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Relevant bibliographies by topics / Report writing – Study and teaching (Higher)

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Academic literature on the topic 'Report writing – Study and teaching (Higher)'

Author: Grafiati

Published: 4 June 2021

Last updated: 10 February 2022

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Journal articles on the topic "Report writing – Study and teaching (Higher)"

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Yundayani, Audi. "ENGLISH WRITING NEEDS FOR ACADEMIC PURPOSES IN FORMAL HIGHER EDUCATION." Journal of English Language and Literature (JELL) 2, no. 01 (August 22, 2018): 1–8. http://dx.doi.org/10.37110/jell.v2i01.11.

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The study aimed to get the understanding about the learners’ needs of English writing skill for academic purposes in formal higher education. As a part of English for Specific Purposes (ESP), English for Academic Purposes (EAP) should play an important role in English teaching for non English program, specifically in higher formal education. This is a descriptive research that used observation, questionaire and interview. The data analysis and interpretation indicates that, 1) Learners’ proficiency in English writing for Academic Purposes in formal higher education is a must for use to enhance the learners’ academic performance. It is important for the lecturer to provide the suitable learning material and learning technique based on the requirement; 2) Learners’ English writing skill for academic purposes needs require ability in summarizing, paraphrasing, writing in academic genres like essays, reports and literature reviews, and writing in rhetorical-functional like explaining, defining and drawing conclusion

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Madkour, Magda. "The Effect of Digital Dialogued Journaling on Improving English Writing: A Linguistic Communicative Approach." English Language Teaching 9, no. 8 (July 10, 2016): 241. http://dx.doi.org/10.5539/elt.v9n8p241.

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<p>Writing is a complex process that requires advanced linguistic skills. Although many college students studied English as a foreign language (EFL) for twelve years in preparatory and high schools, they still face major problems in producing correct writings that meet their colleges’ requirements. Students’ problems include inability to generate ideas, organize discourse, control sentence structures, choose appropriate vocabulary, and use effective styles. A potential solution to such problems can be found in the application of modern technologies in the classrooms. Telecommunication technologies which include synchronous and asynchronous communication have provided various tools that can be used to assist EFL students to learn writing skills. Therefore, the current quantitative, quasi-experimental study aimed at examining the effect of asynchronous communication, specifically digital dialogued journaling on students’ writing skills. Digital dialogued journaling includes blogs, webpages, discussion forms, or word-processed applications such as Google documents. Using the platform of Google documents, the present study attempted to provide new strategies for teaching writing courses at higher education to help EFL students develop their writing skills. Data was collected from undergraduate students in the College of Languages and Translation, at Al-Imam Muhammad Ibn Saud Islamic University, Riyadh, Saudi Arabia. Data collection depended on a number of instruments: First, a pretest was used to measure the participants’ level of writing before implementing the teaching strategies of dialogued journaling. Secondly, an online dialogued journal, designed by the researcher using Google documents, was employed for the experiment. The journal was sent to the same sample via emails, and the participants posted their reflective writings on different issues regarding their academic journey learning English. Students’ interactive dialogues included prose writing, descriptive and argumentative paragraphs, poetry, and their personal stories. The students-teacher dialogues made the corpus data which enabled investigating the effectiveness of dialogued journaling on improving students’ writing. Thirdly, a posttest was used to collect data regarding the degree of change that occurred as a result of the experiment. Fourthly, a Likert scale questionnaire was used at the end of the experiment to identify the participants’ levels of satisfaction with dialogued journaling. Data analysis was based on using the Analysis of Variance (ANOVA) to compare the results of pretest and posttest. A rubric with five scale criteria was used to examine each rank of students’ writing, and to report each student’s score before and after treatment. The Text Analyzer Software was also employed to examine the participant’s writing lexical density and phrase frequencies. Data analysis results indicated a significant statistical difference between the overall writing scores of the pretest and the posttest. Moreover, the examination of the participants’ writing revealed much improvement in writing styles, word choice, and the student’s voice, which are critical factors in writing. Hence, the significance of the current study is that it provides a new technological tool, such as Google document, for teaching writing skills at higher education. This study includes an instructional model that incorporates digital journaling into teaching English writing. The present research is also a contribution in the field of teaching English, adopting the communicative approach by integrating theories of connectives and constructivism into linguistic theories. <strong></strong></p>

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Luan, Yuqin, and Xiuzhen Guo. "A Study on the Application of the Immersion Teaching Model to EFL Learners in Institutions of Higher Learning." English Language Teaching 4, no. 1 (February 28, 2011): 152. http://dx.doi.org/10.5539/elt.v4n1p152.

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This paper reports an empirical study on the application of the immersion approach to English teaching in North China Institute of Science and Technology (NCIST) in line with the basic principles of the Canadian immersion teaching mode. The experiment result and survey shows that the students involved in the immersion course improve faster in productive skills (i.e. writing and speaking) than those in conventional education programs. The study reveals that, apart from gains of social and cultural knowledge, the immersion students seem to have developed a more positive attitude towards English study. It also suggests that the immersion approach to English teaching in colleges could be a feasible alternative to the traditional mode.

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Prawiro, Indra Yoga. "The effectiveness of generating interactions between schemata and text (gist) strategy towards the students’ writing skill in Indramayu." Journal of Research on English and Language Learning (J-REaLL) 2, no. 1 (January 27, 2021): 178. http://dx.doi.org/10.33474/j-reall.v2i1.9323.

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Many students have difficulties in writing the text. Some of the problems in writing such as the difficulties in expressing their idea into the words, time consuming activities and the limited number of vocabularies. This study focused on the effectiveness of GIST (Generating Interaction between Schemata and Text) strategy in improving students’ writing skill at the second grade of SMK Negeri 1 Sindang. The GIST is strategy for taking notes while the students are reading and writing good summaries. This strategy works on many levels, this allows students to put concept into their own words. This activity helps teachers and students to identify key concept. By using quasi-experimental method non-equivalent design, the instruments of this research were pre-test and post-test. The participants of the research were class XI TOI 1 and XI TOI 2 of first semester in SMK Negeri 1 Sindang. Each class consisted of 33 students. The statistical analysis showed the value of Tobs was 2.23 while the value of Ttable was 1.669 which means Tobs was higher than Ttable 2.23>1.669 (Tobs>Ttable). It means that the GIST strategy is effective in teaching and learning writing especially in report text.Key words: GIST strategy; writing skill; report text

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Johari, Siti Katijah. "The Effects of Task-Based Process Writing Approach on the Academic Writing Skills among Second Language Tertiary Learners." Journal of ELT Research 3, no. 1 (February 6, 2018): 1. http://dx.doi.org/10.22236/jer_vol3issue1pp1-20.

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Academic writing occupies a very important place in the English language syllabus at tertiary level. Where higher institution writing is concerned, it is not enough that students have to write in traditional essay or report formats; their writing must be appropriate to the discipline – yet deal with the multitude of genres expected of them. Additionally, academic writing skill is considered an essential skill for academic success and a requirement for many occupations and professions. However, it is a skill that a number of second language tertiary students find most difficult to acquire and only a few of them fully master it. This study, therefore, embarks on the theory that task-based approach together with the exposure of process writing would have a significant influence on the development of students’ academic writing skills. In this study students were made to work in groups on real-life tasks which relate to their field of study or future employment. In the midst of pursuing the group project, the students will have to write their group proposal and individual writing assignment. This will be the stage where the process writing techniques are put into practice. This paper will illustrate an eclectic pedagogic intervention in the teaching of academic writing skills to second language tertiary students. Keywords: academic writing, task-based approach, process writing approach, tertiary learners

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Widiawati, Yogi. "CHALLENGE TASK FOR TEACHERS IN TEACHING ACADEMIC ESSAYS FOR POLYTECHNIC STUDENTS DURING THE PANDEMIC." Epigram 18, no. 1 (April 30, 2021): 66–70. http://dx.doi.org/10.32722/epi.v18i1.3710.

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A myriad research has demonstrated the use of internet as an approach to teaching English as foreign language (EFL). The little research on this topic of interest has been undertaken in the Indonesian higher education context. Particularly, the use of digital tool as practicing and examining students’ writing remains under-explored in this educational setting. With these in mind, this research presents an empirical study that looks into to what extent the deployment of a digital tool mediates multimodal learning tasks in the EFL classroom. The study specifically examines challenges and benefits to develop students’ writing and reading competences. The study also looks at the roles of teacher and students in the entire learning process. A total of 80 polytechnic students volunteered to participate the study. Individually, they were assigned to perform a series of tasks, including (1) connecting to website, (2) reading articles and instruction in, and (3) writing essays. Drawing on these data, the present chapter reports on four major findings, that is: (1) drafting and negotiating strategies for writing essay creation, (2) framing the use of language in composing, (3) discussing the result essay creation and improvement, and (4) positioning roles of teachers and students in the entire learning process

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Amalia, Rindi Dwi, and Rusfandi Rusfandi. "The Effectiveness of Problem-Based Learning in Improving Students’ Writing Descriptive Text in Vocational School." Jurnal Inspirasi Pendidikan 10, no. 1 (February 3, 2020): 1–11. http://dx.doi.org/10.21067/jip.v10i1.3769.

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One of the problems in teaching English to students in vocational high schools is how to make the students more active, creative, and critical. An alternative teaching method that can be used by teachers is Problem-Based Learning (PBL). The objective of this study is to investigate whether the use of PBL provides a significant effect on the students’ writing descriptive text. This study used a quasi-experimental design which was conducted at a vocational school in Malang. The participants of this study were class X Office Administration 1 as the experimental group consisting of 23 students and class X Office Administration 3 as the control group consisting of 23 students. The researcher gave pre-test and post-test and compared the participants’ writing scores in the control and experimental groups by using an independent sample t-test. The result of the post-test indicates that the students in the experimental group achieved a higher mean score than those in the control group on writing descriptive text. The statistical analysis reports that there was a significant difference in scores between the two groups (t = 6.99, p < 0.05). This finding indicates that PBL can be an effective method for teachers in teaching writing descriptive text.

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Calvo, Adelina, Gloria María Braga Blanco, and Aquilina Fueyo. "The potential of Lesson Study project as a tool for dealing with dilemmas in university teaching." International Journal for Lesson and Learning Studies 7, no. 2 (April 9, 2018): 124–35. http://dx.doi.org/10.1108/ijlls-12-2017-0056.

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Purpose The purpose of this paper is to demonstrate the potential of Lesson Study (LS) as a tool for dealing with dilemmas in university teaching. Design/methodology/approach This paper is the result of a LS project which was developed over two academic years (2015-2016 and 2016-2017) in the Faculties of Education and Teacher Training at the Universities of Cantabria and Oviedo (Spain). The research asked the question “How can better learning be achieved?” The starting point for the research methodology was the identification and analysis of teaching dilemmas. The whole process was based on the triangulation of perspectives through the collection of data using techniques such as peer observation, focus groups, interviews, and the writing of the Teacher’s final report. The methodology the authors used was inspired by the Student Voice “movement.” Findings The findings show that the potential of LS methodology for professional development in higher education is very promising, enabling teachers to deal with the questions raised by practice collaboratively, broaden their professional knowledge, introduce improvements, and establish new ways of understanding the teaching profession based on a collegial approach. Originality/value LS methodology is beginning to be known in Spain. Developments have only taken place very recently and there are still few experiences within the university context. It is not common practice for teaching in higher education to become a public space for reflection and research breaking from the traditional isolation between teachers and incorporating the voices of students.

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Handayani, Anis, Nur Arifah Drajati, and N. Ngadiso. "Engagement in high- and low-rated argumentative essays: Interactions in Indonesian students’ writings." Indonesian Journal of Applied Linguistics 10, no. 1 (June 1, 2020): 14–24. http://dx.doi.org/10.17509/ijal.v10i1.24957.

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This study reports the use of engagement in high-rated and low-rated EFL undergraduate students’ argumentative essays. The engagement here refers to one of the aspects in interacting with the readers, which is called metadiscourse (Hyland, 2005a). The data in this study were ten highest-rated and ten lowest-rated argumentative essays written by first-year undergraduate students. The data were coded manually by two raters to maintain data validity. The results reveal that high-rated essays contain less engagement than low-rated ones. However, it also shows that the engagement in high-rated essays was more varied and grammatically sophisticated than those in low-rated essays. Furthermore, while this study reveals that the higher number of engagement used in argumentative essays does not always coincide with the improved quality of the writing, it implies that the writing quality and score do not depend on the number of engagement expressed but more on the ways students use the engagement effectively. Thus, the explicit teaching on how to use engagement effectively in persuasive writings may be useful for the students to build more persuasive arguments as well as to improve their writing quality.

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Fajri, Muchamad Sholakhuddin Al, Angkita Wasito Kirana, and Celya Intan Kharisma Putri. "Lexical Bundles of L1 and L2 English Professional Scholars: A Contrastive Corpus-Driven Study on Applied Linguistics Research Articles." Journal of Language and Education 6, no. 4 (December 31, 2020): 76–89. http://dx.doi.org/10.17323/jle.2020.10719.

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The current study examined the structural and functional types of four-word lexical bundles in two different corpora of applied linguistics scientific articles written by L1 English and L1 Indonesian professional writers. The findings show that L2 writers employed a higher number of bundles than L1 writers, but L2 writers underused some of the most typical lexical bundles in L1 English writing. Structurally, unlike previous studies, this study reports the frequent use of prepositional phrase (PP) - based bundles in the articles of L2 writers. However, besides the high frequency of PP-based bundles, L2 authors also used a high number of verbal phrase-based bundles, suggesting that these L2 writers were still acquiring more native-like bundles. In terms of functional types, L2 writers employed fewer quantification bundles than their counterparts. This study has potential implications for teaching English for academic writing. Teachers need to raise their students’ awareness of the most frequently used lexical bundles in a specific academic discipline and pay attention to the discourse conventions of academic writing, helping L2 students transition from clausal to phrasal styles.

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Dissertations / Theses on the topic "Report writing – Study and teaching (Higher)"

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Leung, Li Yuen-yee Peggy, and 梁李婉儀. "An evaluation of the standard report writing component of two English courses at the Hong Kong Polytechnic." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1989. http://hub.hku.hk/bib/B38626615.

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Cheng, Winnie, and 鄭梁慧蓮. "An evaluation of a laboratory report writing unit for medical laboratory science students." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1989. http://hub.hku.hk/bib/B38626500.

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Cheung, Wai-fong Margaret, and 章慧芳. "A study of coherence in writing as a basis to identify teaching materials for engineering students." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1998. http://hub.hku.hk/bib/B31944838.

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Vardi, Iris. "Tertiary student writing, change and feedback : a negotiation of form, content and contextual demands." University of Western Australia. Graduate School of Education, 2003. http://theses.library.uwa.edu.au/adt-WU2004.0047.

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This study aimed to examine the relationship between teacher written feedback and change in the writing of tertiary students in their final year of undergraduate study through investigating: (i) the characteristics of final year undergraduate tertiary students’ texts prior to receiving feedback; (ii) the way these characteristics change after written feedback is given; and (iii) the relationship between the changes made and the types of feedback given. The study examined student texts and teacher written feedback that arose naturally out of a third year disciplinary-based unit in which the students each submitted a text three times over the course of a semester, each time receiving feedback and a mark prior to rewriting and resubmitting. Two in-depth non-quantitative analyses were conducted: one analysing the characteristics of each of the students’ texts and how these changed over the course of the process, the other analysing the relationship between the different types of feedback and the changes that occurred in the subsequent text. The analysis of the students’ texts and their changes covered: (i) coherence; (ii) the sources used and the manner in which these were cited and referenced; (iii) academic expression and mechanics; and (iv) additional expectations and requirements of the writing task. These characteristics and their changes were related to the instructional approaches to which all the students had been exposed in their first, second and third year studies. The analysis shows that, on their own accord, the third year students were able to produce a range of generalisable characteristics reflecting the “basics” in writing and demands specific to the tertiary context that had been revealed through the instructional approaches used. The problems in the students’ texts were mainly related to (i) executing and expressing the specific requirements of the task and (ii) their reading of the social context. Most of the changes in the texts were related to the feedback given. Some of these changes directly resolved problems, however, others did not. Some changes occurred to accommodate other changes in the text and some were made to satisfy a demand of the lecturer sometimes resulting in a problem that did not present in the previous text. These findings enabled insights to be drawn on two major views of tertiary student writing: the deficit view in which the problems in student’s texts are seen to be due to a lack of “basic skills”; and the view that students’ problems arise due to the new demands of the tertiary context. The study found that the deficit view and the “new demands” view were unable to explain all the characteristics of the students’ texts and their changes. Arising out of these findings, this study proposes that the characteristics of a student’s text show the end result of how that student negotiated and integrated his/her understanding of form, content and contextual demands at the time of writing. In analysing the relationship between the different types of feedback and the changes that occurred, the feedback was categorised according to the issue that was being addressed, the manner in which it was given, and its scope. The different types of feedback were directly related to the changes that occurred in the students’ subsequent rewrites. The analysis shows that clear direct feedback on which students can act is strongly related to change where it (i) addresses characteristics that could be readily integrated into the existing text without the need to renegotiate the integration of form, content and contextual demands OR (ii) addresses characteristics and indicates to students how to negotiate the integration between form, content and contextual demands where integration in the text needs to change. In addition, the analysis shows that change is further influenced by the balance between the various individual points of feedback and the degree to which they reinforced each other. The findings from both analyses in this study show that the use of feedback that is strongly related to change can improve the writing of all students beyond what they learn through other instructional approaches to writing.

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Naidoo, Nadasen Arungasen. "Facilitating reflection in post-graduate writing practice." Thesis, Nelson Mandela Metropolitan University, 2008. http://hdl.handle.net/10948/688.

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University teaching staff are employed because of their knowledge in their particular disciplines. Many do not have a qualification to teach at a higher education institution upon commencement of their academic career. In that group there are few who have the research experience required to assist at postgraduate level. This should be developed as one of the three core activities of higher education, in which they have to be involved. This study is the result of a problem that I encountered as a higher education practitioner. In keeping with my being a practitioner researcher within an action research paradigm, this report is written mainly in the first person. The study reports on how my personal theories grew over a period resulting in the need to constantly improve my own practice. These personal theories culminated in the development of an instrument (ADaM), to assess writing. ADaM was used primarily to facilitate reflection in post-graduate writing practice. In this study, there were three sets of workshops comprising 13 practical sessions each, where lecturers engaged with the process of reading, writing, computer-mediation and, to a limited extent, with the concept of mentorship. The purpose was to answer the research question: Can a writing assessment instrument be used to sensitise staff teaching post-graduates to reflect on the complex nature of producing and assessing academic writing? At two points during the 13 practical sessions, data was gathered through semistructured interviews. The data has been analysed using a form of grounded theory referred to as remodeled grounded theory. Since the analysis traversed both the quantitative and qualitative paradigms of research, it was necessary also to place the study within the third paradigm, referred to as mixed methods research. The analysis has been presented via a series of relationships generated first by open coding, then axial coding and concludes with selective coding. In addition, the comments of an independent coder were used to validate the analysis. In accordance with classic grounded theory, it was only after the analysis of the data and the emergence of a substantive theory that I referred to existing theory in the penultimate chapter as validation of my findings. The findings from the study, together with existing literature, allowed me to conclude that “Creating an awareness of writing assessment sensitises academics to their roles as HE practitioners particularly in the areas of writing and mentorship in post-graduate supervision”.

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Chan, Wai Lin Natalie. "Comparison of the effectiveness of implicit learning and explicit learning of a report writing in Hong Kong tertiary institution." HKBU Institutional Repository, 2007. http://repository.hkbu.edu.hk/etd_ra/847.

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Holiday, Judith Miriam. "Evolving outcomes of the outcomes statement." CSUSB ScholarWorks, 2006. https://scholarworks.lib.csusb.edu/etd-project/2966.

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This thesis rhetorically analyzes the Outcomes Statement (OS) developed by "The Outcomes Collective" (a group of writing program administrators) for First-Year Composition. The OS was designed to create curricular consensus with regard to First-Year Composition both within and across postsecondary institutions. Though postmodern undertones permeate the OS, it can be interpreted from a purely modernist perspective. The thesis includes a chapter with suggestions on revising the OS to control this ambiguity.

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Enoch, Clara Louise. "The writing center as a Burkean parlor: The influence of gender and the dual engines of power: collaboration and conflict." CSUSB ScholarWorks, 2006. https://scholarworks.lib.csusb.edu/etd-project/2996.

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This thesis examines writing centers and offers suggestions for tutor training that might help realize the ideal of the writing center as a Burkean parlor, a place where collaboration via continuous meetings and conversations between tutors and participants take place. Conflict can surface because of different cultural backgrounds and world views, particularly in terms of gender issues.

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Treviño, Marlea. "Laying the foundation for successful non-academic writing: Professional communication principles in the K-5 curricula of the McKinney Independent School District." Thesis, University of North Texas, 2009. https://digital.library.unt.edu/ark:/67531/metadc12206/.

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Traditionally, K-5 students' writing has had a primarily academic aim-to help students master concepts and express themselves. Even if students take a professional writing course later, they typically do not have the opportunity to practice-over the long period of time mastery requires-the non-academic writing skills they will be required to use as part of their jobs and in their civic life. Based on a limited K-5 study, Texas' McKinney Independent School District is doing a good job of preparing students at the elementary-school level in the areas of collaboration and presentation. A fair job of helping elementary-school students understand the communication situation, define audience, clarify purpose, gather and evaluate resources, and test usability. [And] a poor job of helping elementary-school students with analysis and organization. With their teachers' help, K-5 students eventually grasp the communication situation and can broadly identify their audience and purpose, but they do not appear to select words, format, communication style, or design based on that audience and purpose. Their writer-based focus affects their presentations as well, although they do present frequently. If teachers routinely incorporated audience and purpose considerations into every aspect of communication assignments (format, communication style, design), students would be better prepared for non-academic communication. Texas pre-service teachers practice the types of documents they will write on the job but do not receive training in design or style. Likewise, they practice researching, collaborating, and presenting but receive little training in those skills. If Texas K-5 teachers are to supplement the curriculum with professional writing principles, as trends suggest they should, education programs need to focus on these principles in their pre-service teacher curriculum. Professional writing principles need to become part of ingrained writing patterns because these are the skills that will best serve students after they graduate, both in their careers and civic lives. Understanding how to tailor communication for audience and purpose; how to effectively collaborate; how to select, evaluate, analyze, and organize information efficiently and productively; and how to format presentations effectively requires practice over a long period of time.

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Murray, Sean. "Composition incorporated turbo capitalism, higher education, and the teaching of writing /." Diss., Online access via UMI:, 2007.

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Books on the topic "Report writing – Study and teaching (Higher)"

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Dorothy, Hammond. Teaching writing to adults. Albany, N.Y: Delmar Publishers, 1991.

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Teaching the argument in writing. Urbana, Ill: National Council of Teachers of English, 1996.

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Glenn, Cheryl. The St. Martin's guide to teaching writing. 5th ed. Boston: Bedford/St. Martin's, 2003.

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Cheryl, Glenn, ed. The St. Martin's guide to teaching writing. 3rd ed. New York: St. Martin's Press, 1995.

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Cheryl, Glenn, ed. The St. Martin's guide to teaching writing. 2nd ed. New York: St. Martin's Press, 1992.

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1972-, Goldthwaite Melissa A., ed. The St. Martin's guide to teaching writing. 6th ed. Boston: Bedford/St. Martin's, 2008.

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Cheryl, Glenn, ed. The St. Martin's guide to teaching writing. New York: St. Martin's Press, 1989.

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Writing and technique. Urbana, Ill: National Council of Teachers of English, 1989.

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Cheryl, Glenn, and Connors Robert J. 1951-, eds. The new St. Martin's guide to teaching writing. Boston: Bedford/St. Martin's, 1999.

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Strategic writing: The writing process and beyond in the secondary English classroom. Urbana, Ill: National Council of Teachers of English, 2006.

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Book chapters on the topic "Report writing – Study and teaching (Higher)"

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Curry, Mary Jane. "Skills, Access, and ‘Basic Writing’: a Community College Case Study from the United States." In Teaching Academic Writing in UK Higher Education, 180–95. London: Macmillan Education UK, 2006. http://dx.doi.org/10.1007/978-0-230-20858-2_13.

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Condrat, Viorica. "Teaching Writing in EAP Contexts." In Studi e ricerche. Venice: Edizioni Ca' Foscari, 2018. http://dx.doi.org/10.30687/978-88-6969-227-7/034.

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Academic writing is a particular type of scholarly interaction which signals the writer’s affiliation to a specific discourse community. Developing academic writing skills should become a priority for higher education. This paper describes a small-scale study which investigates the role of blogging in developing academic writing skills in undergraduate students. Blogging is viewed as a platform where the scholarly interaction between members of the same discourse community can take place. The paper is based on the survey data and observation during the experiment conducted at Alecu Russo Balti State University of Moldova. It reports on how EFL students reacted to the use of blogs for academic writing tasks. The findings suggest that students seem to have a positive attitude to blogging pointing out to such benefits as: enhanced self-efficacy, awareness of the writing process, development of reader awareness, increased responsibility for the quality of the writing. We argue that blogging can yield significant improvement in undergraduate students’ academic writing.

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Drid, Touria. "A Genre-Based Study of Algerian EFL Writers' Academic Texts." In Teaching Academic Writing as a Discipline-Specific Skill in Higher Education, 175–98. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-2265-3.ch008.

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To disseminate academic knowledge, scholars publish their research in the form of journal articles, whose content is sketched in an abstract with a conventional rhetorical organization. This chapter reports a study that aims to examine and assess the organization of research article abstracts in terms of move units. The move structure of 42 abstracts of English research papers written by Algerian researchers and published in one of the Algerian language journals was scrutinized. The study follows Hyland's analytic model, comprising five rhetorical moves: introduction, purpose, method, product, and conclusion. The findings of the study indicate that the writers predominantly employ the pattern introduction-purpose, with some inconsistencies in using the other moves. On the basis of identifying the existing deviations from the predictable generic arrangement of abstracts, the importance of raising genre awareness among EFL writers has been highlighted as a means to enhance the quality of published discourse.

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Kamhieh, Celine. "Less Is More in College Students' Writing." In Teaching Academic Writing as a Discipline-Specific Skill in Higher Education, 55–79. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-2265-3.ch003.

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This chapter reports on a study of the content of extremely short stories (ESS) written by freshman undergraduates in the language and literature department of a university in Jordan. It looks at the origins and benefits of extremely short stories, with particular reference to the extensive work of Peter Hassall who established the first Extremely Short Story Competition (ESSC) for non-native English speakers in the United Arab Emirates (UAE). This study is the first in an Arab country outside the UAE. Students' most popular themes included problems and problem-solving, travel, student life, family, and friends. Stories contained features of academic writing as well as many literary elements, including character, plot, metaphor, simile, and more. The chapter concludes by suggesting that the ESS can successfully serve as a bridge to academic writing and bring writer and reader closer together by generating interesting texts for audiences other than the instructors.

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Ting, Adrian. "Facilitating the Writing Process in a Blended Learning Environment Using Google Docs." In Enhancing Learning Design for Innovative Teaching in Higher Education, 237–65. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-2943-0.ch011.

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Many Hong Kong undergraduate students have trouble following lectures in English. Academic writing is generally perceived as most challenging due to its complex nature. Yet, owing to various reasons, students do not seem too motivated in making much effort to improve their academic writing skills. In class, students appear to be reluctant to give useful feedback to their peers. They prefer to praise each other on the positive aspects of their writing and avoid talking about the negatives. This chapter first reviews the literature on technology and blended learning in relation to English language teaching in the Hong Kong context. It then reports on the current study of using Google Docs for the peer evaluation process in a blended learning environment. The chapter concludes that based on student feedback, Google Docs is a useful tool in facilitating the delivery of academic English in university settings. The integration of Google Docs provides opportunities for innovative teaching within higher education.

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Chaka, Chaka. "Social Media as Technologies for Asynchronous Formal Writing and Synchronous Paragraph Writing in the South African Higher Education Contex." In Cutting-Edge Technologies and Social Media Use in Higher Education, 213–41. IGI Global, 2014. http://dx.doi.org/10.4018/978-1-4666-5174-6.ch009.

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This chapter reports on a study—conducted in 2011—that employed two social media networks, Facebook and MXit, as educational tools at one university in South Africa. MXit is a South African-based social networking application. The study involved a cohort of second year Bachelor of Education in English undergraduate students at this university as its participants. The latter were required to utilize Facebook and MXit to engage in both asynchronous formal writing and synchronous paragraph writing, respectively. All this took place outside participants’ tutorial class schedule. In this study, participants were able to produce asynchronous formal writing samples in varying degrees using Facebook. Similarly, they were also able to produce synchronous written paragraphs using MXit even though some paragraphs displayed a high degree of linguistic textisms. Other affordances that these two social media technologies offered the participants in this study are: anytime, any day, and anywhere asynchronous and synchronous learning; asynchronous and synchronous feedback; virtual incidental learning; socially situated online learning; and Presence Awareness Learning (PAL). In conclusion, the study suggests that there are further affordances that these two social media technologies can offer higher education. These are: supplemental teaching and learning; cloud storage for teaching and learning materials (in the case of Facebook); virtual platforms for revision; digital platforms for micro-teaching and micro-learning (in respect of MXit); and value-added platforms for just-in-time mobile teaching and learning.

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Morgan, Chris, and Janie Conway-Herron. "Blended Learning in a Creative Writing Program." In Cases on Online and Blended Learning Technologies in Higher Education, 63–75. IGI Global, 2010. http://dx.doi.org/10.4018/978-1-60566-880-2.ch004.

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This case study reports on the results of a two-year pilot study in blended learning in an undergraduate creative writing program at Southern Cross University in Australia. It documents the development and implementation of a blended delivery model that dispenses with outdated divisions between face-to-face and distance modes of delivery, creating a converged, blended learning experience for all students. Findings from the pilot provided important data in relation to student satisfaction, pedagogical considerations, institutional constraints, teaching technologies, faculty workload issues, and costs associated with blended learning. These findings will contribute to a University-wide move to converged, blended learning in 2009.

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Premat, Christophe Emmanuel. "Wikipedia Practices, Quick Facts, and Plagiarism in Higher Education." In Teaching Academic Writing as a Discipline-Specific Skill in Higher Education, 199–221. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-2265-3.ch009.

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Plagiarism has been a sensitive issue in higher education in Sweden, as many cases were reported during the last years. It depends partly on resources that are devoted to have efficient detection systems, but it is deeply related to how students are prepared for academic exercises. Many freshmen and sophomores are not familiar with academic requirements and can get used to plagiarizing instead of developing critical thinking. The first step in academic writing is to present guidelines to search relevant sources. The chapter is based on an experimentation on sources made at the University of Stockholm with students enrolled in a course in “Culture and Society in France.” By inviting students to work with second hand sources such as Wikipedia and evaluate their validity, it is possible to analyze their learning strategies. The result of the study shows a paradox: if students acknowledge that Wikipedia sources are inappropriate in an academic context, they confirm that they use these sources to have access to other references. A reflection on the quick access to sources is then necessary.

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Milaras, Milton, and Tracey McKay. "Action Research Driving a Scaffolded Soil Science Curriculum." In Cross-Disciplinary Approaches to Action Research and Action Learning, 193–214. IGI Global, 2018. http://dx.doi.org/10.4018/978-1-5225-2642-1.ch011.

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A case study of a Soil Science teaching intervention for second year university students is presented here. The purpose was to address post-first year student underpreparedness for higher education. The curriculum was redesigned to iteratively develop students' academic writing skills: with particular regard to environmental report writing, whilst imparting Soil Science content. To this end, students had to integrate practical and theoretical learnings into a soil erosion modelling report. ‘Micro action research dialogues' were used to drive the development and delivery of this scaffolded curriculum. Both the process of curriculum development, and the curriculum itself, are detailed here. Recommendations were arrived at by the means of action research reflection: primarily, academics should engage formally with education as a discipline if curricula are to be successfully redesigned. Secondary recommendations are: a deep approach to learning requires a less dense curriculum; tutors need to be more formally capacitated; and administrative hurdles should not be underestimated.

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Zhao, Ke. "Scaffolding Role of Computer-Supported Collaborative Learning Environment on Collaboration and Academic Literacy." In Computer-Assisted Foreign Language Teaching and Learning, 54–73. IGI Global, 2013. http://dx.doi.org/10.4018/978-1-4666-2821-2.ch004.

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Drawing on knowledge building and social cognitive perspectives on academic literacy, this chapter argues for a design framework of Computer-Supported Collaborative Learning (CSCL) environment featured by Knowledge Forum for Chinese tertiary business English students. An initial design study was reported to evaluate the design effect of CSCL environment on collaboration and academic literacy and to further investigate factors facilitating academic literacy development. Four intact classes with 102 Year One students participated in a 12-week project learning in two different learning environments, namely Computer-Supported Collaborative Inquiry Learning (CSCIL) and Regular Project-Based Learning environment (RPBL). Data was obtained from exam results, survey, essay writing quality, and focus group interviews. Four dimensions of academic literacy were identified and rated. MANOVA analyses showed significant main effects of environment indicating that CSCIL groups have significant higher gains in conceptual understanding and argumentative construction. Contrastive analyses of focus group interview data identify the interplay of social, cognitive, and technological dynamics that facilitate collaborative conceptual understanding and argumentative construction. Implications and further design issues are also discussed.

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Conference papers on the topic "Report writing – Study and teaching (Higher)"

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Wu, Liyun. "Study on Application of Blended Teaching in College English Writing Teaching in Higher Vocational Colleges." In Proceedings of the 4th International Conference on Humanities Science, Management and Education Technology (HSMET 2019). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/hsmet-19.2019.65.

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Wang, Shunling. "A Study of English Writing Center in Canadian Higher Education and Its Implications on College English Writing Teaching." In 2016 3rd International Conference on Education, Language, Art and Inter-cultural Communication (ICELAIC 2016). Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/icelaic-16.2017.89.

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Coonan, Emma Marya, Simon Pratt-Adams, and Mark Warnes. "The value of 'writing retreats' in advancing innovative pedagogic research." In Fifth International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2019. http://dx.doi.org/10.4995/head19.2019.9353.

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This paper outlines the work of the Centre for Innovation in Higher Education, which uses an educational laboratory model to advance the intersection of innovative research and teaching at Anglia Ruskin University (ARU). This evidence-based approach aims to promote active, reflective engagement with research in teaching and learning; foster collaborative and interdisciplinary inquiry into pedagogic practice; and support the development of a dynamic, sustainable pedagogic research community at ARU. The Centre’s work also increases the visibility and calibre of pedagogic research at national and international level. This paper outlines a current research project being undertaken by researchers from the Centre and Anglia Learning & Teaching which explores the longitudinal impact of its writing retreat provision on participants’ writing practices and productivity, together with their perceptions of writing as a key element of the academic identity. This study is generating valuable original data about academics’ writing practices and perceptions. It will contribute to the understanding of this important topic at a theoretical level, as well as outlining practical means through which universities can foster long-term academic writing productivity leading to enhanced research impact.

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"Study on the Mode Innovation and Implementation Strategy of English Writing Teaching in Higher Vocational Colleges under the Background of "Internet"." In 2018 3rd International Social Sciences and Education Conference. Francis Academic Press, 2018. http://dx.doi.org/10.25236/issec.2018.063.

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Oraison, Humberto Manuel, Loretta Konjarski, Janet Young, Samuel Howe, and Andrew Smallridge. "Staff Experiences of Victoria University’s First Year College During the Implementation of Block Mode Teaching." In Sixth International Conference on Higher Education Advances. Valencia: Universitat Politècnica de València, 2020. http://dx.doi.org/10.4995/head20.2020.10975.

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This report reviews the findings of staff satisfaction surveys conducted in 2018 and 2019 following the creation of a transformative and revolutionary approach to tertiary education in Australia, namely the creation of a new First Year College at Victoria University. Lectures were abolished from all units; class sizes were reduced; class timetabling was dramatically changed to allow for greater student study flexibility and accessibility; learning and teaching professional staff numbers were increased and facilities were built and repurposed. This report discusses the staff satisfaction and challenges encountered by staff in 2018 and 2019 providing quantitative and qualitative data. This data revealed high levels of satisfaction along with concerns about workload and related issues. Variations between 2018 and 2019 indicate that despite an increase in overall satisfaction, staff were concerned about awards and recognition, involvement in decisions that affected them, and receiving support to conduct their roles. The First Year College implemented a series of measures to address the issues raised in the 2018 survey. Further measures are recommended following the 2019 survey as well as future surveys that include stress levels and other psychological markers.

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Shirokikh, Anna Yurievna. "An experimental tailor-made ESP course: experience of teaching English to students of Economics." In Fourth International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2018. http://dx.doi.org/10.4995/head18.2018.7977.

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The purpose of the study was to find out how enhanced learner autonomy techniques can influence students' professional communication skills, subject-specific knowledge, levels of motivation in studying the language and general satisfaction from the studies. The problem under investigation is if students should be allowed to choose materials for language input and if the teacher will be able to work out an appropriate didactic approach in developing students' grammar accuracy, vocabulary range, speaking, listening and writing skills. the expermental course was designed for students of economics. Students' responsibility, the use of online resources and students' freedom in selection of teaching materials are viewed as key elements of the approach. the methodology of the course is worked out on the basis of close teacher-student interactin in and out of class. The results indicate that despite the fact that the course was time-consuming for both teachers and students, there are some positive results in respect of increased proffessional vocabulary range, levels of motivation and cognition.

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Colegrove, Patrick Tod, and Tammy Westergard. "Making the Abstract Straightforward: A Pilot of Immersive VR in an Allied Health Program of Study." In Seventh International Conference on Higher Education Advances. Valencia: Universitat Politècnica de València, 2021. http://dx.doi.org/10.4995/head21.2021.13163.

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Emerging technologies in education are offering new tools for teaching and learner engagement. Today’s study and practice can include use of digital technologies far beyond looking at a flat screen: virtual reality, augmented reality, interactive 3D objects and 360 video can provide immersive and impactful teaching and learning. There are a variety of definitions for these “realities” but the overarching impact is one of powerful, immersive, visual learning. Immersive virtual reality in a learner-centric environment can provide more presence and engagement for students, enabling the possibility of enhanced learning experiences relative to conventional classroom practices. This paper presents early results of a pilot study leveraging the possibilities of VR technology in service to an existing program of study in allied health services:graduates surveyed report high degrees of confidence in course materials learned by means of the custom VR components developed, reporting the adjunct course materials substantially helped learners in understanding otherwise difficult to grasp concepts of the course.

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Hysaj, Ajrina, and Doaa Hamam. "Academic Writing Skills in the Online Platform- A Success, a Failure or Something in Between? A Study on Perceptions of Higher Education Students and Teachers in the UAE." In 2020 IEEE International Conference on Teaching, Assessment, and Learning for Engineering (TALE). IEEE, 2020. http://dx.doi.org/10.1109/tale48869.2020.9368326.

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House, Richard, Anneliese Watt, and Julia M. Williams. "Mapping the Future of Engineering Communication: Report on a Research Study of Engineering Faculty and Their Teaching of Writing as a Function of the ABET/EAC Criteria." In 2007 IEEE International Professional Communication Conference. IEEE, 2007. http://dx.doi.org/10.1109/ipcc.2007.4464077.

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Kuriakose, Rangith. "Freshman African engineering student perceptions on academic feedback – A case study from Digital Systems 1." In Third International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2017. http://dx.doi.org/10.4995/head17.2017.4823.

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Providing effective and quality feedback to students in higher education has been identified as an integral part of quality teaching by many researchers in the field of education. However, student perceptions vary drastically as to what they perceive academic feedback to really be. Therefore, this paper aims to present freshman engineering student perceptions of academic feedback from an African perspective. The reason for targeting this group is due to their high dropout rate in higher education in South Africa (around 60%). Quantitative data was collected from freshman engineering students enrolled for a module termed Digital Systems 1 at the Central University of Technology in South Africa. A questionnaire was used as the main data collection instrument featuring 21 close ended questions. The results presented in this paper indicate that almost two-thirds (65%) of the respondents believe that a “grade” written on a test script does not constitute academic feedback. The majority of the respondents (76%) expect some kind of academic feedback regarding their work, either in writing or orally from their lecturer. A good majority (86%) of students perceived that getting written comments on their assessments would encourage them to approach the lecturer to seek further clarification. A key recommendation of this study is to find a mechanism or technique of providing constructive feedback to all enrolled students, even in large classes. This needs to be done from the outset of the module in order to reduce the current high dropout rates among freshman engineering students.

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Reports on the topic "Report writing – Study and teaching (Higher)"

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Lemos, Renata, Karthik Muralidharan, and Daniela Scur. Personnel Management and School Productivity: Evidence from India. Research on Improving Systems of Education (RISE), February 2021. http://dx.doi.org/10.35489/bsg-rise-wp_2021/063.

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This paper uses new data to study school management and productivity in India. We report four main results. First, management quality in public schools is low, and ~2σ below high-income countries with comparable data. Second, private schools have higher management quality, driven by much stronger people management. Third, people management quality is correlated with both independent measures of teaching practice, as well as school productivity measured by student value added. Fourth, private school teacher pay is positively correlated with teacher effectiveness, and better managed private schools are more likely to retain more effective teachers. Neither pattern is seen in public schools.

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