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Artykuły w czasopismach na temat „Assignment writing”

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Autor: Grafiati

Data publikacji: 4 czerwca 2021

Data aktualizacji: 20 lutego 2023

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1

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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Rank, Allison, i Heather Pool. "Writing Better Writing Assignments". PS: Political Science & Politics 47, nr 03 (19.06.2014): 675–81. http://dx.doi.org/10.1017/s1049096514000821.

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ABSTRACTAlthough most instructors care deeply about student writing, they often give little attention to the part of the writing process over which they maintain complete control: the assignment itself. Yet, the written prompt that we distribute is often where student confusion (and confused writing) begins. Using Bloom’s taxonomy as inspiration, we offer instructors a typology directly linked to course objectives, which we believe can be readily understood by student writers.

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Gupte, Trisha, Field M. Watts, Jennifer A. Schmidt-McCormack, Ina Zaimi, Anne Ruggles Gere i Ginger V. Shultz. "Students’ meaningful learning experiences from participating in organic chemistry writing-to-learn activities". Chemistry Education Research and Practice 22, nr 2 (2021): 396–414. http://dx.doi.org/10.1039/d0rp00266f.

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Teaching organic chemistry requires supporting learning strategies that meaningfully engage students with the challenging concepts and advanced problem-solving skills needed to be successful. Such meaningful learning experiences should encourage students to actively choose to incorporate new concepts into their existing knowledge frameworks by appealing to the cognitive, affective, and psychomotor domains of learning. This study provides a qualitative analysis of students’ meaningful learning experiences after completing three Writing-to-Learn (WTL) assignments in an organic chemistry laboratory course. The assignments were designed to appeal to the three domains necessary for a meaningful learning experience, and this research seeks to understand if and how the WTL assignments promoted students’ meaningful learning. The primary data collected were the students’ responses to open-ended feedback surveys conducted after each assignment. These responses were qualitatively analyzed to identify themes across students’ experiences about their meaningful learning. The feedback survey analysis was triangulated with interviews conducted after each assignment. The results identify how the assignments connected to students’ existing knowledge from other courses and indicate that assignment components such as authentic contexts, clear expectations, and peer review supported students’ meaningful learning experiences. These results inform how assignment design can influence students’ learning experiences and suggest implications for how to support students’ meaningful learning of organic chemistry through writing.

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Wiebold, W. J., i Rebecca G. Duncan. "A Whole-Class Writing Assignment". Journal of Agronomic Education 20, nr 1 (marzec 1991): 27–30. http://dx.doi.org/10.2134/jae1991.0027.

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Zellner, Nicolle E. B. "Video killed the writing assignment". Physics Teacher 56, nr 9 (grudzień 2018): 646–47. http://dx.doi.org/10.1119/1.5080591.

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Zellner, Nicolle. "Video Killed the Writing Assignment". Journal of Astronomy & Earth Sciences Education (JAESE) 5, nr 2 (4.12.2018): 137–50. http://dx.doi.org/10.19030/jaese.v5i2.10222.

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An introductory Astronomy survey course is often taken to satisfy a college graduation requirement for non-science majors at colleges around the United States. In this course, material that can be broadly categorized into topics related to “the sky”, “the Solar System”, “the Galaxy”, and “cosmology” is discussed. Even with the wide variety of topics in these categories, though, students may not be 100% interested in the course content, and it is almost certain that a specific topic about which a student wishes to learn is not covered. To at least partly address these issues, to appeal to all of the students in this class, and to allow students to explore topics of their choice, a video project has been assigned to students at Albion College as a class activity. In this assignment, students are asked to create a video of a famous (or not) astronomer, astronomical object or discovery, or telescope observatory to present to the class. Students work in pairs to create a video that is original and imaginative and includes accurate scientific content. For this project, then, students use a familiar technology and exercise their creativity while learning a little (or a lot of) science along the way. Herein data on types and topics of videos, examples of videos, assignment requirements and grading rubrics, lessons learned, and student comments will be discussed and shared.

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Stephany, Theresa M. "RN Assignment: Writing for Publication". Nurse Educator 14, nr 3 (maj 1989): 10. http://dx.doi.org/10.1097/00006223-198905000-00007.

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Frank, Robert H. "The Economic Naturalist Writing Assignment". Journal of Economic Education 37, nr 1 (styczeń 2006): 58–67. http://dx.doi.org/10.3200/jece.37.1.58-67.

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O’Neill, Patrick B. "On The Use Of Writing Assignments In Intermediate Microeconomic Theory". American Journal of Business Education (AJBE) 2, nr 4 (1.07.2009): 25–36. http://dx.doi.org/10.19030/ajbe.v2i4.4057.

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A typical writing assignment in upper level required courses is a term paper. However many economics majors, particularly those in business schools, need to develop skill at writing shorter pieces. In this paper I describe numerous examples of shorter writing assignments that I have incorporated into an Intermediate Microeconomic Theory course. The assignments include such activities as comparison of competing theories; non-traditional applications of theory; book reviews; and explorations of the nuances of the standard consumer choice model. In addition to describing the details of the various assignments, the paper presents both student and instructor assessment of them.

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Riser, Diana K., Stephanie D. Clarke i Allison N. Stallworth. "Scientific Memes: Using the Language of Social Media to Improve Scientific Literacy and Communication in Lifespan Development". Psychology Learning & Teaching 19, nr 3 (9.06.2020): 275–89. http://dx.doi.org/10.1177/1475725720929277.

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Social media is riddled with memes (i.e., captioned images intended to convey cultural ideas or beliefs) that often promote maladaptive and unsupported beliefs about human development and parenting. This paper presents a scientific writing assignment designed to help spread accurate information on human development beyond the classroom through creation and sharing of original material on social media. Students were tasked with identifying applicable themes of the course, transforming these themes into scientific memes with supporting research articles, posting these materials to social media, and reflecting on their experiences. This assignment helps students develop critical thinking and scientific literacy, as well as their ability to apply course concepts to everyday life and share those applications with others. Student outcomes from several sections of Lifespan Development—those with the scientific meme assignment versus those with a traditional writing assignment—were analyzed for differences in quantitative measures of student success (i.e., grades). Students’ written reflections were also assessed for common themes. Findings suggest advantages of social media assignments with regard to students’ sense of purpose, experience with scholarly discourse, and student growth, and may inspire creation of additional innovative assignments that promote student learning and application.

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Hendriwanto, Hendriwanto, Nurani Hartini, Joko Nurkamto i Ramnita Sharda. "AN ANALYSIS OF UNIVERSITY STUDENTS’ ARGUMENTATIVE WRITING: FUNCTIONAL PERSPECTIVE". Academic Journal Perspective : Education, Language, and Literature 8, nr 2 (30.11.2020): 147. http://dx.doi.org/10.33603/perspective.v8i2.4373.

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This study aims to investigate the role of SFL theory in teaching academic writing. The present study was to find out what the change of genre awareness of students’ writing. Twenty-two participants were recruited to engage in the process of deconstruction, join construction, and independent construction activities. The findings of study revealed two important aspect in teaching academic writing, thematic Progression in students’ writing and appraisal concept in students’ writing argumentation. Data sources were gathered through student assignments to write argumentative essay. Student assignments were written in 6o minutes with the IELTS and TOEFL writing. Questionnaire and interviews in argumentative writing were given to students. Data were collected from students’ assignment and data were analysed through transitivity and appraisal system (Martin & White, 2015). This finding of the study implies to the language education particularly writing instruction.

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Zeleny, Rachael. "Putting “US” back in Museums: Increasing Student Engagement via Experiential Learning Writing Assignments". Prompt: A Journal of Academic Writing Assignments 4, nr 2 (30.09.2020): 37–48. http://dx.doi.org/10.31719/pjaw.v4i2.66.

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This paper details the evolution of a course, Arts and Society, and the inception of a student-centered assignment, “Putting ‘US’ back in Museums.” By tapping into a nationwide discussion of inclusion and public spaces, this business proposal style assignment asks students to consider their own observations as museum visitors alongside research that considers community engagement, diversity and accessibility in order to identify a specific issue within a museum and to propose change. Throughout the project, students are supported by the implementation of smaller scaffolding assignments, in-class discussions, an embedded librarian and an assigned writing fellow. Furthermore, they will meet at least eight professionals in the field and visit at least four different local sites. This assignment demonstrates best practices via scaffolding, institutional support, experiential learning, and engagement with the local community.

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Kim, Miseon. "A Study on Plagiarism Patterns in University Students’ Writing: Focus on Copy Killer Test Results". Korean Association for Literacy 13, nr 4 (31.08.2022): 217–44. http://dx.doi.org/10.37736/kjlr.2022.08.13.4.07.

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The purpose of this study is to find a way to educate university students on writing ethics. For this study, 3,374 liberal arts class assignments were analyzed using Copy Killer test results. As a result of analyzing the plagiarism rate based on students’ gender, class method, and type of assignment, there was no difference in the plagiarism rate according to the gender of the student. There is a difference in the plagiarism rate between online and on-campus courses. This may indicate that an undergraduate student is more likely to engage in plagiarism when writing an assignment for an online course. There was also a correlation between the type of assignments and the plagiarism rate. Book reviews, columns, and academic essays showed the highest frequency with a plagiarism rate of 0 to 10%, and books with a plagiarism rate of 60% or higher showed the highest frequency in book reviews. Instructors should pay attention to students’ assignments and make it mandatory to check for plagiarism. However, since plagiarism is reduced only by checking the plagiarism rate, it is necessary to repeatedly teach writing ethics in class.

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Moni, Roger W., Deanne H. Hryciw, Philip Poronnik i Karen B. Moni. "Using explicit teaching to improve how bioscience students write to the lay public". Advances in Physiology Education 31, nr 2 (czerwiec 2007): 167–75. http://dx.doi.org/10.1152/advan.00111.2006.

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The media role model was recently developed to frame how science faculty members can teach their students to write more effectively to lay audiences ( 14 ). An Opinion Editorial (Op-Ed) was introduced as a novel assignment for final-year physiology and pharmacology undergraduates. This second phase of this study, reported here, demonstrated the efficacy of explicit teaching of the Op-Ed, using a one-shot, pre-/posttest research design. Baseline writing skills of students were determined from a communication assignment. Students were then explicitly taught how to write an Op-Ed and subsequently wrote an Op-Ed based on a recent, relevant scientific article. Most students achieved higher grades for their Op-Ed following explicit teaching [mean (SD) = 84.4% (9.1%), n = 216] compared with their communication assignment [mean (SD) = 74.7% (11.9%), n = 218]. Improvement in student writing was also evident by an increase in text readability, which mirrored the features of Op-Eds written by professional journalists. A survey of students ( n = 142) indicated that most believed that the assignments were valuable and that their ability to write to a lay audience had improved. Members of the lay public were then surveyed for their opinions on student writing. Two assignments were selected from one student whose grades had improved after explicit teaching. Respondents ( n = 78) indicated that the Op-Ed was easier to read than the communication assignment. Thus, explicit teaching of the Op-Ed improved the ability of students to write to members of the lay public.

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Shrestha, Sunity. "Thesis Writing in MBS: Procedures and Practices". Journal of Nepalese Business Studies 1, nr 1 (12.08.2006): 23–37. http://dx.doi.org/10.3126/jnbs.v1i1.36.

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This paper has been prepared with an objective to provide the official guidelines to the MBS students to write the thesis and prepare the project work assignment, and teachers to guide their students in writing the thesis and preparing the project work assignment. So, this paper has included formats of thesis and project work assignment prescribed by Office of the Dean, Faculty of Management, Tribhuvan University and necessary procedures of the submission of thesis and project work assignment. Journal of Nepalese Business Studies Vol.1(1) 2004 pp.23-37

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Strong, Kay E. "CPRTM: Adopting An Out-Of-Discipline Innovation". College Teaching Methods & Styles Journal (CTMS) 4, nr 1 (3.08.2011): 65. http://dx.doi.org/10.19030/ctms.v4i1.5051.

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Calibrated Peer Review (CPR) is a web-based instructional tool that encourages writing gain for students without adding grading pain for the instructor! The use of CPR provides students frequent opportunities to hone both writing as well as peer review skills in a guided environment. And once an assignment is authored, instructors have little to do beside monitor progress and arbitrate possible grading complaints! The four phase process of the Calibrated Peer Review reinforces learning of the content material and provides immediate assessment feedback. Students access the assignment by logging into CPR. Phase one involves the preparation and submission of the students text response to the writing assignment. During phase two the student evaluates three instructor written calibrations (high quality, mid quality and low quality) of the same assignment using pre-specified rubrics assessing content and style. An unsuccessful outcome prompts a return to the calibrations and a retry. A successful outcome moves the student forward into phase three. The software randomly selects three anonymous peer assignments. Using the same evaluation criteria the student assesses each assignment. At phase four, the student is presented his/her own assignment for self-review. Time limits at each phase insure timely completion of the assignment in full. The CPR tool provides immediate feedback on student performance at each phase. At the conclusion the CPR tool produces a complete set of results corresponding to performance at each phase; a score for the text entry, a score for the three calibrations, a score for the three peer reviews, a self-assessment score and concluding overall score. To bypass problems commonly associated with students reviewing student work, CPR has built in a set of weighting factors based on standard deviations which are reflected in the students own scores. Given its discipline-independent nature, Calibrated Peer Review makes an excellent instructional management tool to encourage students to read for content, master the content, write-to-learn, as well as, critically review writing.

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최윤경. "Chinese Writing Assignment through Language Exchange". Language & Information Society 32, nr ll (listopad 2017): 331–60. http://dx.doi.org/10.29211/soli.2017.32..011.

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James, Gomer. "A Beautiful Writing Assignment for Sophomores". English Journal 76, nr 4 (kwiecień 1987): 43. http://dx.doi.org/10.2307/818449.

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Czerwinski, Ralph. "A WRITING ASSIGNMENT IN ABSTRACT ALGEBRA". PRIMUS 4, nr 2 (styczeń 1994): 117–24. http://dx.doi.org/10.1080/10511979408965740.

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Dukewich, Kristie R., i Deborah P. Vossen. "Toward Accuracy, Depth and Insight: How Reflective Writing Assignments Can Be Used to Address Multiple Learning Objectives in Small and Large Courses". Collected Essays on Learning and Teaching 8 (12.06.2015): 97. http://dx.doi.org/10.22329/celt.v8i0.4258.

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Writing-to-learn involves the use of low-stakes informal writing activities intended to help students reflect on concepts or ideas presented in a course. Writing-to-learn can be a flexible and effective tool to help students understand and engage with course concepts, and past research has shown that writing-to-learn activities can substantially improve performance on summative assessments. Not only is coherent writing helpful for learning, it is also a skill that students are expected to acquire during their degree. However, it can be a challenge to provide writing opportunities that are both interesting to students and easy for instructors to implement and grade, particularly in courses with a large number of students. Reflective journaling is one method that can address these learning objectives. The versatility of reflective writing means that it can be adapted to suit a number of different disciplines. In this essay, we will explore reflective writing as a subgenre of writing-to-learn activities, summarizing some of the benefits associated with these assignments that have been described in the pedagogical literature. We will then describe how to tailor the assignments to different kinds of disciplines, including STEM courses, professional programs, and the social sciences and humanities. We will provide some guidance on how to resolve tension around marking and feedback for such an assignment. Finally, we will describe our individual experiences with using this kind of assignment in two courses. As there were a number of contextual differences between the two courses, including size and discipline, our commentary is advanced within the specific context supplied by each.

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Boyd, Robert, Christopher Basgier i Claire Wilson. "Repurposing scientific writing in conservation biology". Prompt: A Journal of Academic Writing Assignments 4, nr 1 (31.01.2020): 3–17. http://dx.doi.org/10.31719/pjaw.v4i1.53.

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Scientists and writing studies scholars agree that students need to be able to repurpose scientific knowledge across audiences, goals, and genres. This article offers a much-needed, practical example of an assignment that allows students to work towards these goals. Working collaboratively, a faculty member from biology, a Writing Across the Curriculum (WAC) administrator, and an Encyclopedia of Alabama (EOA) editor redesigned a conservation biology course assignment around communication with multiple audiences. The assignment required students to produce a webpage about a rare species in Alabama that fulfills the technical, scientific writing component of the course and then repurpose that webpage into an entry for EOA aimed at a non-expert audience. We elaborate on the context in which the repackaging assignment developed, explain how it fits with student learning outcomes in biology, and share themes we noticed in students' reflections on the practice of repurposing their writing.

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Holmes, Caitlin. "Supporting Faculty Writers and Teachers of Writing with Writing Across the Curriculum". Innovations in Teaching & Learning Conference Proceedings 7, nr 1 (19.09.2015): 90. http://dx.doi.org/10.13021/g82c82.

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George Mason University's award-winning Writing Across the Curriculum (WAC) program supports faculty writers, mentors of writers, and teachers of writing in all disciplines across campus. From Faculty Write-Ins to syllabus and assignment consultations, the WAC Program offers a variety of resources to faculty at Mason. This poster session will display new opportunities and resources that the WAC program will be offering during the 2015-2016 academic year, as well as take suggestions for workshops and events that faculty might find useful.This poster session will also offer images and video from wac.gmu.edu website and our program's scholarly blog, The Writing Campus. The Writing Campus has become a nationally recognized professional development resource amongst scholars of writing. This session will solicit submissions from faculty at Mason who teach writing, specifically in the form of successful assignments, activities used to teach writing, or approaches to mentoring writers of all levels of skill.

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Schmidt-McCormack, Jennifer A., Jessyca A. Judge, Kellie Spahr, Ellen Yang, Raymond Pugh, Ashley Karlin, Atia Sattar, Barry C. Thompson, Anne Ruggles Gere i Ginger V. Shultz. "Analysis of the role of a writing-to-learn assignment in student understanding of organic acid–base concepts". Chemistry Education Research and Practice 20, nr 2 (2019): 383–98. http://dx.doi.org/10.1039/c8rp00260f.

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Acid–base chemistry is a foundational topic that is taught in courses across the chemistry curriculum. Students often have difficulty distinguishing between the different theories of acid–base chemistry—Brønsted–Lowry and Lewis acid–base chemistry—and applying these two definitions correctly in unfamiliar scenarios. To help students learn these definitions and be able to apply them, an acid–base Writing-to-Learn assignment was developed and evaluated. The Writing-to-Learn assignment involved a three-step process where students constructed an initial draft in response to a writing prompt, participated in peer review, and made revisions based on peer review feedback, before submitting a final draft. This process is informed by sociocultural theory applied to writing, which states that student learning of concepts increases through engagement with their peers’ work and receiving peer feedback on their own writing. To test the efficacy of the acid–base writing assignment, an external assessment, comprised of conceptual questions related to acid–base chemistry and students’ confidence when responding to them, was administered in two groups; a treatment group who completed the Writing-to-Learn assignment, and a comparison group who completed a separate assignment. Additionally, students who completed the Writing-to-Learn assignment were interviewed about their experiences. Regression analysis revealed that students in the treatment group had a greater increase in their conceptual understanding and confidence as compared to the students in the comparison group. The results demonstrate the students could successfully write about the Brønsted–Lowry and Lewis acid–base models separately, but were less successful with connecting these two concepts together in their writing. These results demonstrate the efficacy of Writing-to-Learn as an approach for promoting conceptual learning of acid–base chemistry.

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Bukowski, Roz. "Preparing a Questionnaire for a Business Report". TESL Canada Journal 17, nr 1 (26.10.1999): 114. http://dx.doi.org/10.18806/tesl.v17i1.884.

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In my business writing classes, I usually use imaginary situations for the writing assignments. When a real-life situation arose, I was glad to challenge my students with preparing a questionnaire to be used by the ESL program. Furthermore, the students used this questionnaire as an important part of their report assignment. The steps simulated the procedure followed in many business situations and hence helped students develop knowledge of business procedures and related language skills. The students worked through all the steps, experienced problems, solved the problems, and wrote a real business report in their writing course.

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Chandler, Susanne, i Denise Dedman. "Writing a Literature Review: An Essential Component of Critical Thinking". Journal of Baccalaureate Social Work 17, nr 1 (1.01.2012): 159–65. http://dx.doi.org/10.18084/basw.17.1.447244266735tjtj.

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This teaching note describes how using the requirement of a literature review helped students become critical thinkers. Literature reviews, as assignments, are often difficult for students because of the need for intense writing, analysis, and evaluation. As part of a larger assignment, students read 7 to 10 research articles and discussed them in class. The students were then assigned the task of writing their own literature reviews using the same research articles. The authors explain how using the practice of critical reading and critical writing helped students engage their review of the literature with a critical thinking mindset.

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Mehlenbacher, Brad, Ashley Rose Kelly, Christopher Kampe i Meagan Kittle Autry. "Instructional Design for Online Learning Environments and the Problem of Collaboration in the Cloud". Journal of Technical Writing and Communication 48, nr 2 (16.11.2016): 199–221. http://dx.doi.org/10.1177/0047281616679112.

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To investigate how college students understand and use cloud technology for collaborative writing, the authors studied two asynchronous online courses, on science communication and on technical communication. Students worked on a group assignment (3–4 per group) using Google Docs and individually reflected on their experience writing collaboratively. This article explores leadership and how it interacts with team knowledge making and the collaborative writing process. Guidelines are outlined for instructors interested in adopting collaborative, cloud-based assignments, and the tension between providing clear instructional guidance for student teams and allowing teams to embrace the ambiguity and messiness of virtual collaboration are discussed.

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Nonnecke, Gail R., Lee-Ann M. Kastman i David R. Russell. "Enhancement of Student Learning through Newsletter Assignments and Peer Review". HortScience 32, nr 3 (czerwiec 1997): 528C—528. http://dx.doi.org/10.21273/hortsci.32.3.528c.

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A 200-level course at Iowa State Univ., Principles of Horticulture, has included a communication across the curriculum assignment for the past seven semesters involving ≈425 students. Each undergraduate student develops and writes an individual student newsletter on topics and for an audience of the student's choice. The semester-long project motivates students to practice a professional communication task, and teaches technical horticultural material and writing skills. The newsletters contain at least two separate articles for an intended audience, providing the students with an opportunity to learn technical information in subjects in which they are intensely interested, but may not be taught in a principles course. Drafts of the articles and newsletter project are peer-reviewed by the students to model the professional review process, provoke critical thinking, and provide students with more feedback than they would otherwise receive from the instructor alone. Additionally, peer-review facilitates writing intensive courses for the instructor who wishes to focus course activities on writing, but has limited time or resources for reviewing writing assignments. Student newsletter articles are selected to be included in quarterly department and extension newsletters, providing students with a real-world use of a communication across the curriculum assignment.

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Tang, Jiaxuan (Lillianna). "Three Attitudes Towards My Bilingual Writing". Writing across the University of Alberta 2, nr 1 (30.12.2021): 21–24. http://dx.doi.org/10.29173/writingacrossuofa23.

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Sauhenda, Angla Florensy, Lay Riwu i Yonarlianto Tembang. "PENGEMBANGAN PERANGKAT ASESMEN KETERAMPILAN MENULIS TEKS EKSPLANASI DAN CERITA PENDEK SERTA IMPLEMETASI DALAM KURIKULUM 2013". Jurnal Imiah Pendidikan dan Pembelajaran 2, nr 3 (3.01.2019): 395. http://dx.doi.org/10.23887/jipp.v2i3.15547.

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Assessment is a process to obtain and collect student learning outcomes during learning. Based on the facts in the field it was found that the teacher was unable to compile assessment tools for writing explanatory text skills and short story texts. The purpose of this study was to develop assessment tools for explanatory text writing skills and short story texts consisting of teacher guides and student assignments. The research and development model used in this study is the R2D2 development model. The results showed that the assessment skills of explanatory text writing skills and short story texts developed were appropriate to be implemented in the 2013 curriculum. The teacher's guide to explanatory texts reached 91% and the teacher's guide to short story texts reached 86%. While the student assignment for the explanatory text reached 87% and the student assignment for the short story text reached 82%. Based on the results of the validity and reliability test, it shows that all the items of work that have been developed are valid and reliable.

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Polk, Thomas. "The Material Contexts of Writing Assignment Design". WAC Journal 30, nr 1 (2019): 86–107. http://dx.doi.org/10.37514/wac-j.2019.30.1.04.

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Martin, Bill. "A Writing Assignment/A Way of Life". English Journal 92, nr 6 (lipiec 2003): 52. http://dx.doi.org/10.2307/3650535.

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Chu, Ling, i Theresa Libby. "Writing Mini-Cases: An Active Learning Assignment". Issues in Accounting Education 25, nr 2 (1.05.2010): 245–65. http://dx.doi.org/10.2308/iace.2010.25.2.245.

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ABSTRACT: Research on active learning in accounting education suggests that when students develop their own solutions and/or explanations, they take ownership of the knowledge they gain and are more likely to retain it (Springer and Borthick 2007; Hermanson 1994; Cottell and Millis 1993). In this paper, we describe an assignment designed to take advantage of this finding by requiring students to write six mini-cases in a multiple choice format. Each mini-case includes a problem scenario and four plausible alternative solutions. Students select and defend the one best solution and then document a full analysis of all of the alternatives pointing out why they are less preferred. We implemented the assignment in an undergraduate course in taxation. Feedback from students indicates the assignment enhanced their learning of tax technical knowledge, required them to be creative and original, encouraged them to make links between related tax concepts, and motivated them to use research resources more effectively.

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Nelson, Charles W. "Emphasizing Professionalism: An Assignment in Business Writing". Bulletin of the Association for Business Communication 49, nr 1 (marzec 1986): 27–29. http://dx.doi.org/10.1177/108056998604900108.

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Staats, Susan, i Chris Batteen. "Context in an Interdisciplinary Algebra Writing Assignment". Journal of College Reading and Learning 40, nr 1 (wrzesień 2009): 35–50. http://dx.doi.org/10.1080/10790195.2009.10850323.

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Heckler, Nina C., David R. Forde i C. Hobson Bryan. "Using Writing Assignment Designs to Mitigate Plagiarism". Teaching Sociology 41, nr 1 (18.09.2012): 94–105. http://dx.doi.org/10.1177/0092055x12461471.

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West, Douglas X. "A writing assignment for senior chemistry majors". Journal of Chemical Education 65, nr 1 (styczeń 1988): 49. http://dx.doi.org/10.1021/ed065p49.

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Chrisler, Joan C. "Exploring Mental Illness through a Poetry-Writing Assignment". Teaching of Psychology 19, nr 3 (październik 1992): 173–74. http://dx.doi.org/10.1207/s15328023top1903_13.

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This article describes a poetry-writing assignment designed to encourage students to explore the experience of mental illness. No restrictions on format, length, or topic are given. This assignment promotes creative thinking and empathy for the mentally ill.

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Miller, Samuel D., Treana Adkins i Mary Louise Hooper. "Why Teachers Select Specific Literacy Assignments and Students' Reactions to Them". Journal of Reading Behavior 25, nr 1 (marzec 1993): 69–95. http://dx.doi.org/10.1080/10862969309547802.

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This study evaluated the literacy assignments elementary teachers use in their reading and language arts instruction, the reasons why they use a particular assignment, and how students react to different assignments. The project was initiated by teachers (three third-grade and three fourth-grade) and their principal because they believed students failed to see how various reading and language arts skills were related to one another, had difficulties applying such skills whenever they had to read or write lengthy prose, and did not want to complete assignments unless they received extrinsic rewards. Furthermore, teachers said teaching was no longer as satisfying as it had been in previous years. To evaluate their concerns we examined whether their literacy assignments included those characteristics that foster student learning and motivation and we interviewed the teachers and principal about why they believed teaching was no longer as satisfying as it had once been. Interviews indicated that teachers and the principal believed accountability pressures to increase standardized achievement test scores strongly influenced their school's reading and language arts instruction. Teachers said they attempted to raise students' scores by emphasizing the standardized achievement test skills. To maximize skill coverage, teachers said they avoided literacy assignments that required the reading of lengthy texts, sophisticated writing, and lengthy discussions. Evaluations of their literacy assignments confirmed their statements; students seldom completed classwork which required sophisticated writing or reading. Student interviews showed that they were bored with these assignments or did them because they expected extrinsic rewards. Whenever they completed a more complex literacy assignment (i.e., those that required the writing of single or multiple sentences or paragraphs), students said they were challenged and enjoyed learning for learning's sake. Discussion focuses on the implications of these findings for school improvement studies and students' learning and motivation.

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Weis, Tracey M. "Writing Autobiographies on Brown in the History Classroom". History of Education Quarterly 44, nr 1 (2004): 120–24. http://dx.doi.org/10.1111/j.1748-5959.2004.tb00153.x.

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About fifteen years ago, I heard Anne Firor Scott, W.K. Boyd Professor Emerita at Duke University, recount an exercise that she assigned to incoming Duke students: “How did your hometown respond to the Brown decision?” Students were required to consult local newspapers and public records, to interview relatives, neighbors, teachers, and public officials, and to carry out other research to address this query. Intrigued by this investigation, I devised an autobiographical version of this writing assignment for students at my northern campus. For the past several years, I have launched sections of my African American History II course with a first-person version of Scott's inquiry: “How has race, and especially the Brown decision, affected your educational history?” It began as a first-day, in-class writing assignment, but the most recent iteration asks them to draw upon course readings and library research resources to illuminate their personal experiences of race and education, from elementary grades to present-day college years. Students submit their first drafts near the beginning of the semester, reflect on historical readings and class discussions, and then revise their autobiographies by the end of the course. Student postings on our electronic discussion board make their reflections more public than traditional writing assignments, sparking discussions about how our perspectives have been shaped by different experiences of race and education.

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Pratesi, Angela, Wendy Miller i Elizabeth Sutton. "Democratizing Knowledge: Using Wikipedia for Inclusive Teaching and Research in Four Undergraduate Classes". Radical Teacher 114 (18.07.2019): 22–33. http://dx.doi.org/10.5195/rt.2019.517.

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In four undergraduate arts-related courses taught by three faculty, undergraduate students learned how to edit Wikipedia to present authentic research to a public audience. The goal was to increase free and open access to information about women and minoritized individuals in the arts, while simultaneously facilitating the acquisition and practice of student information literacy, research, and writing skills. This article outlines the assignments for each class, summarizes the reflections of students regarding their perception of learning, and discusses the pedagogical strategies and impact of using Wikipedia editing as a research assignment. While each faculty had diverse parameters and outcomes for her respective assignment and course, overall the public nature of writing for Wikipedia and the demonstrated need for presenting the contributions of women art educators, women artists, and Haitian artists created a common motivation for students and faculty to work together as knowledge constructors.

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Lantz, Catherine, Glenda Maria Insua, Annie R. Armstrong i Annie Pho. "Student bibliographies: charting research skills over time". Reference Services Review 44, nr 3 (8.08.2016): 253–65. http://dx.doi.org/10.1108/rsr-12-2015-0053.

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Purpose The purpose of this study is to compare two bibliography assignments completed after one-shot library instruction to determine which research skills first-year students retain over the course of a semester. Design/methodology/approach A rubric was developed for citation analysis of student-annotated bibliographies and final bibliographies. Each assignment was scored on a three-point scale, and four criteria were assessed: the quality of sources used, variety of sources used, quality of annotations (for first assignment only) and citation accuracy. Findings Students scored highest on the quality of sources used in both assignments, although there was a statistically significant decline in overall scores from the first assignment to the second. Students had the most difficulty with writing annotations, followed closely by citation accuracy. Students primarily cited journal articles in their annotated bibliographies and reference sources in their final bibliographies. Website use increased notably from one assignment to the other. Originality/value This research is unique in its analysis of two separate bibliography assignments completed by first-year students over the course of a semester. It is of interest to librarians teaching one-shot library instruction or any librarian interested in assessing the research skills of first-year students.

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