Writing Intensive Courses
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Writing Intensive
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Author : Wendy Strachan
language : en
Publisher: University Press of Colorado
Release Date : 2008-04-01
Writing Intensive written by Wendy Strachan and has been published by University Press of Colorado this book supported file pdf, txt, epub, kindle and other format this book has been release on 2008-04-01 with Education categories.
In one of the few book-length studies of a major post-secondary writing-across-the-curriculum initiative from concept to implementation, Writing-Intensive traces the process of preparation for new writing requirements across the undergraduate curriculum at Simon Fraser University, a mid-sized Canadian research university. As faculty members across campus were selected to pilot writing-intensive courses, and as administrators and committees adjusted the process toward full implementation, planners grounded their pedagogy in genre theory—a new approach for many non-composition faculty. So doing, the initiative aimed to establish a coherent yet rhetorically flexible framework through which students might improve their writing in all disciplines. Wendy Strachan documents this campus cultural transformation, exploring successes and impasses with equal interest. The study identifies factors to be considered to avoid isolating the teaching of writing in writing-intensive courses; to engender a university-wide culture that naturalizes writing as a vital part of learning across all disciplines; and to keep the teaching of writing organic and reflected upon in a scholarly manner across campus. A valuable case history for scholars in writing studies, WAC/WID, and curricular change studies.
Writing Across The Curriculum
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Author : Stephanie D. Reed
language : en
Publisher:
Release Date : 1998
Writing Across The Curriculum written by Stephanie D. Reed and has been published by this book supported file pdf, txt, epub, kindle and other format this book has been release on 1998 with categories.
Writing Intensive Courses
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Author : Lillian Bridwell-Bowles
language : en
Publisher:
Release Date : 1994
Writing Intensive Courses written by Lillian Bridwell-Bowles and has been published by this book supported file pdf, txt, epub, kindle and other format this book has been release on 1994 with Language Arts & Disciplines categories.
Writing Intensive
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Author : Elaine P. Maimon
language : en
Publisher:
Release Date : 2007
Writing Intensive written by Elaine P. Maimon and has been published by this book supported file pdf, txt, epub, kindle and other format this book has been release on 2007 with Academic writing categories.
Agency And Service Learning In Writing Intensive Courses
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Author : Michelle D. Trim
language : en
Publisher:
Release Date : 2008
Agency And Service Learning In Writing Intensive Courses written by Michelle D. Trim and has been published by this book supported file pdf, txt, epub, kindle and other format this book has been release on 2008 with categories.
Faculty Perspectives Of Writing Intensive Courses In Arts Based Disciplines
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Author : Sarah Libby Jackson
language : en
Publisher:
Release Date : 2002
Faculty Perspectives Of Writing Intensive Courses In Arts Based Disciplines written by Sarah Libby Jackson and has been published by this book supported file pdf, txt, epub, kindle and other format this book has been release on 2002 with categories.
The Impact Of Writing Intensive Courses On Writing Apprehension And Academic Motivation
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Author : Jaqueline S. Byrket
language : en
Publisher:
Release Date : 2016
The Impact Of Writing Intensive Courses On Writing Apprehension And Academic Motivation written by Jaqueline S. Byrket and has been published by this book supported file pdf, txt, epub, kindle and other format this book has been release on 2016 with College students categories.
Current research in writing apprehension lacks evaluation of psychology course effectiveness in reducing this trepidation. The present study focused on three psychology courses and utilized Self-Determination Theory (SDT; Deci & Ryan, 1985, 2002) and student instructor rapport to assess changes in writing apprehension. Participants (N=78) from three upperclass level courses completed the Basic Psychological Needs Scale (BPNS), Academic Motivation Scale (AMS), Daly-Miller Writing Apprehension Test-Revised (WAT-R), and Student Instructor Rapport Scale (SIRS-9) at the beginning and end of the semester. Even though pre-/post-test differences were non-significant for all three courses, the Experimental Psychology class exhibited the greatest decrease in writing apprehension. These findings indicate a necessity for degree specific writing instruction.
Writing Beyond The English Department
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Author : Sarah M. Lacy
language : en
Publisher:
Release Date : 2022
Writing Beyond The English Department written by Sarah M. Lacy and has been published by this book supported file pdf, txt, epub, kindle and other format this book has been release on 2022 with categories.
This study seeks to understand how students will be asked to use writing once they enter into writing intensive courses (WIC) that are specific to their discipline. The findings add to the field of Writing Studies and writing in the disciplines by observing how instructors outside of an English department teach writing, and the reasons behind their pedagogical choices. This study analyzes 36 writing assignment documents, interviews with 18 instructors, as well as the feedback to student writing of 7 instructors by focusing on identifying the presence of writing pedagogy. The analysis stems from pre-existing definitions of learning to write (LTW) and writing to learn (WTL), adding to these definitions with nuanced discussions of how these writing instructors develop their WICs. The analysis identifies moments of disciplinary interdiscursivity to connect the presence of varying writing pedagogies across the data sets, to understand how the instructors' past experiences while working and learning in their field have impacted their pedagogical development. Ultimately, this work uncovers how and why these experiences influence instructor pedagogy, showing that these courses are a valuable means of learning about writing's role in various professions and disciplines.
Strands Of Student Talk
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Author : Anthony T. Fulton
language : en
Publisher:
Release Date : 2015
Strands Of Student Talk written by Anthony T. Fulton and has been published by this book supported file pdf, txt, epub, kindle and other format this book has been release on 2015 with Critical thinking categories.
With the rise of the writing-to-learn (WTL) movement, studies on reflection and implementing reflective writing became key focal points in research on writing across the curriculum (WAC). Scholars from a wide range of disciplines have noted the benefits of implementing genres of writing that prompt students to look back and assess aspects of their own performance and understanding. Other inquiries examine if reflective writing impacts student performance, as well as analyze students' reflective processes and their perceptions of reflection. This investigation represents a continuation and expansion of these different research efforts on reflection across the curriculum. The goal of this work is to gain more knowledge about students' reflective processes and the language that they use to describe reflective thought and action by focusing on multiple, discipline-specific contexts. Through an exploratory study of four courses within two disciplines--English and History--at a large, public university, this work examines the reflective processes and perceptions of students and how their perceptions and processes align with their instructors' expectations. This study suggests that students and instructors in various disciplines have unique and sometimes divergent ways of using and talking about reflection, which presents implications for research on WAC and knowledge transfer. Aligning with the rich body of research in the field, this investigation uses reflection as both a subject of inquiry and a guiding action.
The Impact Of Teacher Education Writing Intensive Courses On Preservice Teachers Self Efficacy For Writing And Writing Instruction
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Author : Tracey Samantha Hodges
language : en
Publisher:
Release Date : 2015
The Impact Of Teacher Education Writing Intensive Courses On Preservice Teachers Self Efficacy For Writing And Writing Instruction written by Tracey Samantha Hodges and has been published by this book supported file pdf, txt, epub, kindle and other format this book has been release on 2015 with categories.
In the United States, changes to policy as well as practice are negatively affecting writing instruction for K-12 students. While workforce demands continue to require more writing competence, public schools are shying away from including more writing instruction as they struggle to meet increasing testing demands. Additionally, teachers consistently report that they feel inadequately prepared to teach writing and feel low self-efficacy for their own writing abilities. In this multiple-article dissertation, a mixed methods quasi-experimental research design was used to compare the self-efficacy of preservice teachers taking writing-intensive education courses to those in non-writing-intensive courses. Systematic classroom observations, instructor interviews, and preservice teacher surveys were utilized to collect data. Results of the first study show that the Preservice Teacher Self-Efficacy for Writing Inventory (PT-SWI) provides reliable and valid scores for measuring preservice teacher self-efficacy for writing, preservice teacher self-efficacy for writing instruction, and the effectiveness of the teacher preparation program for teaching writing. The second study shows that preservice teachers enrolled in writing-intensive courses do not differ from preservice teachers enrolled in non-writing-intensive courses in their self-efficacy toward writing and writing instruction. However, preservice teachers who write more often do show higher levels of self-efficacy for writing instruction than preservice teachers who write less than three times per week. Finally, study three shows that the beliefs of the instructor have a direct impact on the preservice teachers. Instructors who feel they are themselves writers and can teach writing, generally have preservice teachers with more positive views of writing. Combined, the results of these three studies show that writing beliefs influence how confident preservice teachers feel about teaching writing. The electronic version of this dissertation is accessible from http://hdl.handle.net/1969.1/155427