College Writing Research Articles

Flipped Learning and ‘In-Class Education’ Design －Focusing on College Writing Education

Flipped Learning and ‘In-Class Education’ Design －Focusing on College Writing Education

Investigating Linguistic Features of Cohesion in Korean EFL College Writing

Cohesion is an important element in writing as it relates to linking ideas and connecting sentences and passages. Cohesion can influence the overall comprehension of a passage and can guide and assist readers as they encounter more difficult texts. The current study explored the development in the use of cohesive devices in L2 writing, with a particular focus on givenness and connectives, by using the Tool for the Automated Analysis of Cohesion (TAACO) as L2 learners write three response essays in a 16-week semester. Forty-two students, either minoring or majoring in English language and literature who were enrolled in an integrated-skills practical English course, participated in the study. Statistically significant difference were shown in elements of givenness and connectives; however the changes seemed to show fluctuation for givenness and consistent changes in the use of connectives. Based on the findings, implications for teaching L2 writing are discussed.

Exploring the Use of ESL Composition Profile for College Writing in the Indonesian Context

Assessing writing is a demanding task. If a lecturer of writing is not prepared with a reliable scoring rubric, the students’ real performance might not be known. One of the well-known English as a second language (ESL) writing rubric is the Jacobs ESL Composition Profile which was developed by Jacobs, Zingraf, Wormuth, Hartfiel, & Hughey in 1981, known as Jacobs ESL Composition Profile. This scoring rubric is popular among writing teachers and researchers to score students’ composition. The present study is intended to 1) find out the internal consistency between raters who use the scoring rubric to assess the students’ essay, and 2) describe the level of the students’ writing performance when assessed by using Jacobs ESL scoring rubric, and 3) describe the raters’ opinion when using the profile. The study uses descriptive quantitative design. The instruments to collect the data are documentation and interview. The data were collected in three months, from February to April 2020. The subjects of the study were two writing lecturers who taught English as a foreign language (EFL) and became raters for a research grant. The raters were asked to score 37 essays of the fourth-semester students.  The result of the study shows that there is internal consistency between rater 1 and rater 2 when scoring the students’ essay by using Jacobs ESL Composition Profile is high (r. = 0.674, α = 0.00 < 0.05). The Cronbach alpha analysis also shows 0.722 which indicates a strong and high level of consistency. The students’ writing performance fall in the average – good (moderate) level (49%), very good (high) level (40%), and only five students (11%) fall in the below-average – poor (low) level category. The result also reveals that Jacobs ESL Composition Profile is considered reliable to score essays even though it requires skills and practice because of its detailed description

학습자 요구 및 만족도 조사를 통한 대학 글쓰기 수업의 개선 방안

본 연구는 대학 글쓰기 수업에서의 학습자 요구와 만족도를 분석하여 구체적인 개선 방향을 제시함으로써 보다 효과적인 교수-학습 내용과 방법을 계획하는 것을 목적으로 한다. 이를 위해 먼저 선행연구를 통해 학습자 수요 및 만족도 조사의 필요성을 제시하고, 글쓰기 수업을 위한 학습자 요구조사 결과를 분석하여 이에 따라 변경된 교육 과정을 제시하였다. 조정된 교육 과정을 기반으로 수업을 진행한 후, 학습자 만족도를 조사하고 그 결과를 분석하여 강화하거나 보완해야 할 사항을 제안하였다. 이러한 수업 사례 기반의 연구는 실제 현장에서 유용한 방향으로 교육의 내용과 방법을 보완할 수 있는 개선 방안을 마련함으로써 학습자 중심 교육으로 나아갈 수 있는 토대를 제공한다는 점에서 의미가 있다.

A New Perspective on an Old Subject: Mobile-assisted Language Learning in English Academic Writing in Hong Kong Universities

The goal of this short paper is to bring English academic writing (EAW) and mobile-assisted language learning (MALL) together to examine to what degree the latter can be effectively employed to support the former in the Hong Kong higher education context. It utilizes the perspectives generated from the literature, together with professional interpretation, to illustrate the affordances of MALL in EAW in the community. It is suggested that MALL can be employed to integrate academic English into the students’ daily lives, through which they can implicitly build the knowledge of academic register outside of the classroom and ultimately use it in the classroom.

Completing College Writing Assignments on Mobile Phones: Comparing Students’ Attitudes and Engagement Across Disciplines and Age

Large variations in mobile users, mobile devices, and course content make generalizations about mobile learning difficult. Prior to the international pandemic that forced more virtual and mobile instruction, this exploratory study measured how students in one journalism and one English composition course at two universities responded to completing writing assignments using only their phones. Although pre and post differences in student attitudes and engagement between the writing courses were insignificant, further analyses of age differences (freshman vs seniors) revealed significant variance. These results suggest only a 3-year time span could determine how much students embrace mobile assignments.

Feature: Mapping Dual Credit for College Writing: Signposts from the Oregon Trail

This article locates and describes different versions of dual credit for first-year composition as they occur across Oregon and concludes with recommendations, a call for financial transparency in the funding of dual credit in Oregon, and an invitation to researchers in other states to map dual credit in their own states.

Passion as Part of the Community College Writing Class

ABSTRACT As writing teachers at the community college level, we have a unique opportunity to teach writing that is infused with passion, but we must begin by first reconnecting with those writers who we read and admired as students and recall why we became community college composition teachers in the first place. We must remember that we write to make sense of our world–not to raise test scores or fulfill an administrative objective. In the end, all good writing pedagogy is centered on writing for the self – on writing for passion.

Una intervención formativa del Centro de Escritura Nebrija en la Facultad de Ciencias Sociales

La enseñanza y adquisición de la competencia escrita es trascendental para el avance de la sociedad del siglo XXI. Por ello, se hace necesario desarrollar la alfabetización académica de los estudiantes y futuros profesionales en las universidades, incluyendo en los planes de estudio de cada facultad la escritura académica integrada en las disciplinas. Asimismo, es fundamental crear centros de escritura y facilitar la formación continua de los escritores a través de talleres específicos, tanto presenciales como en línea. Este trabajo ilustra una exitosa experiencia transversal conjunta entre el Centro de Escritura y la Facultad de Ciencias Sociales de la Universidad Nebrija. El objetivo de la intervención formativa del centro de escritura en la asignatura de Diseños de investigación en Psicología es facilitar a los estudiantes las técnicas y las estrategias necesarias para la redacción de un artículo científico. Se presentan el método y las fases de trabajo y se analizan los resultados obtenidos. Para esta investigación descriptiva se ha aplicado un proceso de observación cualitativa a través de entrevistas con el docente, cuestionarios de percepción, rúbricas de revisión y encuestas de calidad de escritores y seguimiento de los tutores; todo ello ha hecho medible la experiencia de intervención. Como conclusión, debería contemplarse en todos los programas de grado la implementación de planes de escritura en las distintas disciplinas con el fin de que los estudiantes desarrollen hábitos escritores y aumenten su adecuación en los distintos géneros discursivos.

대학 글쓰기 강좌 속 한자어 교육 - 서울시립대 교재를 바탕으로 -

대학 글쓰기 강좌 속 한자어 교육 - 서울시립대 교재를 바탕으로 -

Assessing College Writing: Do Students Connect with the Text?

Assessing College Writing: Do Students Connect with the Text?

대학글쓰기 수업 방안 연구 - 과정 중심 글쓰기 협력학습을 바탕으로 -

대학글쓰기 수업 방안 연구 - 과정 중심 글쓰기 협력학습을 바탕으로 -

고려대학교 공통교양 <글쓰기> 교육과정 개발 사례

고려대학교 공통교양 <글쓰기> 교육과정 개발 사례

쓰기 과제의 구성요소를 기반으로 한 대학 글쓰기 교재 분석

쓰기 과제의 구성요소를 기반으로 한 대학 글쓰기 교재 분석

대학 글쓰기교육에서 평가 방법의 양상 연구 - 평가 관련 학술논문을 중심으로 -

대학 글쓰기교육에서 평가 방법의 양상 연구 - 평가 관련 학술논문을 중심으로 -

A Case Study on the Application of PBLs in a College Writing Class for Foreign Students

The purpose of this paper is to develop PBL teaching model in a college writing classes for foreign students and to introduce examples of applying it to teaching. J University’s college writing class is the first basic general education class that foreign students experience after they enter the regular university program. They have to acquire writing theories without being proficient in Korean, and they have to submit a considerable amount of final writing pieces. collaborative learning with other foreign students who are in the same situation helps them learn self-directed while making up for their poor writing skills. When developing a PBL teaching model, instructors should take full account of students conditions and should design the lessons after sufficient preparation. Instructors focused on improving students language skills before PBL began, on improving students writing skills after the PBL began. From the individual reflection process, it was possible to confirm that they had performed team learning with their colleagues although the problem was somewhat difficult and that the PBLs were sufficiently helpful in improving the writing skills.

Feature: Underlife and the Emergence of a Two-Year College Writing Program

While Robert Brooke’s discussion of underlife focused on the autonomy of students, in this article I apply his conclusions to the behaviors performed and desires expressed by faculty members, specifically six tenured, two-year college English faculty members who conceptualize their work teaching writing in relation to both individual writing courses and one or more aspects of a writing program.

Relationship-Building as a Means to Navigating Genre in the Writing Center

The current literature on genre and best practices for writing center tutoring is mixed: some studies support a genre specialist model while others support a generalist model. However, these studies have not explicitly examined how the tutors handle different genres in their sessions, nor how relationships between the tutor and tutee can impact this navigation. This essay explores relationship-building and the use of empathy by tutors to better understand how tutors might negotiate genre during a tutoring session. A short survey was administered to tutors at the Goucher College Writing Center. Responses revealed that the tutors saw relationship-building as a higher priority in their sessions than the genre of the text. Specifically, when confronted with unfamiliar genres, tutors overwhelmingly communicated that they instead focus on the rapport they have with their tutees in order to work with them successfully. More detailed findings focused on the importance of the tutor-tutee relationship within the generalist tutoring model, and their implications are further discussed.

A Study on the Teaching of Professional-Oriented English Writing in Applied-Type University Based on I Write 2.0

As one of the indispensable public compulsory courses, College English is required to be practical application-oriented and cultivation of students’ application ability-focused. English Writing, which is an essential component of English practical abilities, needs more attentions and explorations by college English teachers and researchers, particularly in applied-type universities. By experimental studies, this paper aimed to contrast the differences of English comprehensive ability and English writing ability under the teaching mode combining iWrite assistance and major orientation and the teaching mode with traditional approaches. It was found through research that by means of iWrite 2.0 students could achieve measurable progress both in professional-oriented English writing skills and English comprehensive abilities. Meanwhile, students’ autonomous learning ability was also significantly promoted. Then, with data collection and analysis, the writer deeply discussed and explored the causes of what had been found in the research. The limitations of the research and the conclusion were also expounded in the final part of this paper.

Receipts From Aol Instant Messenger (6); and Receipts From Aol Instant Messenger (11)

Receipts From Aol Instant Messenger (6); and Receipts From Aol Instant Messenger (11) Anuradha Bhowmik (bio) RECEIPTS FROM AOL INSTANT MESSENGER (6) BUDDY INFO: CANDYDANDY24 Personal Profile: i * l o v e * my * b i t c h e s. || bffaeae1 || u know who u r ~*~ [End Page 55] RECEIPTS FROM AOL INSTANT MESSENGER (11) CANDYDANDY24 Enter new Away message: ~* BuStEd1 BiTcHeS bEtTeR fALL bAcK !! *~ Special characters: % n = Screen Name of Buddy % d = Current Date % t = Current Time [End Page 56] Anuradha Bhowmik Anuradha Bhowmik is a Bangladeshi-American poet and writer living in Philadelphia. She is a 2018 AWP Intro Journals Project Winner in Poetry, and she earned her MFA from Virginia Tech. Anuradha has received awards from the Kimmel Harding Nelson Center for the Arts, the Community of Writers at Squaw Valley, the New York State Summer Writers Institute, the Fine Arts Work Center in Provincetown, Frost Place, the Indiana University Writers' Conference, the Eckerd College Writers' Conference, and the Juniper Summer Writing Institute. Her work has appeared or is forthcoming in The Sun, diode poetry journal, Quarterly West, DIAGRAM, Shenandoah, Salt Hill, Hayden's Ferry Review, Nashville Review, Indiana Review, Bayou Magazine, Crab Orchard Review, Slice Magazine, Zone 3, The Normal School, Copper Nickel, and elsewhere. Anuradha can be found at www.anuradhabhowmik.com. Footnotes 1. bffaeae (n.): By the time I adopted cunt into my everyday vocabulary, the white girls of South Jersey had already prepared me For life with bitches. My reflexes were drawn from their vernacular—I'm not fucking scared of you Flew from my mouth if a two-faced bitch had my name in hers. My friends & my enemies & I Addressed each other as bitch or ho or slut or pussy in some variation & we held onto these aliases. Lesbo was an Epithet in the adolescent dialect—the white girls made it my nickname, and I stopped wearing sports jerseys. At 25, I collect boys' fleeces & button-down shirts from Polo Ralph Lauren. I dress like a frat boy bitch, doused in Ed Hardy perfume, with my lipstick swiped on bold & bright to keep me in my place. Footnotes 1. busted (adj.): Built into my genetic code was the compulsion to deny & dismiss. I applied this blueprint to my Understanding of love. I was bred as my bloodline's contaminant rather than its daughter. The middle School bitches tallied body counts for every boy they loved. Too prude to be accounted for, I located love's Terms & conditions at home, inside fists without closure. The permutations of my apologies were limitless. I learned to Equate emotional disconnection with power—I tamed my temper to placate Ma's rage & later on, the hands & Demands of the men I'd tally. Perhaps it was embedded in my blood to love & be loved with inadequacy. Copyright © 2020 Pleiades and Pleiades Press