Open Access. Powered by Scholars. Published by Universities.®
- Keyword
-
- Adult students (5)
- Nontraditional students (3)
- Writing (3)
- Composition (2)
- Grammar (2)
-
- Transfer (2)
- Academic Achievement (1)
- Academic persistence (1)
- Access (1)
- Adult Education (1)
- Adult learner (1)
- Analogy (1)
- Anxiety (1)
- Basic writing models (1)
- College composition (1)
- Community college (1)
- Community-based learning (1)
- Individualized instruction (1)
- Metacognitive skills (1)
- Nontraditional student (1)
- Post-traditional student (1)
- Process knowledge (1)
- Retention (1)
- Returning students (1)
- Service-learning (1)
- Student success (1)
- Teacher learning (1)
- Teacher preparation (1)
- Teaching (1)
- File Type
Articles 1 - 10 of 10
Full-Text Articles in Arts and Humanities
How To Teach Grammar, Michelle Navarre Cleary
How To Teach Grammar, Michelle Navarre Cleary
Michelle Navarre Cleary
Depending on your age, you may have been taught grammar through memorization and diagramming sentences. Kathleen Dunn talks with an educator who says that to instill better grammar, we should encourage more reading and writing.
The Wrong Way To Teach Grammar, Michelle Navarre Cleary
The Wrong Way To Teach Grammar, Michelle Navarre Cleary
Michelle Navarre Cleary
A century of research shows that traditional grammar lessons—those hours spent diagramming sentences and memorizing parts of speech—don’t help and may even hinder students’ efforts to become better writers. Yes, they need to learn grammar, but the old-fashioned way does not work.
Flowing And Freestyling: Learning From Adult Students About Process Knowledge Transfer, Michelle Navarre Cleary
Flowing And Freestyling: Learning From Adult Students About Process Knowledge Transfer, Michelle Navarre Cleary
Michelle Navarre Cleary
A study of twenty-five newly returned adult students finds that students with more process experience used more and more specific process analogies to construct their writing processes for school assignments than those with less process experience. Cues from peers and sense of academic identity also influenced transfer of process knowledge.
Veterans As Adult Learners In Composition Courses, Michelle Navarre Cleary, Kathryn Wozniak
Veterans As Adult Learners In Composition Courses, Michelle Navarre Cleary, Kathryn Wozniak
Michelle Navarre Cleary
Considering veterans in the context of research on adult and nontraditional students in college writing classes, this article proposes Malcolm Knowles’s six principles for adult learning as an asset-based heuristic for investigating how writing programs and writing teachers might build upon existing resources to support veteran students.
Anxiety And The Newly Returned Adult Student, Michelle Navarre Cleary
Anxiety And The Newly Returned Adult Student, Michelle Navarre Cleary
Michelle Navarre Cleary
Based on interviews with students who had recently returned to school, this essay demonstrates the need for, challenges of, and ways to respond to the writing anxiety many adults bring with them back to school.
How Antonio Graduated On Out Of Here – Improving The Success Of Adult Students With An Individualized Writing Course, Michelle Navarre Cleary
How Antonio Graduated On Out Of Here – Improving The Success Of Adult Students With An Individualized Writing Course, Michelle Navarre Cleary
Michelle Navarre Cleary
Adult students are more anxious about writing for school, less familiar with academic conventions, and more likely to drop out than younger students. For students learning to move between personal, work, and academic discourse communities, the ongoing and explicit writing instruction argued for in the research of Sternglass, Herrington and Curtis, Carroll, and Beaufort is particularly vital. Writing Workshop at DePaul University’s School for New Learning is one model for providing this instruction. The course works for students with a broad range of learning styles, prior knowledge, needs, and goals because it is individualized and because it is focused on …
Working With Wikis In Writing-Intensive Classes, Michelle Navarre Cleary, Suzanne Sanders-Betzold, Polly Hoover, Peggy St. John
Working With Wikis In Writing-Intensive Classes, Michelle Navarre Cleary, Suzanne Sanders-Betzold, Polly Hoover, Peggy St. John
Michelle Navarre Cleary
Most teachers, having too little time and too much experience with the next-new-thing, tend to turn a deaf ear to the fanfare heralding new technologies such as wikis. They are unlikely to try wikis, blogs and other Web 2.0 innovations without concrete evidence of their pedagogic value. Much that has been published to date on wiki use in college classes either explains what wikis are or speculates on what they might accomplish. Few studies, notably those of Farabaugh (2007), Carr, Morrison, Cox and Deacon (2007) and James (2007), analyze how wikis have and have not worked when actually used in …
What Wpas Need To Know To Prepare New Teachers To Work With Adult Students, Michelle Navarre Cleary
What Wpas Need To Know To Prepare New Teachers To Work With Adult Students, Michelle Navarre Cleary
Michelle Navarre Cleary
Most graduate students and new faculty have little, if any, preparation for teaching the approximately 40% of college composition students who are 25 years or older. Thus, it falls to WPAs to prepare new teachers to work with adult students. To assist WPAs, this article addresses common misconceptions about adult students, reviews scholarship on the differences between older and younger students as well as between different populations of adult students, and discusses ways to leverage the strengths and address the needs of adult students. The “Teaching Writing to Adults: A Handbook for New Composition Teachers” on CompFAQs supplements this article …
Keep It Real: A Maxim For Service-Learning In Community Colleges, Michelle Navarre Cleary
Keep It Real: A Maxim For Service-Learning In Community Colleges, Michelle Navarre Cleary
Michelle Navarre Cleary
Is service-learning of value for community college students who have very limited time and who do not need to “be exposed” to the neighborhoods in which they live? Yes. Service-learning can be a vital bridge connecting community and college for students who frequently are the first of their family or friends to go to college, who have more confidence in their street skills than in their academic skills, and who see real needs in their communities. However, service learning will only benefit these students if it evolves from and responds to the realities of their lives.
Toward A "Formula For Success"--Using Oral Histories To Help Students Succeed When Everything Seems To Be Working Against Them, Michelle Navarre Cleary
Toward A "Formula For Success"--Using Oral Histories To Help Students Succeed When Everything Seems To Be Working Against Them, Michelle Navarre Cleary
Michelle Navarre Cleary
Many of the students at Olive-Harvey College, a community college on Chicago's south side, are struggling to balance their education with low income, service sector jobs and family needs while living in communities plagued by drugs and violence. The question is how teachers can help these students to attain their educational goals, despite their life crises. To find the answer, one instructor turned to the students who had successfully completed her English 102 capstone writing course the previous fall--students who are the exception and not the rule. She interviewed 13 out of 20 students in the class and found that …