Writing across Contexts

Addressing how composers transfer both knowledge about and practices of writing, Writing across Contexts explores the grounding theory behind a specific composition curriculum called Teaching for Transfer (TFT) and analyzes the efficacy of ...

Author: Kathleen Yancey

Publisher: University Press of Colorado

ISBN: 9780874219388

Category: Language Arts & Disciplines

Page: 215

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Addressing how composers transfer both knowledge about and practices of writing, Writing across Contexts explores the grounding theory behind a specific composition curriculum called Teaching for Transfer (TFT) and analyzes the efficacy of the approach. Finding that TFT courses aid students in transfer in ways that other kinds of composition courses do not, the authors demonstrate that the content of this curriculum, including its reflective practice, provides a unique set of resources for students to call on and repurpose for new writing tasks. The authors provide a brief historical review, give attention to current curricular efforts designed to promote such transfer, and develop new insights into the role of prior knowledge in students' ability to transfer writing knowledge and practice, presenting three models of how students respond to and use new knowledge—assemblage, remix, and critical incident. A timely and significant contribution to the field, Writing across Contexts will be of interest to graduate students, composition scholars, WAC and writing-in-the-disciplines scholars, and writing program administrators.

Writing across Contexts

Clay applied this theory and his notion of writing context to his research project in
meteorology the following semester. ... to read across contexts, as Glen from the
Expressivist course learned to do: he moved from seeing the writing strategies ...

Author: Kathleen Blake Yancy

Publisher: University Press of Colorado

ISBN: 9781492012948

Category: Language Arts & Disciplines

Page: 215

View: 898

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Addressing how composers transfer both knowledge about and practices of writing, Writing across Contexts explores the grounding theory behind a specific composition curriculum called Teaching for Transfer (TFT) and analyzes the efficacy of the approach. Finding that TFT courses aid students in transfer in ways that other kinds of composition courses do not, the authors demonstrate that the content of this curriculum, including its reflective practice, provides a unique set of resources for students to call on and repurpose for new writing tasks. The authors provide a brief historical review, give attention to current curricular efforts designed to promote such transfer, and develop new insights into the role of prior knowledge in students' ability to transfer writing knowledge and practice, presenting three models of how students respond to and use new knowledge—assemblage, remix, and critical incident. A timely and significant contribution to the field, Writing across Contexts will be of interest to graduate students, composition scholars, WAC and writing-in-the-disciplines scholars, and writing program administrators.

Learning Across Contexts and Time in an Inclusive Classroom

Over 11 weeks, six post-training essays were provided in pairs across three contexts, the first on English Language Arts, the next on social studies and the remaining two essays were on personal reflection.

Author: Martha Mercantini

Publisher:

ISBN: OCLC:668448226

Category:

Page: 143

View: 137

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Writing essays is an essential skill that is difficult for struggling adolescent writers. Empirical literature suggests that the use of graphic organizers can improve essays when prompted by the teacher, but whether a self-prompting planning strategy called PASTA can improve organization, ideas, the use of conventions, and overall holistic essay scores and be both transferred and maintained in an inclusive classroom of middle school students, was unclear. Student participants (n = 24) wrote one essay prior to training and six post training essays, each scored using a scoring rubric. Over 11 weeks, six post-training essays were provided in pairs across three contexts, the first on English Language Arts, the next on social studies and the remaining two essays were on personal reflection. Because PASTA training is self prompted, participants choose to either use a planning strategy or not.^The mnemonic PASTA strategy represents a five step cueing device that assists students in using graphic organizers as a planning tool prior to writing. PASTA stands for Prompt, Analyze, Sketch, Think, and Add. Students received four weeks of cognitive strategy training in order to learn the PASTA strategy. Post training essays were compared to baseline essays using paired t-tests, and users and non-users were contrasted using between groups ANOVA. Results demonstrated that PASTA training can significantly improve overall holistic essays scores, organizational scores, and idea scores, but not necessarily the use of conventions. Results showed that PASTA training was maintained for two additional post training phases transferred to two additional topics of social studies, and personal reflection. Both students with disabilities and without improved similarly.^Importantly, when essays were grouped by whether the student chose to use a strategy or not, essays written using a graphic organization strategy scored higher than essays written without this planning. Interviews with students suggest that student weighed the time needed to employ a planning strategy versus the perceived benefits when making a choice of whether to employ a planning strategy. Together, these findings suggest that PASTA, a self prompted planning strategy can improve essays in struggling adolescent writers.

Integrating Writing Strategies in EFL ESL University Contexts

Clearly explaining writing-across-the-curriculum (WAC) pedagogy for English language teachers in university settings, this book offers an accessible guide to integrating writing and speaking tasks across the curriculum and in disciplinary ...

Author: Jennifer Lynn Craig

Publisher: Routledge

ISBN: 9780415896702

Category: Foreign Language Study

Page: 187

View: 983

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Clearly explaining writing-across-the-curriculum (WAC) pedagogy for English language teachers in university settings, this book offers an accessible guide to integrating writing and speaking tasks across the curriculum and in disciplinary courses. Teachers will find this book useful because its direct, practical advice can be easily incorporated in their classrooms to help their students develop advanced disciplinary English skills in writing, oral presentation, and graphical presentation. Enhancing its usefulness and relevance, each chapter includes coverage of the use of technology for teaching and learning; ways in which teachers can effectively and efficiently assess writing and speaking; and vignettes or examples to Illustrate writing strategies or assignments in different contexts. Pulling together the key features of writing-across-the-curriculum in one volume this book, is an efficient resource for busy EFL/ESL teachers worldwide.

Put it in Writing

In this book a carefully selected group of imaginative, persuasive and informative texts, suitable for use across the primary years, are deconstructed and presented as starting points for students to compose a range of different types of ...

Author: Joanne & Rushton Rossbridge (Kathleen)

Publisher:

ISBN: 1925132218

Category:

Page:

View: 194

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Technology Across Writing Contexts and Tasks

This volume includes insights into, and reflections about, different perspectives of the relationship between L2 writing and technology with particular emphasis on the writing process, development of linguistic skills, development of ...

Author: Greg Kessler

Publisher:

ISBN: 0989120864

Category:

Page: 349

View: 973

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This volume includes insights into, and reflections about, different perspectives of the relationship between L2 writing and technology with particular emphasis on the writing process, development of linguistic skills, development of writing competencies and literacy, educational approaches to writing, as well as task creation and assessmetn in diverse writing contexts. In this regards, the chapters incorporate the recognition of a connection between the fields of second language writing, pedagogy, second language acquisition, and CALL emphasizing the need for technological innovation and integration to be built upon a strong pedagogical and research-based foundation.

Language and Gender Across Contexts

The handbook of non - sexist writing for writers , editors and speakers . London :
The Women ' s Press . Pauwels , Anne ( 1991 ) . Non - discriminatory language .
Canberra : Australian Government Publishing Service . Author ' s note All ...

Author: Anne Pauwels

Publisher:

ISBN: STANFORD:36105016998242

Category: Second language acquisition

Page: 88

View: 279

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Creating Contexts

"Volume 3 of the revised and expanded edition of English in today's research world"--T.p.

Author: Christine B. Feak

Publisher: University of Michigan Press/ELT

ISBN: 0472034561

Category: Education

Page: 119

View: 132

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"Volume 3 of the revised and expanded edition of English in today's research world"--T.p.

Peer Response in Second Language Writing Classrooms

Reasons for Being in the Writing Course Finally , the reasons behind students '
enrollment in the writing course may also vary widely across contexts and may be
markedly different in foreign and second language contexts . In foreign language
 ...

Author: Jun Liu

Publisher: University of Michigan Press ELT

ISBN: UOM:39015055827110

Category: Foreign Language Study

Page: 182

View: 320

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Peer response in which students work together to provide feedback on one another's writing in both written and oral formats through active engagement with each other's progress over multiple drafts, has been discussed in L2 writing literature since the early 1980s. While peer response activities have now become a common feature of L2 writing instruction, much of the research in peer response studies presents conflicting data. There is a need for a comprehensive survey of it in an effort to help teachers sort out what may or may not be useful to them in the classroom. Peer Response in Second Language Writing Classrooms was written to fill that void. Peer Response in Second Language Writing Classrooms will provide teachers with practical guidelines for making peer response effective in the classroom and will offer a theoretical grounding on the purposes and importance of peer review, or feedback, as it relates to current writing instruction pedagogy.

Dissertation Abstracts International

It particularly focuses on the ways in which children situate themselves in ,
through , and across contexts ( the home , the ... Assessing writing and editing
skills of first - year college students enrolled in short - term certificate and
associate ...

Author:

Publisher:

ISBN: STANFORD:36105213180909

Category: Dissertations, Academic

Page:

View: 533

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Developing Discourse Practices in Adolescence and Adulthood

Expanding writing instruction across time and contexts created for the first time ,
at the college level , the demand and the intellectual possibility for truly
developmental curricular thinking ( cf. Moffett , 1968 ; Moffett & Wagner , 1976 /
1983 ) .

Author: Susan Hynds

Publisher: Praeger

ISBN: 0893916625

Category: Psychology

Page: 427

View: 317

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Since 1996, Elspeth Thompson has chronicled the successes and disasters that beset her tiny London garden and her allotment in a regular column in the Sunday Telegraph. In this second instalment of columns, Elspeth charts the trials of gardening in the country at weekends, having taken on a potter's cottage in Winchelsea, East Sussex, the development of her allotment and the onggoing joys of ther itny back garden in Brixton.

Explicit Writing Instruction in Higher Educational Contexts

For Swales , communicative purpose between writers and readers ( or speakers
and listeners ) is set up in particular ... useful framework for describing the
functional nature of texts as well as textual variation across contexts ” ( Hyon ,
1997 , p .

Author: Eunsook Shim

Publisher:

ISBN: MINN:31951P00789934S

Category:

Page: 382

View: 367

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Moving Critical Literacies Forward

Taking the pulse of current efforts to do—and, in some cases, undo—critical literacy, this volume explores and critiques its implementation in learning contexts around the globe.

Author: Jessica Pandya

Publisher: Routledge

ISBN: 9781134073993

Category: Language Arts & Disciplines

Page: 240

View: 798

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Taking the pulse of current efforts to do—and, in some cases, undo—critical literacy, this volume explores and critiques its implementation in learning contexts around the globe. An impressive set of international authors offer examples of productive critical literacy practices in and out of schools, address the tensions and gaps between these practices and educational policies, and attempt to forecast the future for critical literacy as a movement in the changing global educational policy landscape. This collection is unique in presenting the recent work of luminaries such as Allan Luke and Hilary Janks alongside relative newcomers who use innovative approaches and arguments to reinvigorate and redefine critical practice. It is time for this cutting-edge inquiry into the state of critical literacy—not only because is it a complex and ever-evolving field, but perhaps more important, because it offers a reaction to, and powerful reworking of, standardization and high-stakes accountability measures in educational contexts around the globe.

Yearbook of the National Reading Conference

In this article , I situate Chicano visual discourse in the context of social semiotic
resources and practices and theorize their ... diverse practices of reading and
writing , and making meaning constructed in social interactions that are shaped
and ... Social practices of literacy do not emerge from nothingness , are not
invented and sustained by a few local practitioners , but move across contexts
and adapt .

Author: National Reading Conference (U.S.)

Publisher:

ISBN: UOM:39015079661370

Category: Reading (Higher education)

Page:

View: 640

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Writing Across the Curriculum in Secondary Classrooms

It is even difficult for them to describe features of texts accurately and explain
them without understanding their contexts . To write effectively , we must first
determine what we are writing to do . It is the standard assessment problem :
How do we ...

Author: Harriet Arzu Scarborough

Publisher: Prentice Hall

ISBN: UOM:39015050005514

Category: Education

Page: 218

View: 772

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Based on a need to teach writing and thinking across the curriculum, Harriet Scarborough worked with a number of her esteemed colleagues and practical thinking middle school and secondary school teachers to create a text for today's diverse classrooms. The author and her text contributors met regularly for a year to identify what was working in the classroom. They offer this book to you as you look to: give voice to the use of writing to mediate learning develop writing contexts for learning in content area classes create writing environments conducive t risk-taking make learning relevant and authentic for ALL students

Writing Across the Curriculum

traditional organization of academe , which has separated writing instruction from
the contexts and occasions where students need to write . Writing teachers have
always had instructional time and expertise to offer , but the inquiry contexts ...

Author: Susan McLeod

Publisher: SAGE Publications, Incorporated

ISBN: 0803946007

Category: Language Arts & Disciplines

Page: 205

View: 217

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How can institutions develop and sustain writing across the curriculum (WAC) programmes? This collection with contributions from leading WAC directors and consultants, helps answer this question. Topics covered include: how to get started; how to run WAC workshops; what role administrators can play; and how WAC can be integrated into the university curriculum. There are also chapters on developing permanent institutional support for WAC.

Voices on Word Matters

It is through this active language use that they become competent and skillful
word solvers . I Creating and ... Word solving also takes place across many
literacy contexts in which children are involved in reading or writing continuous
text .

Author: Irene C. Fountas

Publisher: Heinemann Educational Books

ISBN: UOM:39015046493162

Category: Education

Page: 223

View: 785

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A collection of sixteen articles on phonics and spelling programs, including practical advice on assessment tools, interactive writing and shared reading, and word sorting, as well as discussions of observed individual readers and entire classrooms.

Writing in a Bilingual Program

There are plenty of examples , for instance , that show lack of concern for a
reader , that show writing that appears to be speech written down , that reveal
similarities in one child ' s writing across contexts , and so on . But there are also
counter ...

Author: Carole Edelsky

Publisher: Praeger

ISBN: UTEXAS:059173025436758

Category: Education

Page: 241

View: 353

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A year-long study of the writing development of 27 first through third graders in an English/Spanish bilingual program was conducted during the 1980-81 school year. Samples of the children's writing were collected at four intervals, coded for computer tallying, and analyzed in terms of code-switching, spelling, punctuation and segmentation, structural features, stylistic devices, and content. Additionally, the context in which the writing developed was evaluated by classroom observations, teacher interviews, review of familial backgrounds, and a survey of the community language situation. Myths about bilingual language proficiency, biliteracy, bilingual education, teaching writing, and learning to write are all countered by evidence presented in this study. In a discussion of implications, the concept of a whole language approach to writing instruction is supported, in which authentic and functional texts are offered to and produced by children. Examples of the children's writing with appropriate translations are given along with various tables. Informal follow-up information is presented in three epilogues dealing with changes in the researcher's commitment to the study's original writing theories, the writing of some students a year after the study; and a chronological outline of the demise of the bilingual program used in the study. Appendices list interview questions used for teachers and aides and categories for coding the writing data. This book contains 134 references. (ALL)

Talk about Writing

Mediating Knowledge about Academic Writing Through Discussions of Student
Work Beth Lewis Samuelson ... everyday interaction both constructs and directs
the appraisal of student writing and how these activities differed across contexts .

Author: Beth Lewis Samuelson

Publisher:

ISBN: UCAL:C3501220

Category:

Page: 518

View: 212

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