The book draws on recent research in the fields of academic literacy, second language learning, and linguistics.
Author: Caroline Coffin
Category: Language Arts & Disciplines
Student academic writing is at the heart of teaching and learning in higher education. Students are assessed largely by what they write, and need to learn both general academic conventions as well as disciplinary writing requirements in order to be successful in higher education. Teaching Academic Writing is a 'toolkit' designed to help higher education lecturers and tutors teach writing to their students. Containing a range of diverse teaching strategies, the book offers both practical activities to help students develop their writing abilities and guidelines to help lecturers and tutors think in more depth about the assessment tasks they set and the feedback they give to students. The authors explore a wide variety of text types, from essays and reflective diaries to research projects and laboratory reports. The book draws on recent research in the fields of academic literacy, second language learning, and linguistics. It is grounded in recent developments such as the increasing diversity of the student body, the use of the Internet, electronic tuition, and issues related to distance learning in an era of increasing globalisation. Written by experienced teachers of writing, language, and linguistics, Teaching Academic Writing will be of interest to anyone involved in teaching academic writing in higher education.
The text includes appendices with sample checklists, a master scoring rubric, and examples of syllabi and individual assignments.
Author: Susan R. Mondschein Leist
Publisher: University Press of Amer
Writing to Teach; Writing to Learn in Higher Education is a comprehensive guide for professors seeking to integrate writing-across-the-curriculum principles into their pedagogy. Through the exploration of theory and practice, treating both pre-writing techniques and classical rhetorical patterns as heuristics, Leist outlines the process of incorporating writing into a curriculum. Major concerns of professors in all disciplines about writing intensive courses and the assignment and evaluation of writing are addressed; and practical advice for implementing a new curriculum is offered. This advice includes examples of how to construct writing assignments, details on how to articulate expectations, and methods for evaluating results. The text includes appendices with sample checklists, a master scoring rubric, and examples of syllabi and individual assignments. From beginning to end, Writing to Teach; Writing to Learn in Higher Education helps prepare professors to use writing as an intrinsic part of their curriculum.
Author: Lisa Ganobcsik-WilliamsPublish On: 2017-09-16
In 2002 she invited Jonathan Monroe, Director of the John S. Knight Institute for Writing in the Disciplines at Cornell University, to Anglia Ruskin to lead a symposium on prioritising the teaching of writing as a way of learning, ...
Author: Lisa Ganobcsik-Williams
Publisher: Bloomsbury Publishing
Academic Writing is emerging as a distinct subject for teaching and research in higher education in the UK and elsewhere. Teaching Academic Writing in UK Higher Education introduces this growing field and provides a resource for university teachers, researchers and administrators interested in developing students' writing.
Part of our agenda at the University of Bergen has been to place 'writing to learn' and 'learning to write' high on the university agenda at all levels, through committee work, well-advertised workshops, and publishing reports of ...
Author: Lennart Björk
Publisher: Springer Science & Business Media
This volume describes in detail teaching philosophies, curricular structures, research approaches and organizational models used in European countries. It offers concrete teaching strategies and examples: from individual tutorials to large classes, from face-to-face to web-based teaching, and addresses educational and cultural differences between writing instruction in Europe and the US.
This volume makes writing transfer research accessible to administrators, faculty decision makers, and other stakeholders across the curriculum who have a vested interest in preparing students to succeed in their future writing tasks in ...
Author: Randall Bass
Publisher: Stylus Publishing, LLC
While education is based on the broad assumption that what one learns here can transfer over there – across critical transitions – what do we really know about the transfer of knowledge? The question is all the more urgent at a time when there are pressures to “unbundle” higher education to target learning particular subjects and skills for occupational credentialing to the detriment of integrative education that enables students to make connections and integrate their knowledge, skills and habits of mind into a adaptable and critical stance toward the world This book – the fruit of two-year multi-institutional studies by forty-five researchers from twenty-eight institutions in five countries – identifies enabling practices for, and five essential principles about, writing transfer that should inform decision-making by all higher education stakeholders about how to generally promote the transfer of knowledge. This collection concisely summarizes what we know about writing transfer and explores the implications of writing transfer research for universities’ institutional decisions about writing across the curriculum requirements, general education programs, online and hybrid learning, outcomes assessment, writing-supported experiential learning, e-portfolios, first-year experiences, and other higher education initiatives. This volume makes writing transfer research accessible to administrators, faculty decision makers, and other stakeholders across the curriculum who have a vested interest in preparing students to succeed in their future writing tasks in academia, the workplace, and their civic lives, and offers a framework for addressing the tensions between competency-based education and the integration of knowledge so vital for our society.
Julian Ingle CHAPTER OVERVIEW This chapter explores: the challenges of teaching and learning university writing and discourse students' perspectives on writing at university approaches to writing development reflective writing writing ...
Author: Helen Pokorny
This book integrates a wide body of theory and pedagogical research to enrich and empower teaching in universities, with a focus on transformational practice and education for social justice. In this fully updated second edition, you will be provided with ideas and practical strategies drawn from literature and real-life experience across a range of academic disciplines. This second edition includes: · Two new chapters on: inspiring learning through technologies, and holistic and creative pedagogies · Approaches to decolonising the curriculum and working with student diversity and partnership · Innovations in learning environments including responses to the pandemic, university writing and developing learning through, and for, work · A new feature: case studies in every chapter to illustrate theoretical ideas across disciplines
Beyer, B.K. (1980). Using writing to learn in history. History Teacher, 13(2), 167–178. Bonwell, C.C., & Eison, J.A. (1991). Active learning: Creating excitement in the classroom.Wash- ington, DC: George Washington University.
Author: Claire Howell Major
Despite a growing body of research on teaching methods, instructors lack a comprehensive resource that highlights and synthesizes proven approaches. Teaching for Learning fills that gap. Each of the one hundred and one entries: describes an approach and lists its essential features and elements demonstrates how that approach has been used in education, including specific examples from different disciplines reviews findings from the research literature describes techniques to improve effectiveness. Teaching for Learning provides instructors with a resource grounded in the academic knowledge base, written in an easily accessible, engaging, and practical style.
Student retention in higher education: The role of institutional habitus. ... Editorial: Journal of Educational Media special issue on blended learning. ... The quality of student writing in higher education: A cause for concern?
Author: Donnelly, Roisin
Publisher: IGI Global
Category: Business & Economics
"This book presents international practices in the development and use of applied e-Learning and e-Teaching in the classroom in order to enhance student experience, add value to teaching practices, and illuminate best practices in the area of e-Assessment. This book provides insight into e-Learning and e-Teaching practices while exploring the roles of academic staff in adoption and application"--Provided by publisher.
Language and learning across the curriculum. In Forum: Essays on Theory and Practice in the Teaching of Writing, P. L. Stock (ed.) ... Writing and Learning in Cross-national Perspective: Transitions from Secondary to Higher Education.
Author: Rosa Manchón
Publisher: John Benjamins Publishing
Category: Foreign Language Study
Bridges the gap between the fields of second language acquisition (SLA) and second and foreign language (L2) writing. This title intends to advance our understanding of written language learning by collecting theoretical meta-reflections and empirical studies that shed light on two crucial dimensions of the theory and research in the field
In chapter 5, Mauri and Onrubia continue the debate about how online collaboration can become a multi-faceted learning tool in higher education (i.e. Cunningham, 1995; Falkner, 2011). Writing as educators in a distance learning context ...
Author: Mary Deane
This volume explores the challenges facing practitioners in higher education who use online environments and explores strategies for enhancing the experience of learners. The book focuses on online feedback, collaboration, and course design.