were beneficial to their teaching sessions. Findings – The outcome allowed librarians to incorporate new ideas into their own instruction sessions; re-evaluate teaching methods based on student feedback; and, to realize that self-assessment was beneficial. More importantly, it led to the development of Learning Goals for First Year Students. Originality/value – This is a significant contribution to the field of librarianship due to the lack of publications on the observations of peers. Articles about peer-to-peer feedback for librarians whose employment duties entail library instruction were difficult to find. Much of the literature focuses on faculty (who are not librarians) who go through peer-to-peer observations for their tenure files. This article focuses not only on peer-to-peer feedback but student assessment of librarians and self-reflections.

scholarly journals Högskolans språk och mitt eget. En studie av nyantagna lärarstudenters förhållningssätt till skrivande, skriftspråket på högskolan och den egna skrivkompetensen

2020 ◽  
Vol 10 (1) ◽  
pp. 43
Author(s):  
Emilia Sturm Aldrin ◽  
Monica Eklund ◽  
Heike Peter
Keyword(s):  
Academic Writing ◽  
Academic Literacy ◽  
Small Scale ◽  
First Year ◽  
Writing Proficiency ◽  
Heterogenous Group ◽  
N 93 ◽  
Writing Identity ◽  
First Year University ◽  
Literacy And Writing

This article explores how a heterogenous group of first year university students perceive writing in general, academic writing in specific, as well as their own writing proficiency. A questionnaire (n 93) was created basing on theories on academic literacy and writing psychology. The results show varying attitudes among the students which highlight questions of the dimensions of writing, identity and group affiliations. Gender was of little importance, whereas age and self-stated writing skills correlated to some extent with the results. The small scale of the study does not permit far-reaching conclusions, but the results indicate attitudes that could have importance for the development of academic literacy. The study can be used as a start of departure for interventions that facilitate for groups with different backgrounds to participate in higher education.

scholarly journals Write Here, Right Now: An interactive introduction to academic writing and research

2021 ◽  
Author(s):  
Aaron Tucker ◽  
Paul Chafe ◽  
Trina Grover ◽  
Kelly Dermody ◽  
Val Lem ◽  
...  
Keyword(s):  
College Student ◽  
Academic Writing ◽  
Student Writing ◽  
First Year ◽  
First Year University

A first-year university and college student writing textbook that is intended to facilitate the flipped/blended classroom.<br>

scholarly journals Write Here, Right Now: An Interactive Introduction to Academic Writing and Research

2021 ◽  
Author(s):  
Aaron Tucker ◽  
Paul Chafe
Keyword(s):  
Learning Styles ◽  
University Students ◽  
Academic Writing ◽  
Flipped Classroom ◽  
Course Design ◽  
First Year ◽  
First Year University

Write Here, Right Now: An interactive Introduction to Academic Writing and Research is a writing e-textbook for first year university students that effectively integrate into the flipped classroom model. The textbook can also be used for non-flipped classroom designs, as the embedded videos, diagrams and linked modules would act as an all-in-one multimedia textbook geared towards multiple learning styles and disciplines. The components of the textbook, including the embedded videos, can be swapped in and out in order to accommodate a professor’s best idea of his/her own course design.

scholarly journals Written argumentation practices in two Argentinian undergraduate courses: multidimensionality and epistemic potentials

2021 ◽  
pp. 66-86
Author(s):  
María Elena Molina ◽  
Constanza Padilla
Keyword(s):  
Academic Writing ◽  
Multiple Case Study ◽  
First Year ◽  
Academic Literacies ◽  
Four Dimensions ◽  
Multiple Case ◽  
Epistemic Dimension ◽  
First Year University ◽  
University Classrooms

This paper states that the epistemic potentialities of writing and arguing are largely derived from the interweaving of four dimensions. Three of them are constitutive (the logical, rhetorical, and dialectical dimensions), and one is integrative (the epistemic dimension). Thus, we characterize how these four distinct dimensions operate in texts produced by first-year university students in two disciplines (Linguistics and Biology) and how those students reflect on their processes of writing and arguing. The results belong to qualitative research designed as a multiple case study, which focused on teaching practices that intertwine disciplinary contents, writing, and argumentation in Argentinian university classrooms. These results deepen the academic literacies’ lines of research regarding the role that argumentation plays in academic writing. We analyze texts produced by students and interviews with them to characterize the dimensions that such students deploy when writing and arguing to learn in their disciplines.

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