Language and Literacy Education Commons^™

Community College Students’ Awareness Of Their Reading And Writing Proficiency, Martha Paulina Campusano Rojas

Dissertations

Student’s low reading and writing proficiency in higher education has been the subject of a large body of research (e.g., Bahr, 2011; Bailey, 2010; Carlino, 2005, 2010, 2012; Flink, 2017; Jaggars, 2014 Pacello, 2014; Perin, 2011; Perin et al., 2013).The purpose of this qualitative study was to explore how students in a first-year developmental Spanish course at the Dominican community college think of the connection between their reading and writing abilities and their performance in both their current and future undergraduate courses. The study also explored how these students view the importance of the developmental course and how they understand …

From Writer To Teacher: The Gradual Release Of Responsibility In An Early Childhood Education Writing Course For Pre-Service Teachers, Denise N. Morgan, Danielle G. Gruhler, Kristen I. Evans

Teaching/Writing: The Journal of Writing Teacher Education

Teaching students to become confident, capable writers is imperative in today’s world. Growing attention has been paid to the amount and kinds of writing students are experiencing in schools with an urgent plea for more time and attention given to writing instruction (Nagin, 2003; National Commission on Writing, 2003). Yet, few teachers feel well prepared to teach writing.

In this special issue on writing methods courses, we discuss the evolution of our writing methods course for early childhood preservice teachers (PK-5). Specifically, we examine the current pedagogical practices within the course to support preservice teachers’ experiential learning. This piece examines …

Learning About Teaching Writing: The Use Of Roles To Support Preservice Teachers Pedagogical Knowledge And Practices, Kristine Pytash, Denise N. Morgan, Elizabeth Testa

Teaching/Writing: The Journal of Writing Teacher Education

If teacher educators are fortunate to be able to teach a writing methods class, they encounter challenges in designing field experiences that support what preservice teachers are learning in their course. In this article, we described how we developed a unique field placement where the preservice teachers worked in teams and rotated roles each week. We found that these taking on these roles provided preservice teachers with unique lenses to learning about writing, students, and general teaching pedagogies.

An Action Research Study On Lms Assessment Tools And Faculty Practice In English Composition Courses Of A Community College, Sophia Mitra

Theses and Dissertations

This mixed methods action research study aimed to understand the use of LMS assessment tools by faculty teaching English Composition (Eng 101) at a New Jersey Community College in order to increase that use for assessment of outcomes. In spite of administrative push for faculty to use the LMS for data based decision-making, there is still limited use of LMS tools. In writing-intensive fields like Eng 101 grading and feedback could be accelerated along with monitoring student performance on outcomes using LMS assessment tools. Forming a virtual faculty learning committee that collaborated in the study's data collection and analysis, volunteers …

Academic Literacy For Deaf Postsecondary Students Through Integrated Reading And Writing Instruction, Sue Livingston

Publications and Research

Based on theoretical findings from the literature on the integration of reading and writing pedagogies used with hearing postsecondary students to advance academic literacy, this article offers a model of instruction for achieving academic literacy in developmental and freshman composition courses composed of deaf students. Academic literacy is viewed as the product of acts of composing in reading and writing which best transpire through reciprocal rather than separate reading and writing activities. Pedagogical practices based on theoretical findings and teacher experience are presented as a model of instruction, exemplified as artifacts in online supplementary materials and juxtaposed with practices used …

Bringing Classroom And Outside World Together: Mobile Instant Messaging Via Whatsapp© For Extracurricular Writing, Şakire Erbay Çetinkaya

The Qualitative Report

Mobile phones have a rapidly growing language teaching and learning potential due to various technologies and applications including instant messaging. However, the related literature mostly documents studies aiming at investigating their role for teaching vocabulary, pronunciation, and content, and thus there are calls to focus on other skills, including writing. Responding to these calls to solve the problem of research scarcity on other skills, I opted for a qualitative research design to investigate the pedagogical potential of WhatsApp©, perceive my students’ experiences, and evaluate the process with all strengths and weaknesses. I attempted to make contributions to the existing knowledge …

Annotated Literature Review - Supplement For "Genre Knowledge As Artisanship" Presentation At Iwca 2019, Lucy Bryan Malenke

Lucy Bryan Malenke

Literature Reviews Overview - Supplement For "Genre Knowledge As Artisanship" Presentation At Iwca 2019, Lucy Bryan Malenke

Lucy Bryan Malenke

Literature Review Rubric - Supplement For "Genre Knowledge As Artisanship" Presentation At Iwca 2019, Lucy Bryan Malenke

Lucy Bryan Malenke

The Motivation To Write Profile-College: A Tool To Assess The Writing Motivation Of Teacher Candidates, Ernest Solar, Angela Marie Mucci-Guido Ph.D., Carolyn Cook, Barbara Marinak

Teaching/Writing: The Journal of Writing Teacher Education

Writing is an important aspect of literacy regardless of the grade or discipline. State standards have defined the writing genres, crafts, and skills that are to be taught by teachers in PK-12 classrooms. However, in addition to standards, research indicates that a teacher’s own conception of writing is crucial to establishing classroom conditions necessary for young writers to grow, explore and take risks. If this is the job of PK-12 educators, then it is essential for higher education instructors to understand and explore the writing conceptions of teacher candidates. One of these critical conceptions is the motivation to write. The …

Wounds And Writing : Building Trauma-Informed Approaches To Writing Pedagogy., Michelle L. Day

Electronic Theses and Dissertations

This dissertation builds a trauma-informed approach to writing pedagogy informed by writing studies scholarship about trauma and inclusive pedagogy, clinical social work literature on trauma-informed care, and interviews with nine current University of Louisville writing faculty about their experiences academically supporting distressed students. I identify three central touchstones—“students are coddled,” “teacher’s aren’t therapists,” and “institutions don’t support trauma-informed teaching”—in scholarly and public debates regarding what to do about student trauma/distress in higher education. After exploring the valid concerns and misconceptions underpinning these touchstones, I illustrate how clinical research offers a way forward to help writing instructors develop more complex understandings …

Writing With Incarcerated Students Towards Humanization: A Christian Critical Perspective, Deanna C. Kabler

Masters Theses

This thesis centers on the intersections between critical pedagogy and writing instruction in a prison college program with the aim of humanization. A theoretical framework is constructed that relies on the pillars of tenets from Liberation theology, critical pedagogy, an anti-racist and multicultural praxis, and generative culture-making. Writing as the foundation of education is the medium for supporting a humanizing and liberatory education.

Reframing Readiness: Through The Cracked Looking Glass: The Framework For Success In Postsecondary Writing As Assessment Model, David Hyman

Publications and Research

The Framework for Success in Postsecondary Writing (Council of Writing Program Administrators, National Council of Teachers of English, and National Writing Project) describes experiences and habits of mind that will equip students for success in college writing. This column highlights examples of the values espoused by the Framework and aims to increase understanding of this statement, advocating for its rich conception of writing.

A Comparison Of Anonymous E-Peer Review Versus Identifiable E-Peer Review On College Student Writing Performance And Learning Satisfaction, Ruiling Lu

Theses and Dissertations in Urban Services - Urban Education

The purpose of this study was to compare the effects of anonymous e-peer review with identifiable e-peer review on student writing performance and learning satisfaction. It also investigated whether anonymous e-peer review facilitated a greater amount of critical peer feedback.

Quasi-experimental design was used to test group differences on the dependent variables. Participants were 48 freshmen enrolled in two English Composition classes at Old Dominion University in the fall semester of 2003. The two intact classes taught by the same instructor were randomly assigned to the anonymous e-peer review group and the identifiable e-peer review group.

The results showed that …

An Examination Of Relationships Of Reading And Writing Self-Efficacy Beliefs, Standardized Placement Test Scores, And Diverse Community College Students' Perceptions Of Those Relationships, Ann Woolford-Singh

Theses and Dissertations in Urban Services - Urban Education

Social cognitive theory explains the role that one's level of confidence plays in the accomplishment of a specific task. According to Bandura (1982, 1995), self-efficacy beliefs should align with performance. The purpose of this study was to explore the relationships among reading/writing self-efficacy beliefs and reading/writing standardized placement test scores of diverse community college freshmen. Additionally, this study sought to understand the sources of these students' reading/writing self-efficacy beliefs through the descriptions of experiences they feel have influenced those beliefs.

There were three major research questions: (1) What is the strength of the relationships among reading/writing self-efficacy beliefs and reading/writing …

Reinventing The University: Finding The Place For Basic Writers, Jane E. Hindman

Publications and Research

A poststructuralist critique of basic writing placement and pedagogy, this paper argues that our notions of good writing (i.e., the criteria by which we as English professors and compositionists authorize and "place" students) come not from some general or transcendent standards, but rather from the practices by which we self-authorize within our own discourse community. Using Bartholomae and Petrosky's curriculum presented in Facts, Artifacts, Counterfacts as a point of departure, I propose a language-centered curriculum which uses discourse itself as the subject of the semester-Jong project wherein students eventually learn to critique our practices and create their own discourse communities. …