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Articles 1 - 19 of 19
Full-Text Articles in Education
Supporting Students To Craft Specific, Complex, And Nuanced Thesis Statements, Ruth Li
Supporting Students To Craft Specific, Complex, And Nuanced Thesis Statements, Ruth Li
Journal of Response to Writing
In this teaching tip, I introduce an exercise that engages students in offering feedback on their peers' in-progress thesis statements. The exercise encourages students' critical awareness of their own and others' writerly choices.
A Guide To Secondary Scholarship For Pure Land Buddhism Using Japanese Periodicals, Rebecca A. Stover
A Guide To Secondary Scholarship For Pure Land Buddhism Using Japanese Periodicals, Rebecca A. Stover
Journal of East Asian Libraries
This paper presents the process of locating Japanese language periodicals relating to Pure Land Buddhism and compiles a bibliography of open-access Japanese language sources for students in the process of Japanese Language acquisition. The paper attempts to scaffold the research process for students in the process of language acquisition and function as a guide to finding information.
知源育利用のガイド, Yoshihiko Ariizumi
知源育利用のガイド, Yoshihiko Ariizumi
Learning, Teaching, & Researching Optimization
知源育を応用するための様々な角度からのヒントを学ぶことができるガイドです。実勢んをしながら、時々このガイドを参照することで、より高いレベルでの実践が可能になるでしょう。
Introduction To A Universal Performance Improvement Method (Chigen-Iku), Yoshihiko Ariizumi
Introduction To A Universal Performance Improvement Method (Chigen-Iku), Yoshihiko Ariizumi
Learning, Teaching, & Researching Optimization
This brief article introduces a universal performance improvement method called Chigen-iku, which has been developed carefully and extensively over more than 25 years through more than 100 individual and group projects based on the principles that were selected through my doctorial study in the field of Instructional Psychology and Technology.
Responding To Multilingual Learners’ Writing Through Interactive Group Portfolios, Hongye Zeng, Faith Thompson
Responding To Multilingual Learners’ Writing Through Interactive Group Portfolios, Hongye Zeng, Faith Thompson
Journal of Response to Writing
This teaching tip presents a strategy for teachers in all grade levels to use interactive portfolios to better document, scaffold, and assess individual multilingual student's writing progress in group writing tasks.
Crafting A Writing Response Community Through Contract Grading, Sarah Klotz, Kristina Reardon
Crafting A Writing Response Community Through Contract Grading, Sarah Klotz, Kristina Reardon
Journal of Response to Writing
As labor-based grading contracts gain momentum in first year writing classrooms, new kinds of response to writing take center stage. We explore how session notes composed by embedded peer tutors and students become rich tools in a writing process and create a gateway to the writing center for first-year students. By reading session notes in conversation with students’ reflective writing, we put forward three key findings: students articulate a relationship between building confidence in their writing and their willingness to seek, receive, and value feedback; students discuss how the labor required for an ‘A’ pushed them to access and learn …
Using Lessons From Collaboratively Processing Written Corrective Feedback, Nicholas Carr
Using Lessons From Collaboratively Processing Written Corrective Feedback, Nicholas Carr
Journal of Response to Writing
This case study investigates how two English language learners use knowledge co-constructed while collaboratively processing written corrective feedback (WCF) on jointly produced texts. It does so through the lens of sociocultural theory (SCT). This study extends the extant literature by investigating how co-constructed knowledge emerging from their interactions was manifested in subsequent individual writing and speaking tasks which were similar—but not identical—to the original collaborative writing tasks. Data were collected from video recordings of participants’ interactions as they collaboratively processed WCF; individual retrospective interviews, during which participants watched the video recordings and identified what they learned; and observation of individual …
Using The “Card” Response Technique To Assist Middle School Students In The Revision Process, Katherine E. Batchelor
Using The “Card” Response Technique To Assist Middle School Students In The Revision Process, Katherine E. Batchelor
Journal of Response to Writing
Although revision is essential to the writing process, it is often neglected in schools. However, when revision is taught successfully, through reflection, conferencing, positive teacher feedback, specific instruction linked to reading strategies, and time between drafts in order for students to think about their writing (including the expectation of multiple drafts), students not only revise more, but at a deeper level. This study investigates how middle school students’ writing drafts as well as attitudes and beliefs toward revision changed based on introducing a specific revision strategy called the CARD response technique, which is both a self-response and peer-response strategy. CARD …
Uptake Processes In Academic Genres: The Socialization Of An Advanced Academic Writer Through Feedback Activities, Shakil Rabbi
Uptake Processes In Academic Genres: The Socialization Of An Advanced Academic Writer Through Feedback Activities, Shakil Rabbi
Journal of Response to Writing
Academic socialization has been a common framework in writing studies for decades. Recent scholarship on rhetorical genre studies and feedback on writing can develop this paradigm in generative ways. In particular, examining how writers take up feedback as they write in genres can inform how writing pedagogy understands such activities. This study examines and interprets the case of a graduate student as she works with in-person and textually mediated feedback in research group meetings and reviewers’ letters. Approaching graduate students as advanced academic writers—simultaneously performing the role of expert and learning the content needed to be a full member of …
Professors’ Views Of Content Transformation In Students’ Paraphrasing, Ling Shi
Professors’ Views Of Content Transformation In Students’ Paraphrasing, Ling Shi
Journal of Response to Writing
This study explores how paraphrasing transforms and integrates meaning from reading into writing. Findings are based on interviews with 27 professors who commented on 8 paraphrases written by graduate students. Both student writers and professors were selected from across cultural (Chinese and North American) and disciplinary (soft and hard) contexts. Results indicate that the participating professors tended to accept paraphrases that involved a selection or interpretation of the original source that accurately represented the source text, rather than those that contained a misunderstanding or additional ideas. The professors also suggested that students could add an explanation for the content transformation …
Towards A Better Understanding Of The Complex Nature Of Written Corrective Feedback And Its Effects: A Duoethnographical Exploration Of Perceptions, Choices, And Outcomes., Eva Kartchava, Yushi Bu, Julian Heidt, Abdizalon Mohamed, Judy Seal
Towards A Better Understanding Of The Complex Nature Of Written Corrective Feedback And Its Effects: A Duoethnographical Exploration Of Perceptions, Choices, And Outcomes., Eva Kartchava, Yushi Bu, Julian Heidt, Abdizalon Mohamed, Judy Seal
Journal of Response to Writing
Despite a large body of research into the benefits of corrective feedback (i.e., teachers’ reactions to students’ incorrect use of the target language), little is known about how new and experienced second-language (L2) teachers supply feedback to writing and what factors guide their decisions. This paper is a collaborative effort of 1 teacher-educator and 4 graduate students to examine the process of providing written corrective feedback (WCF) to university-level L2 learners. Findings point to complexities involved in WCF provision and the importance of examining CF holistically, as preservice teachers’ corrective choices and learners’ responses to them are often interlinked.
Acknowledgments: …
Student Engagement With Teacher Written Corrective Feedback In A French As A Foreign Language Classroom, Maria-Lourdes Lira-Gonzales, Hossein Nassaji, Kuok Wa Chao Chao
Student Engagement With Teacher Written Corrective Feedback In A French As A Foreign Language Classroom, Maria-Lourdes Lira-Gonzales, Hossein Nassaji, Kuok Wa Chao Chao
Journal of Response to Writing
This paper reports on an exploratory multiple-case study conducted to examine 6 French as a foreign language (FFL) learners at a university in Costa Rica and their affective, behavioral, and cognitive engagements with teacher written corrective feedback (WCF). We collected data through students’ writings (drafts and revisions), semistructured interviews, and stimulated recall interviews. We used the students’ writings to examine students’ behavioral engagement, and we used the semistructured and stimulated recall interviews to determine how students engaged cognitively and affectively with WCF. Findings revealed that although most participants initially reported mixed feelings and, at times, negative emotions upon the receipt …
Editorial Introduction, Katherine Daily O'Meara, Betsy Gilliland
Editorial Introduction, Katherine Daily O'Meara, Betsy Gilliland
Journal of Response to Writing
No abstract provided.
Written Corrective Feedback In Efl: Combining Error Codes And Metalinguistic Explanation, Yoshimasa Ogawa
Written Corrective Feedback In Efl: Combining Error Codes And Metalinguistic Explanation, Yoshimasa Ogawa
Journal of Response to Writing
The present study evaluated the effects of a combined form of written corrective feedback (WCF) on English as a foreign language (EFL) students’ writing accuracy. The combined WCF consisted of unfocused error-code WCF and focused metalinguistic explanation. Different forms of WCF were administered to two groups of Japanese EFL students in two consecutive years, and the effects of the feedback were compared based on the number of grammatical errors that the students made before and after receiving feedback. The original version (single combined WCF) provided metalinguistic explanation only once for each of eight target grammatical forms, whereas the intensive version …
Editorial Introduction, Betsy Gilliland, Katherine Daily O'Meara
Editorial Introduction, Betsy Gilliland, Katherine Daily O'Meara
Journal of Response to Writing
No abstract provided.
Efficacy Of Response To Intervention For Students Struggling With Reading, Emily J. Warburton
Efficacy Of Response To Intervention For Students Struggling With Reading, Emily J. Warburton
Intuition: The BYU Undergraduate Journal of Psychology
Response to intervention (RTI) has increased in popularity in schools recently as a means of helping students according to their responsiveness to 3 different tiers of intervention: general classroom instruction, small group instruction, and individual instruction. Using a PsychInfo search, we examined articles to determine the how well the current RTI model fulfills its intended purpose in providing remedial reading instruction to struggling children, teacher perceptions of the system, and what changes could improve the model in coming years. For elementary aged students, we found that RTI has helped students achieve grade-level benchmarks. For secondary school students, there is much …
The Integration Of Mobile Technology Into Remedial Literacy Classrooms And The Use Of School Stories To Provide Reflective Spaces For Preservice English Teachers, Dr. Jon Ostenson
The Integration Of Mobile Technology Into Remedial Literacy Classrooms And The Use Of School Stories To Provide Reflective Spaces For Preservice English Teachers, Dr. Jon Ostenson
Journal of Undergraduate Research
Since the 1990s, efforts have been made in public schools to integrate technology into the classroom; from early initiatives to create educational software to efforts to improve access to technology through computer labs (static and mobile), this work has sought to bring the capabilities of technology and the access to information of advances like the Internet to students. With the rise of powerful mobile devices like smartphones and tablets, these initiatives have gained new momentum. However, while we understand the potential of these technologies to change education and the social importance of having students be competent in their uses, we …
Let's Surf-The-Net! World-Wide Web (Www) Sites In Italy, Or: How/Why Include A Web-Browser Component In Culture And Civilization Classes, Ilona Klein
Faculty Publications
First, this essay details the technical elements required to set up a computer for Web-surfing, then it discusses the rationale for a Web-browser component in Culture and Civilization courses. The first part of this study (the technical portion) is geared specifically toward teachers with little or no familiarity with the Internet and the World-Wide Web. In the second part of the article, the applied-pedagogy aspects of Web-browsing are provided for all colleagues in the profession, proficient or not in cyberspace surfing. This article argues that the internet and the World-Wide Web are here to stay and that, within certain limitations, …
Presenting Italian Comparative And Superlative Forms Of Adjectives To College L2 Beginners, Ilona Klein
Presenting Italian Comparative And Superlative Forms Of Adjectives To College L2 Beginners, Ilona Klein
Faculty Publications
This study treats the necessity to de-emphasize the focus on grammar teaching alone in L2, and to introduce methods which are not teacher-centered, so as to enable students to interact more among each other.
By using comparative and superlative forms of adjectives – but in reality using a sequence of teaching techniques that could be applied to other grammatical situations – this article presents the use of sea shells as a visual and tactile aid which allows students to shift their L2 efforts from an abstract notion to a concrete usage.
This study offers a tool to attempt a balance …