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Articles 1 - 14 of 14

Full-Text Articles in Education

Effects Of Ddl Technology On Genre Learning, Elena Cotos, Stephanie Link, Sarah Rebecca Huffman Jan 2017

Effects Of Ddl Technology On Genre Learning, Elena Cotos, Stephanie Link, Sarah Rebecca Huffman

English Publications

To better understand the promising effects of data-driven learning (DDL) on language learning processes and outcomes, this study explored DDL learning events enabled by the Research Writing Tutor (RWT), a web-based platform that contains: an English language corpus annotated to enhance rhetorical input; a concordancer searchable for rhetorical functions; and an automated writing evaluation engine that generates rhetorical feedback. Guided by current approaches to teaching academic writing (Lea & Street, 1998; Lillis, 2001; Swales, 2004) and by Bereiter and Scardamalia’s (1987) knowledge-telling/knowledge-transformation model, we set out to examine whether and how direct corpus uses afforded by RWT impact novice native and ...


Methodological Challenges To Researching Composing Processes In A New Literacy Context, Pamela Takayoshi May 2016

Methodological Challenges To Researching Composing Processes In A New Literacy Context, Pamela Takayoshi

English Publications

Literacy researchers might develop a richer understanding of how literacy practices construct communities and writers within those communities through more detailed attention to what writers do when they write. Very little is currently known about the processes by which individuals are actually composing in digital writing environments. However, in this cultural moment of sweeping social, linguistic, and technological literacy transformations, research on digital composing processes involves unique methodological challenges. Contemporary writing technologies intersect with digital literacy composing processes in ways that require critical ethical and methodological decision-making by literacy researchers at all stages of the research process. In this article ...


A View Of Oral Communication Activities In Food Science From The Perspective Of A Communication Researcher, Denise A. Vrchota Apr 2015

A View Of Oral Communication Activities In Food Science From The Perspective Of A Communication Researcher, Denise A. Vrchota

English Publications

Food science researchers have pronounced the Institute of Food Technologists Success Skills to be the most important competency mastered by graduates entering the work force. Much of the content and outcomes of the Success Skills pertains to oral communication skills of public speaking and interpersonal and group communication. This qualitative study reports the results of an examination of oral communication activities in the classes of 9 faculty in the food science program at Iowa State Univ. The findings revealed communication activities in the classes that support the Success Skills oral communication mandates; however, the food science faculty did not explicitly ...


Wac/Wid Meets Cxc/Cid: A Dialogue Between Writing Studies And Communication Studies, Denise Ann Vrchota, David R. Russell Oct 2013

Wac/Wid Meets Cxc/Cid: A Dialogue Between Writing Studies And Communication Studies, Denise Ann Vrchota, David R. Russell

English Publications

We work in the same English Department doing the same kind of work—but in two very different fields. Here at Iowa State University (ISU), English includes Speech Communication and Communication Studies. We sat down to have a coffee, find out what we have in common (and do not), and speculate about the future.


Learner Fit In Scaling Up Automated Writing Evaluation, Elena Cotos, Sarah R. Huffman Jan 2013

Learner Fit In Scaling Up Automated Writing Evaluation, Elena Cotos, Sarah R. Huffman

English Publications

Valid evaluations of automated writing evaluation (AWE) design, development, and implementation should integrate the learners’ perspective in order to ensure the attainment of desired outcomes. This paper explores the learner fit quality of the Research Writing Tutor (RWT), an emerging AWE tool tested with L2 writers at an early stage of its development. Employing a mixed-methods approach, the authors sought to answer questions regarding the nature of learners’ interactional modifications with RWT and their perceptions of appropriateness of its feedback about the communicative effectiveness of research article Introductions discourse. The findings reveal that RWT’s move, step, and sentence-level feedback ...


Pausing In The Whirlwind: A Campus Place-Based Curriculum In A Multimodal Foundation Communication Course, Barbara J. Blakely Apr 2012

Pausing In The Whirlwind: A Campus Place-Based Curriculum In A Multimodal Foundation Communication Course, Barbara J. Blakely

English Publications

A campus place-based first-year curriculum operationalizes campus place, not as a neutral backdrop that students pass through on their way to a vocation, but as a purposeful assemblage of physical, verbal, and natural artifacts that play an important role in students’ adjustment process and in their higher education journey. The curriculum described here is based on David Gruenewald’s observation that “place is profoundly pedagogical” (621); it activates the campus itself pedagogically, providing students opportunities for pausing, exploring, researching, and sharing place-based discoveries in multiple modes in our Communication Across the Curriculum program. Now the standard curriculum in our first-level ...


Communication In The Disciplines: Interpersonal Communication In Dietetics, Denise A. Vrchota Jan 2011

Communication In The Disciplines: Interpersonal Communication In Dietetics, Denise A. Vrchota

English Publications

This study proposes to expand the scope of oral communication across the curriculum research by exploring oral genres in a dietetics curriculum from the perspective of the dietetics faculty. The goals of this qualitative study, couched within the communication in the disciplines framework, are to identify the oral genres integral to the study and practice of dietetics and to determine if dietetics faculty who participated in the study perceive the communication experiences offered during dietetics education transfer to professional practice. Two conclusions resulted: the first result is that interpersonal communication is the oral site at which the dietetics discipline is ...


Composing In A Digital World: The Transition Of A Writing Program And Its Faculty, Pamela Takayoshi, Brian Huot Apr 2009

Composing In A Digital World: The Transition Of A Writing Program And Its Faculty, Pamela Takayoshi, Brian Huot

English Publications

No abstract provided.


Self-Assessment Of Oral Communication Presentations In Food Science And Nutrition, Cheryl A. Reitmeier, Denise A. Vrchota Jan 2009

Self-Assessment Of Oral Communication Presentations In Food Science And Nutrition, Cheryl A. Reitmeier, Denise A. Vrchota

English Publications

Self-assessment allows learners to observe, analyze, and evaluate their own performances. Self-reflection allows the student to assess his or her communication skill level and progress against a standard. Additionally, the implementation of self-assessment through carefully prepared classroom experiences enables learners to manage their own learning and encourages the habit of lifelong learning. The objective of this study was to compare self-evaluation formats for assessment of an oral communication activity. Senior students in 2 sections of a 1-credit seminar course were videotaped while presenting 30-min oral presentations to the class. Students viewed their presentations and assessed theirwork using either a scoring ...


Technology And Second Language Acquistion, Carol Chapelle Jan 2007

Technology And Second Language Acquistion, Carol Chapelle

English Publications

Computer technology provides learners with new and varied options for language learning through interactive tasks delivered through CD-ROMs, Web pages, and communications software on the Internet. Researchers need to reconsider any approach to second language acquisition (SLA) concerned with explaining how language development is prompted by exposure to the target language in view of the dramatic differences in language experience learners engage in due to computer technology. Virtually all theories are concerned with the role of linguistic input or the environment (VanPatten & Williams, 2007), and therefore technology needs to be considered.


Critical Visual Literacy: Multimodal Communication Across The Curriculum, Barbara J. Blakely Duffelmeyer, Anthony Ellertson Dec 2005

Critical Visual Literacy: Multimodal Communication Across The Curriculum, Barbara J. Blakely Duffelmeyer, Anthony Ellertson

English Publications

"Critical Visual Literacy: Multimodal Communication Across the Curriculum" makes the case for expanding the pedagogical space and communication possibilities in undergraduate communication-intensive and linked (learning community) courses by allowing students to create multimodal texts that deal with civic and cultural and/or discipline-specific themes. We argue that, rather than diluting the opportunities for rhetorical education—now comprised of critical literacy, visual literacy, and critical technological literacy in today's increasingly fast-moving visual and electronic cultural environment—multimodal composing more meaningfully reflects the environment in which students receive and generate text today. Using a theory base that draws from the literatures ...


What Does Arguing Look Like?, Jean Goodwin Jan 2005

What Does Arguing Look Like?, Jean Goodwin

English Publications

Even on our best days, we teachers of argumentation sometimes suspect that our students are thinking bad things about us: that they don't like our subject! In this essay, I will give an account of a classroom exercise I call "What Does Arguing Look Like?" aimed to elicit and confront this suspected negative view of arguing. I'll start by pointing out why we need to know what our students are thinking. I'll then describe the exercise as I used it in one class, and analyze in detail the results it produced. And I'll close with some ...


Challenging Students’ Thinking With Bloom’S Taxonomy, Denise A. Vrchota Jan 2004

Challenging Students’ Thinking With Bloom’S Taxonomy, Denise A. Vrchota

English Publications

An important learning opportunity occurs during the question and answer (Q & A) session following student speeches. Not only do students benefit from the information conveyed in these speeches, but students also benefit from the cognitive stimulation the opportunity affords. Often, however, it seems that the Q & A session falls short of these lofty aspirations. Audience members may ask painfully obvious questions; speakers may respond to questions in perfunctory manner, relieved that the “hard” part or the “real” part of their responsibility (i.e., giving the speech) is completed. However, the Q & A session is a time when learning can occur in that speakers can reinforce their expertise and credibility, and audience members have the opportunity to present themselves as thoughtful and competent communicators. The result can be a stimulating discussion built on knowledge presented in the speech with additional opportunities to challenge, discuss, and enhance both speakers’ and audience members ...


Writing The Culture Of Computers: Students As Technology Critics In Cultural Studies Classes, Pamela Takayoshi Oct 1996

Writing The Culture Of Computers: Students As Technology Critics In Cultural Studies Classes, Pamela Takayoshi

English Publications

Suggests that the study of computers in cultural studies classes prepares students to think skeptically and critically about the value, worth, and application of computers in education and life in general. Presents writing assignments within a cultural studies course on technology.