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A shared cabin in the woods: The presence and presents of writing in residential academic writing retreats
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What Happens in English Class Doesn’t Stay in English Class: How College Writers Remember, Story, and Inhabit the Past in the Present
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Thirty Years of Machine Translation in Language Teaching and Learning: A Review of the Literature
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In: L2 Journal, vol 14, iss 1 (2022)
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Adopter une approche diachronique et contextualisante pour explorer le rapport à l’écrit : l’intérêt d’une prise en compte des répertoires langagiers et des environnements de socialisation.
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In: ISSN: 2706-6312 ; EISSN: 2708-0633 ; Akofena - Revue scientifique des Sciences du Langage, Lettres, Langues & Communication, ; https://hal.archives-ouvertes.fr/hal-03551355 ; Akofena - Revue scientifique des Sciences du Langage, Lettres, Langues & Communication, , L3DL-CI, Université Félix Houphouët-Boigny, 2022 (2022)
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A argumentatividade na aula de Português Língua Materna: Uma competência crucial para o desenvolvimento da escrita nos Ensino Básico e Secundário
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The Effect of Constant Time Delay and Sentence Frames on Correct Word Selection for Sentences Constructed Using Technology-Aided Instruction During a Story-Based Lesson
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In: Electronic Theses and Dissertations (2022)
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English is Not Dead! Long Live English: Teaching the Evolution of English and Inclusive Communication Via Online, Face to Face or Hybrid Instruction
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In: Georgia International Conference on Information Literacy (2022)
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Improving English Writing Performance for High School Students through the Think-Pair-Share Technique ...
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Improving English Writing Performance for High School Students through the Think-Pair-Share Technique ...
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Specialized writing instruction for deaf students: A randomized controlled trial
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In: Theory and Practice in Teacher Education Publications and Other Works (2022)
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Dewey in the Digital Age: Experiential Composition and Reflection as Transformation
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In: Dissertations, Theses, and Student Research: Department of English (2022)
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Argumentación y tabú en publicidad
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In: Onomázein: Revista de lingüística, filología y traducción de la Pontificia Universidad Católica de Chile, ISSN 0718-5758, Nº. 55, 2022, pags. 115-132 (2022)
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Using ‘How To …’ Videos in Feedforward Practices to Support the Development of Academic Writing
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In: Journal on Empowering Teaching Excellence (2022)
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Abstract:
Access the online Pressbooks version of this article here. The transition to Higher Education is full of new challenges for students not least the challenge to develop a style of writing expected within one’s discipline of study at the HE level. Feedback on students’ assessments can be one way that guides students to focus on the aspects of their writing that they should aim to improve at different points of their study but often students report difficulty in understanding markers’ comments and exactly how to improve on these skills. We developed a library of 27 five minute ‘How to…’ videos to support the development of student academic writing with their key use being in the feedforward practice of markers, pointing students to relevant videos that can help to develop their writing skills at that point of their learning. Three semi-structured focus groups were conducted with students who had watched at least one of these videos, transcribed and analysed for emerging themes with four themes being identified (1. Characteristics of the videos; 2. When and why students watched the videos; 3. Using the videos to understand expectations; and 4. The effects on student writing and their marks). The data show that students valued the use of these videos in the feedforward information on their assessments. The use of examples in the videos were mentioned by students as a key benefit to them. Some students reported almost immediate improvements to marks after viewing one or more video. This suggests that using a library of videos which provide further information on how students can improve their writing is useful to integrate into feedforward practices.
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Keyword:
academic writing; Curriculum and Instruction; digital feedback tools; Educational Technology; feedback; feedforward; Higher Education and Teaching; Online and Distance Education; Social and Behavioral Sciences
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URL: https://digitalcommons.usu.edu/jete/vol5/iss3/6
https://digitalcommons.usu.edu/cgi/viewcontent.cgi?article=1093&context=jete
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“I Kind of Pushed Back”: Efficiency and Urgency in a No-Excuses Writing Curriculum
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In: Teaching/Writing: The Journal of Writing Teacher Education (2022)
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Reading and Writing as Social Action: A Case Study of Literacy and Critical Social Thinking in the Migrant Student Leadership Institute
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Methods for developing literacy in professional and academic contexts: Using protocol-assisted modeling
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In: Academic Literacy Development: Perspectives on Multilingual Scholars’ Approaches to Writing ; https://hal.uca.fr/hal-03473195 ; Laura-Mihaela Muresan; Concepión Orna-Montesinos. Academic Literacy Development: Perspectives on Multilingual Scholars’ Approaches to Writing, Palgrave Macmillan, pp.81-100, 2021, ⟨10.1007/978-3-030-62877-2⟩ (2021)
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Fostering Learners' Online Dictionary Skills through Active Dictionary Rubrics
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In: Lexikos; Vol. 31 (2021); 487-510 ; 2224-0039 (2021)
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Textproduktion von schwach schreibenden Jugendlichen. Eine empirische Studie zum Schreibprozess im Kontext des persuasiven Argumentierens
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Lindauer, Nadja. - : Waxmann, 2021. : Münster, 2021. : New York, 2021. : pedocs-Dokumentenserver/DIPF, 2021
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In: Münster ; New York : Waxmann 2021, 306 S. - (Sprachliche Bildung – Studien; 9) (2021)
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