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Articles 1 - 5 of 5

Full-Text Articles in Education

Going Multimodal: Programmatic, Curricular, And Classroom Change, Chanon Adsanatham, Phil Alexander, Kerrie Carsey, Abby Dubisar, Wioleta Fedeczko, Denise Landrum, Cynthia Lewiecki-Wilson, Heidi Mckee, Kristen Moore, Gina Patterson, Michele Polak Mar 2013

Going Multimodal: Programmatic, Curricular, And Classroom Change, Chanon Adsanatham, Phil Alexander, Kerrie Carsey, Abby Dubisar, Wioleta Fedeczko, Denise Landrum, Cynthia Lewiecki-Wilson, Heidi Mckee, Kristen Moore, Gina Patterson, Michele Polak

English Publications

AS THE STUDENTS NOTE IN this epigraph, we do not live in a monomodal world. Rather, we experience the world and communicate through multiple modalities. "To confine" students to learning in only one mode, typically the textual mode in first-year writing courses, indeed limits, students' understanding and creative potential-a point that has reemerged in considerations of education and the teaching of writing...


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 ...


Motivational Scaffolding, Politeness, And Writing Center Tutoring, Jo Mackiewicz, Isabelle Thompson Jan 2013

Motivational Scaffolding, Politeness, And Writing Center Tutoring, Jo Mackiewicz, Isabelle Thompson

English Publications

Writing center tutors know that improving writing skills requires sustained effort over a long period of time. They also know that motivation - the drive to actively invest in sustained effort toward a goal- is essential for writing improvement. However, a tutor may not work with the same student more than once, so tutorials often need to focus on what can be done in a single 30- to 60-minute conference. Further, although tutors are likely to attempt to motivate students to invest time and effort in improving their writing, when writers leave the writing center, tutors' influence might end with the ...


The Structural Consistency Of A Six-Factor Model Of Academic Self-Concept Among Culturally Diverse Preadolescents In The United States, Gary Ockey, Sarah Abercrombie Jan 2013

The Structural Consistency Of A Six-Factor Model Of Academic Self-Concept Among Culturally Diverse Preadolescents In The United States, Gary Ockey, Sarah Abercrombie

English Publications

For decades, research has indicated that preadolescents’ self-concept is comprised of subject-specific academic factors, a general academic factor, and several nonacademic factors. More recently, there have been some indications that academic self-concept might further be differentiated into competence and affect factors, at least for some preadolescent ethnic groups. This study examines the extent to which a 6-factor model of academic self-concept, in which competence and affect are distinct, is tenable for White, Hispanic, and Native American preadolescents. A total of 313 White, 331 Hispanic, and 224 Native American preadolescents from the southwestern United States were administered a modified version of ...


Cultural Historical Activity Theory And Student Writing, David R. Russell Jan 2013

Cultural Historical Activity Theory And Student Writing, David R. Russell

English Publications

Writing, often in conjunction with other media, is profoundly important to higher education, as it is to other modern institutions students will enter. Student writing mediates much of the activity of learning, and the most crucial parts, typically, such as assessment. Yet in higher education, writing often is devalued or even dismissed as a set of easily generalizable, elementary skills of transcribing speech or thought that students should have learned earlier in secondary or elementary school. This remedial model, and the tradition of complaint and cascading blame that goes with it, results not only in remedial courses but also, often ...