scholarly journals THE THEORY THAT REMAINS: Toward a Theoretically Informed Writing Assignment

2020 ◽  
pp. 85-117
Author(s):  
Jeffery Klausman
Keyword(s):  
Writing Assignment

A Whole-Class Writing Assignment

1991 ◽  
Vol 20 (1) ◽  
pp. 27-30
Author(s):  
W. J. Wiebold ◽  
Rebecca G. Duncan
Keyword(s):  
Writing Assignment ◽  
Whole Class

scholarly journals Op‐Ed Writing Assignment in Supply Chain Management Courses

2020 ◽  
Author(s):  
Hee Yoon Kwon ◽  
Jiayuan Zhang ◽  
Koray Özpolat ◽  
Yufeng Lin ◽  
Adolf K.Y. Ng
Keyword(s):  
Supply Chain ◽  
Supply Chain Management ◽  
Chain Management ◽  
Writing Assignment

scholarly journals Science, Story, and Structure: Framing the Conversation for Psychology Faculty and Librarian Information Literacy Collaboration

2018 ◽  
Vol 46 (1) ◽  
pp. 64-71 ◽  
Author(s):  
Loretta L. C. Brady ◽  
Melinda Malik
Keyword(s):  
Student Learning ◽  
Information Literacy ◽  
Literacy Skill ◽  
Psychology Faculty ◽  
Science Story ◽  
Writing Assignment ◽  
Undergraduate Psychology ◽  
Psychology Major ◽  
Literacy Skill Development

This case study illuminates the effectiveness of collaboration between a librarian and psychology faculty as they use the Framework for Information Literacy for Higher Education and the Guidelines for the Undergraduate Psychology Major to improve an assignment and frame their conversation on scaffolding students’ information literacy skill development. Faculty and librarian collaboration is critical to supporting student learning. Disciplinary standards may be effective tools for librarians and faculty to frame their collaboration, using a shared vocabulary to engage in meaningful conversation about the planning and implementation of course assignments in order to facilitate student learning. Through examination of an undergraduate psychology writing assignment, a librarian and psychology faculty critically examine various paths to information literacy.

scholarly journals The Analysis of Indonesian EFL Argumentative Writing Using Toulmin’s Model: The Structure and Struggles from the Learners

2021 ◽  
Vol 5 (2) ◽  
pp. 67
Author(s):  
Hanna Sundari ◽  
Rina Husnaini Febriyanti
Keyword(s):  
Academic Writing ◽  
Point Pattern ◽  
Argumentative Writing ◽  
Specific Level ◽  
Toulmin Model ◽  
Efl Students ◽  
Writing Assignment ◽  
University Level ◽  
Block Pattern ◽  
Thesis Statement

<p>Argumentative writing plays an important role in academic writing at university level. However, learners mostly find that writing this essay a challenging and effortful task. This present study aims at exploring the structures of argumentative essay written by Indonesian EFL students from one university in Jakarta Indonesia. Moreover, it investigates their difficulty and constraints during composing the essay. Using a descriptive qualitative design, the authors selected writing assignment and questionnaire for collecting data. A layout of Toulmin model of arguments was used in analyzing the essays. The findings of the study show that the argumentative papers cover the main elements: claim (thesis statement), data, rebut, and rebuttal data using either in block pattern or point-by-point pattern. The elements show diverse in types. Logical analysis and explanation are the most frequently used on the papers. Though they present acceptable thesis with well-organized essay, some information is unrelated and data for supporting the claim are seemingly insufficient. In addition, the students think that this essay as difficult task. In general, lack of knowledge, vocabulary and practice cause the constraints. In specific level, the students report that giving argument, finding support and working on counterargument become source of difficulty and constraints.</p>

scholarly journals Intersections between Tutorial Engagement, Directive Feedback, and Critical Reflection

2018 ◽  
Vol 28 ◽  
pp. 246-264
Author(s):  
Gail Nash ◽  
Morgan Dawson ◽  
Kaine Gulozer
Keyword(s):  
Student Engagement ◽  
Cognitive Development ◽  
Critical Reflection ◽  
Collaborative Study ◽  
Reciprocal Interaction ◽  
Composition Course ◽  
Sociocultural Model ◽  
Core Composition ◽  
Writing Assignment ◽  
The Impact

A handful of research studies have investigated the effect of writing centre tutorials on subsequent revisions. This classroom-based study adds to that research by reporting results from a collaborative study between a composition professor and a writing centre tutor. The aim of the study was to examine the influence of writing centre tutorials on immediate student revisions as well as final drafts. The analysis was extensively framed by the Vygotskyan sociocultural model of language and cognitive development with an emphasis on tutor-student engagement as reciprocal interaction which include directive feedback and consequential revision. This study employed a qualitative design with students in a sophomore-level core composition course. Participants attended a writing centre session concerning their major writing assignment. Data triangulation included analysis of assignment drafts, observation notes, and tutorial transcripts. Findings revealed that students attended to feedback that was directive and straightforward. Additionally, students did not attend to citation feedback unless it was direct and explicit. Furthermore, students sometimes overgeneralized and misapplied the feedback. The findings highlight the impact of individual learner factors as well as the results of directive feedback on revisions.

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