Gotowe bibliografie tematyczne / Assignment writing

Gotowa bibliografia na temat „Assignment writing”

Autor: Grafiati
Data publikacji: 4 czerwca 2021
Data aktualizacji: 20 lutego 2023

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Artykuły w czasopismach na temat "Assignment writing"

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Czuchry, Michael, i Donald F. Dansereau. "Node-Link Mapping as an Alternative to Traditional Writing Assignments in Undergraduate Psychology Courses". Teaching of Psychology 23, nr 2 (kwiecień 1996): 91–96. http://dx.doi.org/10.1207/s15328023top2302_4.

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We explored the usefulness of a spatial—verbal technique called node-link mapping as an alternative to traditional uniting assignments. Students in Introductory Psychology (n = 44) and Memory and Cognition (n = 38) courses participated in the study as part of their normal course work. Students worked individually or in groups of two or three on the mapping assignment and then completed an anonymous questionnaire. Students rated the mapping assignment as more interesting, more informative, and no more difficult than a traditional writing assignment. Students also preferred the mapping assignment to a traditional writing assignment. Students' comments suggest that the mapping assignment helped students organize and remember information better than a traditional writing assignment.
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Çavdar, Gamze, i Sue Doe. "Learning through Writing: Teaching Critical Thinking Skills in Writing Assignments". PS: Political Science & Politics 45, nr 02 (14.03.2012): 298–306. http://dx.doi.org/10.1017/s1049096511002137.

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AbstractTraditional writing assignments often fall short in addressing problems in college students' writing as too often these assignments fail to help students develop critical thinking skills and comprehension of course content. This article reports the use of a two-part (staged) writing assignment with postscript as a strategy for improving critical thinking in a lower-division political science course. We argue that through well-designed writing assignments, instructors can encourage students to reconsider concepts, critically evaluate assumptions, and undertake substantive revisions of their writing.
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Murphy, Maggie. "On the same page: collaborative research assignment design with graduate teaching assistants". Reference Services Review 47, nr 3 (1.08.2019): 343–58. http://dx.doi.org/10.1108/rsr-04-2019-0027.

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Purpose This paper aims to explore how collaborative research assignment design consultations between instruction librarians and new graduate teaching assistants (GTAs) have the potential to improve the design of research assignments for first-year writing courses. Design/methodology/approach The author conducted a small number of questionnaires and structured interviews with first-time GTAs who serve as first-year composition instructors to explore their conceptions about teaching researched writing. Thematic analysis of the results of these qualitative instruments led to the design of a new framework for working with incoming cohorts of GTAs at her institution prior to the start of each fall semester. Findings New GTAs often emphasize strict source type parameters in research assignment design and expect their students to engage in expert research behaviors. Emphasizing the assignment design expertise of instruction librarians during new GTA orientation may lead to more assignment design consultations with first-time college writing instructors. Collaborative assignment design consultations between librarians and GTAs can improve the alignment of research assignment parameters with their shared goals for students' research and writing skills and habits of mind, including seeing research and writing as iterative and inquiry-based processes. Research limitations/implications While not every instruction librarian works with GTAs, working with instructors to collaboratively design research assignments that shift focus away from using specific search tools and locating particular types of sources opens possibilities for what librarians are able to achieve in one-shot instruction sessions, in terms of both lesson content and pedagogical strategies used. Originality/value The existing literature on first-year writing addressing faculty and librarian assignment design collaborations, and research assignments more generally, does not often explicitly examine the experiences of librarians who primarily work with GTAs. This paper adds to this literature by highlighting specific obstacles and unique opportunities in librarian–GTA teaching partnerships in first-year writing courses.
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Bersamin, Melina, Byron L. Zamboanga i Natalie Orsak-Neff. "Understanding course content through letter writing: Do informal writing assignments improve grades?" Psychology Teaching Review 19, nr 1 (2013): 50–56. http://dx.doi.org/10.53841/bpsptr.2013.19.1.50.

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Using an experimental study design (N=41), we examined whether participation inan informal writing assignment, specifically writing a letter to a friend about course content, improved exam scores in an undergraduate child development course. Findings indicated that participating in the writing assignment significantly improved scores on an exam which included both a multiple–choice component and an essay.No effect emerged for a quiz that included only multiple–choice questions. These findings indicate that writing assignments that require students to summarise and paraphrase newly–learned material may improve performance on exams that have a written component to them.
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Clay, Geraldine. "Assignment writing skills". Nursing Standard 17, nr 20 (29.01.2003): 47–52. http://dx.doi.org/10.7748/ns2003.01.17.20.47.c3336.

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Clay, Geraldine. "Assignment writing skills". Nursing Standard 17, nr 20 (29.01.2003): 47–55. http://dx.doi.org/10.7748/ns.17.20.47.s65.

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Schoonen, Rob. "Het Gebruik Van Gestructureerde En Correctieopdrachten In Peilingsonderzoek Naar Schrijfvaardigheid". Taaltoetsen 31 (1.01.1988): 91–102. http://dx.doi.org/10.1075/ttwia.31.10sch.

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The assessment of writing ability is problematic, insofar as it concerns reliable, valid and practical measurement. In this article the possibilities of reducing error in both the writer's production and the judge's scoring are discussed. Special attention is paid to the reduction of the writing process (as described by Hayes and Flower) by structuring the assignment. Reducing the writing process by eliminating subprocesses from the assignment results in a reduction of the number of possible sources of error in the writer's production. However, the validity of the structured writing assignments might be questioned. An example of a structured assignment and a revision task are given, and some preliminary results are discussed.
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Yuliawati, Lilik. "The Mechanics Accuracy of Students’ Writing". English Teaching Journal : A Journal of English Literature, Language and Education 9, nr 1 (14.06.2021): 46. http://dx.doi.org/10.25273/etj.v9i1.8890.

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<span>In writing courses, the students tend to be more aware of technical errors in writing including the mechanics. Conversely, they tend to focus more on the idea or content of their writing when they produce papers to fulfill the assignment of non-writing courses. Whereas, the punctuation errors and misspelled words will make the meaning of the sentence ambiguous. This study aims to find out the degree of mechanics accuracy of students’ writings and what kind of mechanics mistakes mostly produced. The mechanics that were analyzed include punctuation, capitalization, spelling, italicization, and numbering of 65 writing assignments of three non-writing courses. The method used in this study was content analysis. The result of this study revealed that there were number of mechanics mistakes in students writing assignments, but those mistakes did not greatly affect readers’ understanding. The punctuation using of students’ writing assignments was 41% accurate; the capitalization using was 82% accurate; the spelling using was 83% accurate; the italicization using was 96% accurate; and the numbering using was 98% accurate.</span>
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August, Ella, Karen Burke, Cathy Fleischer i James A. Trostle. "Writing Assignments in Epidemiology Courses: How Many and How Good?" Public Health Reports 134, nr 4 (21.05.2019): 441–46. http://dx.doi.org/10.1177/0033354919849942.

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Objectives:Schools and programs of public health are concerned about poor student writing. We determined the proportion of epidemiology courses that required writing assignments and the presence of 6 characteristics of these assignments.Methods:We requested syllabi, writing assignments, and grading criteria from instructors of graduate and undergraduate epidemiology courses taught during 2016 or 2017. We assessed the extent to which these assignments incorporated 6 characteristics of effective writing assignments: (1) a description of the purpose of the writing or learning goals of the assignment, (2) a document type (eg, article, grant) used in public health, (3) an identified target audience, (4) incorporation of tasks that support the writing process (eg, revision), (5) a topic related to a public health problem that requires critical thinking (1-5 scale, 5 = most authentic), and (6) clear assignment expectations (1-5 scale, 5 = clearest).Results:We contacted 594 instructors from 58 institutions and received at least some evaluable materials from 59 courses at 28 institutions. Of these, 47 of 53 (89%) courses required some writing. The purpose was adequately described in 11 of 36 assignments, the required document type was appropriate in 19 of 43 assignments, an audience was identified in 6 of 37 assignments, and tasks that supported a writing process were incorporated in 19 of 40 assignments. Median (interquartile range) scores were 5 (1-5) for an authentic problem that required critical thinking and 4 (2-5) for clarity of expectations.Conclusions:The characteristics of writing assignments in public health programs do not reflect best practices in writing instruction and should be improved.
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Pant, Prem R. "Writing Fieldwork Assignment Reports". Journal of Nepalese Business Studies 1, nr 1 (12.08.2006): 38–52. http://dx.doi.org/10.3126/jnbs.v1i1.37.

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This paper has been prepared with an objective to provide the guidelines to the BBS students to write the fieldwork report and teachers to guide their students in writing the fieldwork report. So, this paper has included formats of fieldwork report (both in English and Nepali) as prescribed by Office of the Dean, Faculty of Management, Tribhuvan University and procedures to be followed in preparing the report. Journal of Nepalese Business Studies Vol.1(1) 2004 pp.38-52
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Rozprawy doktorskie na temat "Assignment writing"

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Fletcher, Margaret Anne, i n/a. "Undergraduate Assignment Writing: An Experiential Account". Griffith University. School of Cognition, Language and Special Education, 2004. http://www4.gu.edu.au:8080/adt-root/public/adt-QGU20040625.165808.

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The purpose of this study was to examine assignment writing as a phenomenon of academic writing. This was done through exploring the experiential accounts of members of a university writing community. Their accounts described the community's perceptions and experiences of literacy practices needed to write assignments, of how students developed these practices, and, of what constituted success in the writing. A multi-method, embedded, case-study approach was used. Quantitative data were derived from first-year, second-year, and fourth-year respondents' perceptions and experiences related to assignment writing. A cross-sectional comparison of groups showed consistent year-level effects. Fourth-year students were more confident as writers than first-year and second-year students, and had less difficulty with declarative and procedural aspects of writing assignments. These findings were replicated in a repeated-measures study using a sub-group of first-year and fourth-year students. However, when students contextualised their responses by nominating a subject and referring to their completion of its written assignment, first-year students reported less difficulty with the declarative aspects while fourth-year students were more positive in the procedural aspects. Year-level effects were found for what they reported as helpful in acquiring declarative and procedural knowledge of writing. First-year students reported a wider range of sources as helpful than fourth-year students did, with two exceptions. More of the latter had found information gained in consultations helpful in understanding an assignment question. Additionally more had found friends helpful. Second-year students generally were more positive than first-year and fourth-year students about the usefulness of information in helping them understand an assignment question and in writing it in an academic genre. Knowing how to write predicted success more strongly and consistently than any other factor. Qualitative data informed findings from the quantitative analyses by providing experiential accounts about students' perceptions of themselves as assignment writers, their experiences when writing assignments, and how these experiences developed literacy practices that contributed to success. Additionally, qualitative data were collected from lecturers who convened first-year subjects and those who convened fourth-year subjects. The qualitative data indicated students' strong reference to experiences of writing and of seeking help. Both had shaped their self-perceptions as writers and these had changed over time. First-year students believed that knowing what lecturers wanted in writing assignments was an important factor in success. They described their efforts to access this information and to give lecturers what they thought was wanted. Fourth-year students recognised the same factor, but were more self-reliant in approaching an assignment task. The change to greater internal control appeared to be an outcome of encountering inconsistent and confusing information from external sources over their four years of writing assignments. For their part, lecturers of first-year students said that successful students knew what to write and how to write it. However, lecturers of fourth-year students believed knowing what to write should be subsumed by knowing how to write, and concentrated on the procedural aspect. They believed a coherent assignment resulted when students conceptualised subject matter in ways that enabled them to write academically. Findings in this study extend recent reconceptualisations of literacy as 'literacies' and socio-cultural, socio-cognitive theories about literacy as social practice. They demonstrate limitations of an apprenticeship model for acculturation and suggest a more agentic role for novice members in accounting for learning outcomes as students develop as assignment writers. The experiential accounts reported by members of the academic writing community described their shared and idiosyncratic perceptions of literacy practices and relations of these practices with success in assignment writing. Their descriptions enhance our understanding of the complexity and consequences of these experiences. They also account for why calls for the community to be more visible and explicit in sharing communal expectations of what is privileged and valued in academic assignment writing generally may not be a solution. Based on findings here, this is not a solution. Expectations need to be co-constructed within the community, among students, and lecturers within the context of the writing task. An outcome of understandings reported here is the development of a model from which factors, conditions and critical events that situate learning within a rhetorical conundrum may be described and predicted. This model offers a framework for members of a writing community to explicate individual experiences and expectations in ways that help everyone make sense of those critical events that contribute to a rhetorical conundrum and shape encultured knowledge.
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Fletcher, Margaret Anne. "Undergraduate Assignment Writing: An Experiential Account". Thesis, Griffith University, 2004. http://hdl.handle.net/10072/365389.

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The purpose of this study was to examine assignment writing as a phenomenon of academic writing. This was done through exploring the experiential accounts of members of a university writing community. Their accounts described the community's perceptions and experiences of literacy practices needed to write assignments, of how students developed these practices, and, of what constituted success in the writing. A multi-method, embedded, case-study approach was used. Quantitative data were derived from first-year, second-year, and fourth-year respondents' perceptions and experiences related to assignment writing. A cross-sectional comparison of groups showed consistent year-level effects. Fourth-year students were more confident as writers than first-year and second-year students, and had less difficulty with declarative and procedural aspects of writing assignments. These findings were replicated in a repeated-measures study using a sub-group of first-year and fourth-year students. However, when students contextualised their responses by nominating a subject and referring to their completion of its written assignment, first-year students reported less difficulty with the declarative aspects while fourth-year students were more positive in the procedural aspects. Year-level effects were found for what they reported as helpful in acquiring declarative and procedural knowledge of writing. First-year students reported a wider range of sources as helpful than fourth-year students did, with two exceptions. More of the latter had found information gained in consultations helpful in understanding an assignment question. Additionally more had found friends helpful. Second-year students generally were more positive than first-year and fourth-year students about the usefulness of information in helping them understand an assignment question and in writing it in an academic genre. Knowing how to write predicted success more strongly and consistently than any other factor. Qualitative data informed findings from the quantitative analyses by providing experiential accounts about students' perceptions of themselves as assignment writers, their experiences when writing assignments, and how these experiences developed literacy practices that contributed to success. Additionally, qualitative data were collected from lecturers who convened first-year subjects and those who convened fourth-year subjects. The qualitative data indicated students' strong reference to experiences of writing and of seeking help. Both had shaped their self-perceptions as writers and these had changed over time. First-year students believed that knowing what lecturers wanted in writing assignments was an important factor in success. They described their efforts to access this information and to give lecturers what they thought was wanted. Fourth-year students recognised the same factor, but were more self-reliant in approaching an assignment task. The change to greater internal control appeared to be an outcome of encountering inconsistent and confusing information from external sources over their four years of writing assignments. For their part, lecturers of first-year students said that successful students knew what to write and how to write it. However, lecturers of fourth-year students believed knowing what to write should be subsumed by knowing how to write, and concentrated on the procedural aspect. They believed a coherent assignment resulted when students conceptualised subject matter in ways that enabled them to write academically. Findings in this study extend recent reconceptualisations of literacy as 'literacies' and socio-cultural, socio-cognitive theories about literacy as social practice. They demonstrate limitations of an apprenticeship model for acculturation and suggest a more agentic role for novice members in accounting for learning outcomes as students develop as assignment writers. The experiential accounts reported by members of the academic writing community described their shared and idiosyncratic perceptions of literacy practices and relations of these practices with success in assignment writing. Their descriptions enhance our understanding of the complexity and consequences of these experiences. They also account for why calls for the community to be more visible and explicit in sharing communal expectations of what is privileged and valued in academic assignment writing generally may not be a solution. Based on findings here, this is not a solution. Expectations need to be co-constructed within the community, among students, and lecturers within the context of the writing task. An outcome of understandings reported here is the development of a model from which factors, conditions and critical events that situate learning within a rhetorical conundrum may be described and predicted. This model offers a framework for members of a writing community to explicate individual experiences and expectations in ways that help everyone make sense of those critical events that contribute to a rhetorical conundrum and shape encultured knowledge.
Thesis (PhD Doctorate)
Doctor of Philosophy (PhD)
School of Cognition, Language and Special Education
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Bhatt, Ibrar. "A sociomaterial account of assignment writing in Further Education classrooms". Thesis, University of Leeds, 2014. http://etheses.whiterose.ac.uk/8642/.

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This PhD research explores assignment writing tasks in three separate Further Education classroom contexts. I approach the assignments as practical controversies as learners navigate their way through a course of study. Specifically, I attend to the ecology of digital literacy practices which emerge through the completion of the assignments by problematising the impact of cyberspace on classroom activities, as the learners undertake their work assisted by whatever digital media are to hand. I argue that connectivity of the Internet and deployment of digital media in classrooms contribute to emergent sociomaterial assemblages, or ‘actor-networks’, exploration and elucidation of which are key to understanding the literacy practices which instantiate them. This research addresses what these new sociomaterial assemblages look like, and the types of digital literacy practices arising from them. Drawing on recent work in Literacy Studies and actor-network theory, I uncover the complex and close relationship between the personal/informal literacy practices of learners and the digital demands imposed by normative classroom culture and policies. More broadly, I show that an assignment is an ‘assemblage’ which is tied together by political and managerial decisions, economic imperatives, teachers’ aims and practices, learner habits of use, material artefacts and their properties, etc. All of these agencies shape a certain choreography of digital literacy practices arising during classroom tasks; practices which can instantiate a tension between a normative classroom dramaturgy and a more anarchic learner bricolage. Findings of this research will inform policies on digital learning and benefit educational practice through in depth accounts of the digital habits and practices of learners’ life worlds, and how they align with classroom assignment tasks. By understanding learner practices it is possible to better understand digital innovations in education, the extent to which learners embrace or avoid imposed technologies, and how such practices re-shape assignments as evolving pedagogic forms.
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Brunette, Kathryn Elaine. "Adult ESL Writing Journals: A Case Study of Topic Assignment". PDXScholar, 1994. https://pdxscholar.library.pdx.edu/open_access_etds/4738.

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Over the past ten years, the use of student writing journals has become increasingly widespread in the TESOL field. Such journals serve a wide variety of purposes: a cultural diary, a free writing exercise, a forum for reaction or comment on readings or classroom discussions, in addition to a form of teacher/student dialogue. The main purpose of this study has been to determine the relationship of topic assignment to the quantity and quality of resulting entries. The data, 144 journal entries generated by ten adult ESL students over a period of ten weeks, were measured for length, in terms of total words and total number of T-units, and quality as assessed by the Jacobs profile (1981) which considers the following areas: content, organization, vocabulary, language use and mechanics. In addition, student reactions to instructor comments and attitudes toward journal keeping were explored in an end of term questionnaire. It was found that, on a group level, the assignment of four specified topic types (A. Topics relating to class lectures and discussions, B. Topics relating class discussions to the students' respective cultures, C. Topics relating to class or personal experiences and D. No topic assignment) did not appear to have any relationship with either the quality or quantity of writing. However, on an individual level, topic assignment did seem to have a relationship with the quantity of writing and in some cases, the quality as well. In considering student reaction to instructor comments, all students reported reading instructor comments, but rarely responded to them. When considering topic assignment, 74% of the students stated preferring an assigned topic, yet 60% actually wrote more when given a free choice of topic. Also, on the individual level, students stated a variety of topic type preferences that roughly corresponded with an increase in entry length. Finally, students seemed to have a positive attitude toward journal keeping as 80% stated they would like to keep a journal next term.
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Brundin, Amanda, i Sofie Cecilgård. "Alignment between writing assignments : Jämförelse mellan skrivuppgifter i nationella provet och läromedel i ämnet svenska för årskurs 1-3". Thesis, Södertörns högskola, Lärarutbildningen, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-34063.

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The aim of this study has been to examine if there is alignment between the national exam for writing in Swedish – ages 9 to10 – and main study materials for writing in Swedish intended for the school years leading up to the test. This study also aims to compare two different learning materials writing assignments with one another to find possible similarities and differences. The study focuses on writing assignments in one traditional (printed) textbook series and one digital study material. The material is analyzed according to Ivaničs theory about discourses of writing and learning to write. The results are compared to answer the following questions: In what way is there, or is there not, alignment – based on Ivanič’s theory of writing discourses– between the writing assignments in the national exam for ages 9 to 10, and the writing assignments found in printed and digital study materials? What are the similarities and the differences between the writing assignments in the printed and digital study materials based on Ivanič’s theory of writing discourses? The results show that there is some alignment between the writing assignments in the national exam and the study materials, however not a high one. The printed study material has a higher alignment than the digital one. The results also show that there are similarities between the writing assignments in the printed and the digital study materials. They both focus a lot on a skills and genre discourse. However, there are a lot of differences. The printed study material contains a process discourse while the digital study material does not. The printed material also contains more hybrids containing a combination of writing discourses.
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Freed, Kristen. "Constructing a Narrative as a Means of Achieving Understanding". Marietta College / OhioLINK, 2006. http://rave.ohiolink.edu/etdc/view?acc_num=marietta1147461272.

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Cheng, Fei-Wen. "The effects of rhetorical specification in writing assignments on EFL (English as a Foreign Language) writing". Thesis, Boston University, 2003. https://hdl.handle.net/2144/33424.

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Thesis (Ed.D.)--Boston University
PLEASE NOTE: Boston University Libraries did not receive an Authorization To Manage form for this thesis or dissertation. It is therefore not openly accessible, though it may be available by request. If you are the author or principal advisor of this work and would like to request open access for it, please contact us at open-help@bu.edu. Thank you.
The purpose of the present study was to investigate the influence of rhetorical specification in writing assignments on the writing performance of EFL students from above average universities in Taiwan. Rhetorical specification refers to the amount of information provided in the writing assignment with regard to the purpose of a composition, its topic, audience, and ways of presenting ideas. The research questions were (1) How do writing assignments with varying degrees of rhetorical specification affect the overall writing quality, the content, and the rhetorical structure? (2) How do writing assignments with varying degrees of rhetorical specification affect EFL writers with varying amounts of writing instruction? (3) How do writing assignments with varying amounts of rhetorical specification affect the use of Chinese writing features in EFL students' English texts? (4) How do students assess the usefulness of rhetorical specification? Participants were assumed to be at three levels of proficiency, ranging from basic to advanced: 60 Non-English major freshmen, 50 English major freshmen, and 57 English major juniors. Each participant composed two essays in response to two writing tasks: a writing assignment that contained specific information about topic, purpose, and audience, and a task that contained little rhetorical information. Repeated measures ANOVA, paired-samples T-tests, and Chi-square statistic were undertaken to examine the effects of prompt types on several writing features. Also, the researcher interviewed 12 participants to explore their evaluations of the rhetorical information. The findings of the study are: (1) EFL students across groups benefited from rhetorical specification with regard to content richness and effective rhetorical structure. (2) English junior students were the most successful in utilizing the rhetorical information to represent a developed rhetorical problem and to compose better texts. (3) Rhetorical specification enabled Chinese-speaking EFL students to conform to English writing norms with less transference of Chinese writing features. (4) Most students indicated that among the rhetorical elements, purpose specification was considered most valuable in composing more effective essays, although they also reported that addressing the purpose demands was a challenging task.
2031-01-01
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Venters, Christopher Harry IV. "Using Writing Assignments to Promote Conceptual Knowledge Development in Engineering Statics". Diss., Virginia Tech, 2015. http://hdl.handle.net/10919/51206.

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Learning of threshold concepts in engineering science courses such as statics has traditionally been a difficult and critical juncture for engineering students. Research and other systematic efforts to improve the teaching of statics in recent years range widely, from development of courseware and assessment tools to experiential and other "hands-on" learning techniques. This dissertation reports the findings from a multi-year, dual-institution study investigating possible links between short writing assignments and conceptual knowledge development in statics courses. The theoretical framework of the study draws on elements from cognitive learning theory: expertise, procedural and conceptual knowledge development, and conceptual change. The way that students approach learning in statics with regard to procedural and conceptual knowledge is explored qualitatively, and the relationship between the writing assignments and conceptual knowledge development is examined using a mixed-methods approach. The results show that students approach learning in statics with varying emphasis placed on procedural and conceptual knowledge development and that a student's learning approach influences their perception of the written problems and the ways that they utilize them in learning. Thus, they provide evidence that the learning approach of students may be an important factor in the success of interventions designed to improve conceptual knowledge in statics. Increases in conceptual knowledge as a result of completing the written problems are also empirically supported though limited by problems with data collection. Areas for future work in light of these findings are identified.
Ph. D.
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Blackburn, Alison Carol. "Writing in Other People's Worlds: Two Students Repurposing Extracurricular Fan Fiction Writing to Fulfill Curricular Assignments". BYU ScholarsArchive, 2017. https://scholarsarchive.byu.edu/etd/6394.

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Through interviews and writing sample analysis of two secondary students who are fan fiction writers, this article examines the tensions between curricular writing and extracurricular fan fiction writing. This study finds students have rich extracurricular writing lives, and they repurpose familiar practices from fan fiction writing for the classroom. This study further discusses the role of genre in effective repurposing. This study argues students who develop genre awareness repurpose their extracurricular writing more effectively to fulfill curricular assignments.
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Knutson, Anna V. "“I Keep on Adding in Identities”: Experiential Knowledge in Academic Writing Assignments". Digital Commons @ East Tennessee State University, 2018. https://dc.etsu.edu/etsu-works/2963.

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Książki na temat "Assignment writing"

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Rau, Dana Meachen. Ace your writing assignment. Berkeley Heights, NJ: Enslow Publishers, 2009.

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Rau, Dana Meachen. Ace your writing assignment. Berkeley Heights, NJ: Enslow Publishers, 2009.

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Martin, Nakell, red. The assignment: Why am I writing this essay? Southlake, TX: Fountainhead Press, 2011.

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Smith, Pauline. How to write an assignment: Improving your research and presentation skills. Wyd. 2. Plymouth: How to Books, 1996.

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Smith, Pauline. How to write an assignment: Improving your research and presentation skills. Plymouth: How to Books, 1994.

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Smith, Pauline. Writing an assignment: How to improve your research and presentation skills. Wyd. 3. Oxford: How to Books, 1997.

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Nelson, Jennie. "This was an easy assignment": Examining how students interpret academic writing tasks. Berkeley, CA: Center for the Study of Writing, 1990.

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Smith, Pauline. Writing an assignment: Proven techniques from a chief examiner that really get results. Wyd. 5. Oxford: How To Books, 2003.

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How to write an assignment: Proven techniques from a chief examiner that really get results. Wyd. 7. Oxford: How To Books, 2009.

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Morgan, Cheryl. Writing assignments. London: Learning and Skills Development Agency, 2001.

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Części książek na temat "Assignment writing"

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Day, Trevor. "Researching an Assignment". W Success in Academic Writing, 55–70. London: Macmillan Education UK, 2018. http://dx.doi.org/10.1057/978-1-352-00205-8_4.

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Kaldas, Pauline. "Self-Designed Assignment". W Writing the Multicultural Experience, 123–37. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-06124-0_12.

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Day, Trevor. "Researching an Assignment". W Success in Academic Writing, 52–65. London: Macmillan Education UK, 2013. http://dx.doi.org/10.1007/978-0-230-36969-6_4.

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Foss, Donald J. "Comprehending the writing assignment." W Your complete guide to college success: How to study smart, achieve your goals, and enjoy campus life., 211–27. Washington: American Psychological Association, 2013. http://dx.doi.org/10.1037/14181-012.

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Day, Trevor. "Two Popular Types of Assignment". W Success in Academic Writing, 37–54. London: Macmillan Education UK, 2018. http://dx.doi.org/10.1057/978-1-352-00205-8_3.

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Day, Trevor. "Understanding the Nature of an Assignment". W Success in Academic Writing, 24–36. London: Macmillan Education UK, 2018. http://dx.doi.org/10.1057/978-1-352-00205-8_2.

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Day, Trevor. "Understanding the Nature of an Assignment". W Success in Academic Writing, 23–35. London: Macmillan Education UK, 2013. http://dx.doi.org/10.1007/978-0-230-36969-6_2.

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Tennalli, Gururaj B., i Laxmikant R. Patil. "Group Assignment Writing in Engineering: Some Preliminary Findings". W Proceedings of the International Conference on Transformations in Engineering Education, 609–10. New Delhi: Springer India, 2014. http://dx.doi.org/10.1007/978-81-322-1931-6_90.

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Hedrick, Donald. "Cultural Studies as Writing Project, with Trump Assignment". W Cultural Studies in the Classroom and Beyond, 117–35. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-25393-6_7.

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Wetzler, Elizabeth L., i David T. Feltner. "A proflective writing assignment in Advanced General Psychology for Leaders". W Teaching and Learning the West Point Way, 72–77. Abingdon, Oxon ; New York, NY : Routledge, 2021.: Routledge, 2021. http://dx.doi.org/10.4324/9781003138181-13.

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Streszczenia konferencji na temat "Assignment writing"

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Maru, Mister Gidion, i Nihta Liando. "Students’ Revision Behavior in EFL Writing Project Assignment". W 4th Asian Education Symposium (AES 2019). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200513.004.

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Pham, Anh Thi Van. "An Investigation into Peer Feedback in English Writing Assignment". W ICMET 2022: 2022 the 4th International Conference on Modern Educational Technology. New York, NY, USA: ACM, 2022. http://dx.doi.org/10.1145/3543407.3543429.

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Kasemvilas, Sumonta, i Lorne Olfman. "Design Alternatives for a MediaWiki to Support Collaborative Writing in Higher Education Classes". W InSITE 2009: Informing Science + IT Education Conference. Informing Science Institute, 2009. http://dx.doi.org/10.28945/3295.

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Constructivist learning mechanisms such as collaborative writing have emerged as a result of the development of Web 2.0 technologies. We define the term mandatory collaborative writing to describe a writing activity where the group has a firm deadline. Our study focuses on how a wiki can fully support mandatory group writing. The motivation of this design science research study emerges from a graduate Knowledge Management class assignment to write a wiki book. The project outcome shows that the wiki instance used for the project, MediaWiki, could better facilitate the process with a set of extensions that support discussion, evaluation, and project management. We outline designs for these mechanisms: 1) a discussion mechanism that changes the way users discuss content on a wiki page and increases group awareness; 2) an evaluation mechanism that provides a tool for the instructor to monitor and assess students’ performance; and 3) a project management tool that increases awareness of the status of each component of the writing project and provides an overall summary of the project. A demonstration of the principles to a focus group provided a basic proof of the validity of these mechanisms.
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Hamid, Hafizah Ab, i Raihana Romly. "Teachers’ Perception on Giving Feedback to Students’ Online Writing Assignment During Movement Control Order (MCO)". W First International Conference on Science, Technology, Engineering and Industrial Revolution (ICSTEIR 2020). Paris, France: Atlantis Press, 2021. http://dx.doi.org/10.2991/assehr.k.210312.076.

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Alley, Michael, i Harry Robertshaw. "Rethinking the Design of Presentation Slides: The Importance of Writing Sentence Headlines". W ASME 2004 International Mechanical Engineering Congress and Exposition. ASMEDC, 2004. http://dx.doi.org/10.1115/imece2004-61827.

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Presentation slides are often used for teaching engineering classes, presenting engineering research, and explaining engineering designs. For those presentations in which the presenter desires to communicate and defend results, using a succinct sentence headline for all slides but the title slide has three advantages over relying on a phrase headline. The first is that a sentence headline not only can identify the topic, but also can state an assertion about the topic. Emphasizing the assertions in an engineering presentation is advantageous, because audiences are more inclined to believe an argument if they realize the assertions and sub-assertions. Also, for a presentation that serves as a classroom assignment, having the student write sentence headlines provides a written record for the faculty member of that student’s assertions in the presentation. A second advantage of using sentence headlines, rather than phrase headlines, is that a sentence headline can clarify much more effectively the role of the slide in the presentation. Such a clarification not only helps the audience during the presentation, but also serves the audience reviewing the slides days or weeks later. Yet a third advantage, and perhaps the most important, is that a sentence headline forces the presenter to come to grips with the main purpose of each slide. If the presenter cannot create a sentence headline that states the slide’s main purpose in the presentation, then the presenter should consider cutting that slide from the presentation. For engineering presenters who have used this design, the result has been that significantly fewer slides are presented, thus helping the presenters avoid a frenetic pace, which undermines so many engineering presentations. This paper uses several examples from the Mechanical Engineering Department at Virginia Tech to show these three advantages. The paper also analyzes why faculty and students are reluctant to use sentence headlines. Finally, the paper includes a preliminary assessment on the effectiveness of these sentence headlines in engineering presentations.
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Langley, Dorothy. "Treasure Hunt in the Library: An Exercise in Academic Literacy". W InSITE 2007: Informing Science + IT Education Conference. Informing Science Institute, 2007. http://dx.doi.org/10.28945/3092.

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This paper presents an Academic Literacy course designed for first year students in our department. The course is based on a set of relevant reading materials and covers knowledge levels and classification systems, logical and physical library organization principles, physical and virtual search for publications, bibliographic citations and referencing methods and purposes. The paper describes two, out-of-class, activities related to the academic and public libraries in the information age. The first activity, the “Book Hunt”, organizes the students’ conceptions of the variety of functions being served and the impact of information technology on retrieving academic publications. Students’ response to a reflective assignment dealing with concepts and impressions is described. The second activity “Visiting a public library”, involves interviewing the librarian and writing a report on the structure and functions of the library. The paper discusses features of students’ reports and indicates the contribution of the activities to the students’ academic world view.
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Colthorpe, Kay, Harrison Gray, Hardy Ernst i Louise Ainscough. "How authentic is it? Evaluating the products of an authentic assessment task". W Fifth International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2019. http://dx.doi.org/10.4995/head19.2019.9067.

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Authentic assessment tasks resemble activities that are practiced in the workforce. These tasks are valued because they represent what students wish to accomplish as professionals, positively influencing their aspirations and motivations by explicitly demonstrating relevance of assessment tasks. However, given the choice available to students in completing authentic tasks and novelty of outcomes, the products of such assessment may vary in authenticity. This study aimed to develop a method of evaluating authenticity in student assessment products. Second year occupational therapy students (n=59) completed a written factsheet assignment about a disease or condition. The students’ products were evaluated for authenticity using a novel rubric developed during the study. The results demonstrate that authenticity in the product of an authentic assessment task is measurable, but varies widely across a cohort, with most products demonstrating moderate to high authenticity. However, there was no correlation between authenticity and course grade. Neither was there a correlation between the grade for this authentic task and a verbal authentic task in another course. These findings suggest that students, at this stage of their education, may not yet have progressed from writing like a professional to acting like one.
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Langston, Sara. "Space education: challenges and strategies in teaching space policy to technical university students". W Symposium on Space Educational Activities (SSAE). Universitat Politècnica de Catalunya, 2022. http://dx.doi.org/10.5821/conference-9788419184405.058.

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Law and policy provide the foundation for space actors engaging in space activities. Likewise, various levels of policy and regulation apply internationally, domestically, and even institutionally to both governmental and nongovernmental entities. Consequently, teaching the policy frameworks for space regulations and best practices is essential for a comprehensive university curriculum in space education. Challenges arise, however, when instructing technical and non-policy university students in humanities-centered topics. Reading comprehension, writing ability, critical thinking, and communication skills are critical elements of policy education, yet many technically oriented students struggle with these requirements. Given these are fundamental skillsets necessary for success in both academia and a dynamic space work force, adapting traditional teaching methodologies may be required to optimize desired learning outcomes for technical student audiences. Customizable strategies exist that can combine and scale these fundamental skillsets with substantive content and materials, providing a range of teaching and learning modalities for study, assessment, and experience. This presentation will highlight potential learning approaches tried at one aeronautical university to address these challenges. For instance, overarching strategies may include commencing with a visual of the student journey (much like a user journey in an investment pitch) delineating the value-added experience for students engaging in course content, and building substantive skill-based learning components which are introduced sequentially and with increasing level of difficulty. Examples of learning methodologies include applying Bloom’s Taxonomy in assignment creation. Most importantly: 1) Knowledge: involves identifying, understanding and remembering core content (e.g. pop quizzes, reading quizzes, cumulative review quizzes, question bank assessments); 2) Analysis: involves reading comprehension, interpretation, evaluation, analysis (e.g. essays, summaries, case studies); 3) Application: involves investigation, research and designing research projects (e.g. research articles, posters, digital presentations, short videos). Scaffolding assignments and artifacts into manageable pieces throughout the semester is key to guiding students towards success and reducing potential for ‘expert blind spots.’ Lastly, an end-of-course review and self-reflection of the student journey is helpful in underlining the critical thinking process and provide a visual review of the student journey in acquiring substantive knowledge, skills, and experience throughout the term
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Bannerot, Richard, Chad Wilson i Colley Hodges. "Integrating Technical Communications Into an Early Design Course". W ASME 2005 International Mechanical Engineering Congress and Exposition. ASMEDC, 2005. http://dx.doi.org/10.1115/imece2005-79556.

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This paper describes the integration of a significant amount of instruction and technical communications assignments into an early design course in the BSME program at the University of Houston. While many of the examples presented in this paper were initially introduced into the course without outside involvement, many more have been developed and the initial assignments have been improved through collaborations with the recently established University of Houston Writing Center (2000) and the even newer (2004) Technical Communications Across the Curriculum Program in the Cullen College of Engineering. Approximately 55% of an individual’s course grade is based on a variety of team (18%) and individual (37%) writing and presentation assignments. In many ways, these assignments are similar to those given in a traditional technical communications course. The difference is that many of these assignments are directly linked to course material including, the design process, working in teams on design-fabricate-and-compete projects, engineering ethics, and intellectual property issues. The paper provides details of these activities (including examples of assignments) and the results from student surveys requesting feedback on their effectiveness.
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Allen P. Zimmerman. "Writing Assignments for an Internship Course". W 2006 Portland, Oregon, July 9-12, 2006. St. Joseph, MI: American Society of Agricultural and Biological Engineers, 2006. http://dx.doi.org/10.13031/2013.20943.

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Raporty organizacyjne na temat "Assignment writing"

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Geerling, Wayne. Economic Naturalist Writing Assignment. Bristol, UK: The Economics Network, czerwiec 2011. http://dx.doi.org/10.53593/n1301a.

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Brunette, Kathryn. Adult ESL Writing Journals: A Case Study of Topic Assignment. Portland State University Library, styczeń 2000. http://dx.doi.org/10.15760/etd.6622.

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Uche, Chidi, Zita Ekeocha, Stephen Robert Byrn i Kari L. Clase. Retrospective Study of Inspectors Competency in the Act of Writing GMP Inspection Report. Purdue University, grudzień 2021. http://dx.doi.org/10.5703/1288284317445.

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The research was a retrospective study of twenty-five Good Manufacturing Practice (GMP) inspection reports (from March 2017 through to December 2018) of a national medicine regulatory agency, drug Inspectorate, in West Africa, designed to assess the inspectors’ expertise in the act of inspection report writing. The investigation examined a paper-based tool of thirteen pre-registration Inspection reports and twelve GMP reassessment reports written prior and following an intervention program by external GMP trainers to enhance inspectors’ skill in pharmaceutical cGMP inspection. The study made use of quantitative analysis to investigate each team’s expertise in the act of writing GMP inspection report. Likewise, each report’s compliance with the requirements of three regulatory standards on GMP inspection report writing was ascertained. Impact of intervention program on lead inspectors’ competence was assessed. Lastly, gap in each team writing effectiveness, and lead inspectors’ abilities to deliver an effective report were determined. The results showed one of the inspection team (4.0%) wrote an excellent report. Two (8.0%) of the twenty-five inspection teams penned good inspection reports. Eleven (44.0%) teams drafted needs improvement reports and the remaining eleven teams (44.0%) prepared unacceptable reports. The excellent report and the two good reports had report format that meet expectation. One (50.0%) of the good reports showed the authors possess excellent knowledge of cGMP technical areas. The remain good report (50.0%) revealed the writers’ knowledge.as good. The excellent report showed the authors displayed partial mastery in the use of objective evidence while the two good reports disclosed theirs as having partial and evolving abilities. One of the teams (50.0%) that wrote good reports displayed good use of third person narrative past tense in report writing whereas the other team used the same tense and voice excellently. Generally, a sort of marginal level of performance was prominent among the inspection teams. A gap, if not tackled, will slow down regulatory process through increase report review, litigations that query report factual accuracy (AIHO, 2017) and delay in issuance of marketing authorization. In conclusion, trainings on quality attributes, such as technical content (Quality Management System (QMS) and Site), the use of objective evidence, assignment of risk levels to GMP violations and citing of applicable laws, regulation and guidelines that substantiate GMP observations, were recommended, to enhance knowledge sharing and regulators’ performance in the act of writing inspection report.
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Isopi, Alessia. Using group assignments to improve students’ writing skills. The Economics Network, styczeń 2022. http://dx.doi.org/10.53593/n3520a.

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