Library Instruction and Themed Composition Courses: An Investigation of Factors that Impact Student Learning

Many academic libraries partner with English composition in order to teach first year students skills related to academic research and writing. Due to the partnership between information literacy and first-year writing programs, it is important to evaluate how these programs can best support one another. The purpose of this study was to examine the impact of two factors on student information literacy skill development: library instruction and section theme—defined here as class sections of the English 102 (ENG 102) program developed around a central topic selected by the instructor. A random sample of annotated bibliographies from 95 sections of ENG 102 were scored with two information literacy rubrics in order to find out if scores differed between sections based on the variables of library instruction and theme. The results of this study indicate that sections of the ENG 102 program that attended an information literacy instruction session scored significantly higher on the annotated bibliography assignment than sections that did not attend. We also found that themed sections of ENG 102 scored marginally higher on the annotated bibliography than non-themed sections of ENG 102. Implications for further research are discussed, including the potential impact of theme-based writing on information literacy learning

A Historical Writing Apprenticeship for Adolescents: Integrating Disciplinary Learning With Cognitive Strategies

This study explored the extent to which an 18â day history and writing curriculum intervention, taught over the course of one year, helped culturally and academically diverse adolescents achieve important disciplinary literacy learning in history. Teachers used a cognitive apprenticeship form of instruction for the integration of historical reading and writing strategies and content learning with the goal of improving students’ historical argument writing. The intervention had positive and significant results for each writing outcome. After controlling for variables associated with students’ incoming abilities, the researchers found moderate to large effects for all participants. Relative to basic readers in the control condition, those participating in the intervention scored higher in historical writing and writing quality and wrote longer essays; these results translate into effect sizes of .45 on basic readers’ historical writing, .32 on their overall writing quality, and .60 on the length of their papers. Teachers implemented the reading and writing curriculum intervention with high levels of implementation fidelity, leading the researchers to explore additional factors that contributed to students’ success after accounting for teacher effectiveness. The results indicate further benefits dependent on the degree to which students completed the curriculum.Chineseæ ¬ç  ç©¶æ ¨å ¨æ ¢è®¨ä¸ ä¸ªå å ²ä¸ å ä½ è¯¾ç¨ å¹²é¢ æ å­¦ç æ è ½,è¯¥å¹²é¢ æ 学为æ 18天å å¸ å ¨ä¸ æ ´å­¦å¹´ç è¯¾ç¨ ä¸­è¿ è¡ ,å ¶ç ®ç æ ¯å¸®å ©æ å ä¸ å å å­¦ä¸ æ ç»©ä¸ å ç é å° å¹´å­¦ä¹ å¾ å °å å ²ç§ ä¸­é è¦ ç å­¦ç§ è¯»å æ è ½,æ è ½ç ç¡®å® æ ¯å ºäº å ¨å¤ å¤§ç¨ åº¦ä¸ è¿ å¹²é¢ æ å­¦è ½è¾¾è ³å ¶ç ®ç ã æ å¸ ä½¿ç ¨è®¤ç ¥å­¦å¾ æ¨¡å¼ ç æ å­¦æ ¹æ³ ,ä»¥æ ´å å å ²é 读å å ä½ ç­ ç ¥ä»¥å å å ²å å®¹ç ¥è¯ ç 学习,ç ®ç æ ¯æ é« å­¦ç ç å å ²ç§ è®®è®ºæ å ä½ æ è ½ã å¹²é¢ æ å­¦ä¸ºæ¯ é¡¹å ä½ å­¦ä¹ æ æ å¸¦æ ¥äº æ­£é ¢å æ ¾è ç ç» æ ã å ¨æ §å ¶äº ä¸ å­¦ç å ¨å¹²é¢ å å·²æ è ½å ç ¸å ³ç å é å ,ç  ç©¶äººå å ç °æ æ å ä¸ è é ½å¾ å °ä¸­è ³é« æ åº å ¼ã ç ¸å¯¹äº å ¨æ §å ¶ç» ä¸­ç å ºæ ¬é 读è ,å ¨å¹²é¢ ç» ä¸­ç å­¦ç ,å å ¨å å ²å ä½ å å ä½ è´¨é ä¸ ç å¾ å è¾ é« è æ ç« å å å¾ è¾ é ¿;è¿ äº ç» æ ç æ åº å ¼å å «æ ¯:å ºæ ¬é 读è ç å å ²å ä½ æ ¯.45,æ »ä½ å ä½ è´¨é æ ¯.32,æ ç« é ¿åº¦æ ¯.60ã æ å¸ å® æ ½ç é 读å å ä½ è¯¾ç¨ å¹²é¢ ,å ·æ é« åº¦ç å® æ ½ä¿ ç 度,æ ä»¥ç  ç©¶äººå å ¨æ §å ¶äº æ å¸ æ è ½å è¦ æ ¢è®¨å ¶ä» å¯¼è ´å­¦ç æ å ç å  ç´ ã æ ¬ç  ç©¶ç» æ æ ¾ç¤º,å­¦ç è¿ ä¸ æ­¥ç å¾ ç ,æ ¯å å ³äº ä» ä»¬å·²å® æ è¿ è¯¾ç¨ ç ç¨ åº¦ã SpanishEste estudio exploró hasta qué punto una intervención de 18 días en el currículo de historia y escritura, enseñado en el curso de un año, ayudó a adolescentes de diversas culturas y capacidades académicas lograr un aprendizaje importante en la disciplina de la historia. Los maestros usaron una forma de instrucción cognitiva de aprendizaje para integrar las lecturas históricas y las estrategias de escritura y el aprendizaje del contenido con la meta de mejorar la escritura de argumentos históricos de los estudiantes. La intervención tuvo resultados positivos e importantes para cada uno de los resultados de escritura. Habiendo controlado los variables asociados con las habilidades de los estudiantes al comenzar el estudio, los investigadores encontraron efectos desde moderados a importantes en todos los participantes. En relación a los lectores básicos del grupo de control, los que participaron en la intervención sacaron mejores notas en la escritura histórica y la calidad de la escritura, y escribieron ensayos más largos; estos resultados se traducen en una magnitud de efectos de .45 en la escritura histórica de lectores básicos, .32 en la calidad total de su escritura, y .60 en la extensión de sus ensayos. Los maestros implementaron la intervención curricular de lectura y escritura con altos niveles de fidelidad, llevando a los investigadores a explorar factores adicionales que contribuyeron al éxito de los estudiantes después de tomar en consideración la eficacia del maestro. Los resultados indican más posibles beneficios dependiendo del grado al cual los estudiantes completaron el currículo.Arabicتبحث ٠ذ٠ا٠دراسة إ٠٠أ٠٠د٠ساعد تدخ٠ا Ù Ù 18 ٠٠٠ا ٠٠دراسة ا٠تار٠خ ٠٠٠٠ج ا٠٠تابة Ø Ù Ø¯Ù Ø±Ù Ù Ø³Ù ØªÙ Ø¹Ù Ù Ù Ø¯Ø§Ø± س٠ة Ù Ø§Ø­Ø¯Ø©Ø Ø«Ù Ø§Ù Ù Ø§ ٠أ٠اد٠٠٠ا ا٠٠را٠٠٠٠٠٠خ٠٠٠ات ٠خت٠٠ة تح٠٠٠تع٠٠ا٠ضباط٠٠ا٠٠٠٠جا٠ا٠٠تابة ا٠تار٠خة. استخدا٠ا٠٠ع٠٠٠٠٠س٠٠ة ا٠٠عر٠ة ا٠٠٠٠٠ة ٠٠أج٠إد٠اج استرات٠ج٠ات ا٠٠راءة ٠ا٠٠تابة ا٠تار٠خ٠ة ٠٠حت٠٠ا٠ع٠٠٠٠ط٠اب ب٠د٠تحس٠٠ا٠٠تابة ا٠بر٠ا٠٠ة ٠٠ادة ا٠تار٠خ. ٠٠ا٠٠٠تدخ٠٠تائج إ٠جاب٠ة ٠٠ا٠ة ٠٠٠٠٠ا٠س ا٠٠تابة. بعد ا٠أخذ بع٠٠ا٠إعتبار ا٠٠تغ٠رات ا٠٠رتبطة ب٠درات ا٠ط٠اب Ø§Ù Ù Ø¨Ø¯Ø¦Ù Ø©Ø Ù Ø¬Ø¯ ا٠باحث٠٠تأث٠رات ٠عتد٠ة إ٠٠٠ب٠رة ٠د٠ج٠٠ع ا٠٠شار٠٠٠. با٠٠سبة ٠٠٠راء ٠٠ا٠٠ج٠٠عة Ø§Ù Ø¶Ø§Ø¨Ø·Ø©Ø Ø§Ù Ù Ø´Ø§Ø±Ù Ù Ù Ù Ù Ø§Ù ØªØ¯Ø®Ù Ø³Ø¬Ù Ù Ø§ ع٠ا٠ات أع٠٠٠٠ا٠٠تابة ا٠تار٠خ٠ة ٠ج٠دة ا٠٠تابة ٠٠تب٠ا ٠٠ا٠ات أط٠٠. ت٠ت٠ر٠ج٠٠٠ذ٠ا٠٠تائج إ٠٠تأث٠ر 0.45 ٠٠٠راء ا٠٠تابة Ø§Ù ØªØ§Ø±Ù Ø®Ù Ø©Ø 0.32 ع٠٠ج٠دة ا٠٠تابة Ø§Ù Ø¹Ø§Ù Ø©Ø Ù 0.60 ع٠٠ط٠٠أ٠را٠٠٠. طب٠ا٠٠ع٠٠٠٠٠٠ا٠ج ا٠تدخ٠٠٠٠راءة ٠٠٠٠تابة ا٠دراس٠ة ٠ع ٠ست٠٠ات عا٠٠ة ٠٠د٠ة Ø§Ù ØªÙ Ù Ù Ø°Ø Ù Ù Ø§ أبد٠با٠باحث٠٠٠است٠شا٠ا٠ع٠ا٠٠ا٠إضا٠٠ة ا٠ت٠سا٠٠ت ٠٠٠جاح ا٠ط٠اب بعد ا٠أخذ بع٠٠ا٠إعتبار ٠٠عا٠٠ة ا٠٠ع٠٠. ٠تش٠ر ا٠٠تائج إ٠٠٠ز٠د ٠٠ا٠٠٠ائد ٠ا٠ت٠تعت٠د ع٠٠ا٠٠أ٠٠د٠أت٠ا٠ط٠اب ا٠٠٠٠ج ا٠دراس٠.RussianÐ Ñ Ñ Ð»ÐµÐ´Ð¾Ð²Ð°Ñ ÐµÐ»Ð¸ Ð²Ñ Ñ Ñ Ð½Ð¸Ð»Ð¸, каким Ð¾Ð±Ñ Ð°Ð·Ð¾Ð¼ в Ñ ÐµÐ·Ñ Ð»Ñ Ñ Ð°Ñ Ðµ 18â дневного â но Ñ Ð°Ñ Ñ Ñ Ð½Ñ Ñ Ð¾Ð³Ð¾ на Ñ ÐµÐ»Ñ Ð¹ Ð°ÐºÐ°Ð´ÐµÐ¼Ð¸Ñ ÐµÑ ÐºÐ¸Ð¹ год â Ð²Ð¼ÐµÑ Ð°Ñ ÐµÐ»Ñ Ñ Ñ Ð²Ð° в Ñ Ñ ÐµÐ±Ð½Ñ Ð¹ план по Ð¸Ñ Ñ Ð¾Ñ Ð¸Ð¸ и Ð¿Ð¸Ñ Ñ Ð¼Ñ Ð¿Ð¾Ð´Ñ Ð¾Ñ Ñ ÐºÐ¸ Ñ Ð°Ð·Ð½Ð¾Ð³Ð¾ Ñ Ñ Ð½Ð¸Ñ ÐµÑ ÐºÐ¾Ð³Ð¾ Ð¿Ñ Ð¾Ð¸Ñ Ñ Ð¾Ð¶Ð´ÐµÐ½Ð¸Ñ Ð¸ Ñ Ñ Ð¾Ð²Ð½Ñ Ñ Ñ Ð¿ÐµÐ²Ð°ÐµÐ¼Ð¾Ñ Ñ Ð¸ Ð´Ð¾Ð±Ð¸Ð»Ð¸Ñ Ñ Ñ Ñ Ð¿ÐµÑ Ð¾Ð² в Ð¾Ð±Ð»Ð°Ñ Ñ Ð¸ Ð¸Ñ Ñ Ð¾Ñ Ð¸Ñ ÐµÑ ÐºÐ¾Ð¹ Ð³Ñ Ð°Ð¼Ð¾Ñ Ð½Ð¾Ñ Ñ Ð¸. Ð£Ñ Ð¸Ñ ÐµÐ»Ñ Ð¸Ñ Ð¿Ð¾Ð»Ñ Ð·Ð¾Ð²Ð°Ð»Ð¸ Ð¼ÐµÑ Ð¾Ð´ â Ð¿Ð¾Ð·Ð½Ð°Ð²Ð°Ñ ÐµÐ»Ñ Ð½Ð¾Ð³Ð¾ Ñ Ñ ÐµÐ½Ð¸Ñ ÐµÑ Ñ Ð²Ð°â Ð´Ð»Ñ Ð¸Ð½Ñ ÐµÐ³Ñ Ð°Ñ Ð¸Ð¸ Ñ Ñ ÐµÐ½Ð¸Ñ Ð¸Ñ Ñ Ð¾Ñ Ð¸Ñ ÐµÑ ÐºÐ¸Ñ Ñ ÐµÐºÑ Ñ Ð¾Ð², Ñ Ñ Ñ Ð°Ñ ÐµÐ³Ð¸Ð¹ Ñ Ð¾Ð·Ð´Ð°Ð½Ð¸Ñ Ð¿Ð¸Ñ Ñ Ð¼ÐµÐ½Ð½Ð¾Ð³Ð¾ Ñ ÐµÐºÑ Ñ Ð° и Ñ Ñ Ð²Ð¾ÐµÐ½Ð¸Ñ Ñ Ð¾Ð´ÐµÑ Ð¶Ð°Ð½Ð¸Ñ . Ð Ñ Ñ ÐµÐ»Ñ Ñ Ð±Ñ Ð»Ð¾ Ð¿Ð¾Ð²Ñ Ñ Ð¸Ñ Ñ ÐºÐ°Ñ ÐµÑ Ñ Ð²Ð¾ Ð°Ñ Ð³Ñ Ð¼ÐµÐ½Ñ Ð¸Ñ Ð¾Ð²Ð°Ð½Ð½Ñ Ñ Ñ Ñ Ñ Ðµ на Ð¸Ñ Ñ Ð¾Ñ Ð¸Ñ ÐµÑ ÐºÐ¸Ðµ Ñ ÐµÐ¼Ñ . Ранное Ð²Ð¼ÐµÑ Ð°Ñ ÐµÐ»Ñ Ñ Ñ Ð²Ð¾ Ð¿Ñ Ð¸Ð²ÐµÐ»Ð¾ к Ñ Ñ Ñ ÐµÑ Ñ Ð²ÐµÐ½Ð½Ñ Ð¼ Ð¿Ð¾Ð»Ð¾Ð¶Ð¸Ñ ÐµÐ»Ñ Ð½Ñ Ð¼ Ñ ÐµÐ·Ñ Ð»Ñ Ñ Ð°Ñ Ð°Ð¼ Ð´Ð»Ñ Ð²Ñ ÐµÑ Ð¿Ð°Ñ Ð°Ð¼ÐµÑ Ñ Ð¾Ð² Ð¿Ð¸Ñ Ñ Ð¼Ð°. Ð£Ñ Ð¸Ñ Ñ Ð²Ð°Ñ Ð¿ÐµÑ ÐµÐ¼ÐµÐ½Ð½Ñ Ðµ, Ñ Ð²Ñ Ð·Ð°Ð½Ð½Ñ Ðµ Ñ Ð¾ Ñ Ð¿Ð¾Ñ Ð¾Ð±Ð½Ð¾Ñ Ñ Ñ Ð¼Ð¸ Ñ Ñ Ð°Ñ Ð¸Ñ Ñ Ñ Ð¸ Ð¸Ñ Ñ Ð¼ÐµÐ½Ð¸Ñ Ð¼Ð¸ на Ð²Ñ Ð¾Ð´Ðµ в Ñ ÐºÑ Ð¿ÐµÑ Ð¸Ð¼ÐµÐ½Ñ , Ð¸Ñ Ñ Ð»ÐµÐ´Ð¾Ð²Ð°Ñ ÐµÐ»Ð¸ Ð¾Ñ Ð¼ÐµÑ Ð¸Ð»Ð¸ Ñ Ð¼ÐµÑ ÐµÐ½Ð½Ñ Ð¹ или Ð·Ð½Ð°Ñ Ð¸Ñ ÐµÐ»Ñ Ð½Ñ Ð¹ Ð¿Ð¾Ð»Ð¾Ð¶Ð¸Ñ ÐµÐ»Ñ Ð½Ñ Ð¹ Ñ Ñ Ñ ÐµÐºÑ Ñ Ð²Ñ ÐµÑ Ð±ÐµÐ· Ð¸Ñ ÐºÐ»Ñ Ñ ÐµÐ½Ð¸Ñ . Ð£Ñ Ð°Ñ Ñ Ð½Ð¸ÐºÐ¸ Ñ ÐºÑ Ð¿ÐµÑ Ð¸Ð¼ÐµÐ½Ñ Ð° Ð¿Ñ ÐµÐ²Ð·Ð¾Ñ Ð»Ð¸ ÐºÐ¾Ð½Ñ Ñ Ð¾Ð»Ñ Ð½Ñ Ñ Ð³Ñ Ñ Ð¿Ð¿Ñ Ð² понимании Ð¸Ñ Ñ Ð¾Ñ Ð¸Ð¸ и длине и Ñ Ñ Ð¾Ð²Ð½Ðµ Ð½Ð°Ð¿Ð¸Ñ Ð°Ð½Ð½Ñ Ñ Ð¸Ð¼Ð¸ Ñ Ñ Ñ Ðµ: знание Ð¸Ñ Ñ Ð¾Ñ Ð¸Ð¸ Ð¾ÐºÐ°Ð·Ð°Ð»Ð¾Ñ Ñ Ð½Ð° 45%, ÐºÐ°Ñ ÐµÑ Ñ Ð²Ð¾ Ð¿Ð¸Ñ Ñ Ð¼Ð° на 33,2% и длина Ñ Ñ Ñ Ðµ на 60% Ð²Ñ Ñ Ðµ, Ñ ÐµÐ¼ Ñ Ð¸Ñ Ñ Ð²ÐµÑ Ñ Ñ Ð½Ð¸ÐºÐ¾Ð² из ÐºÐ¾Ð½Ñ Ñ Ð¾Ð»Ñ Ð½Ð¾Ð¹ Ð³Ñ Ñ Ð¿Ð¿Ñ . Ð£Ñ Ð¸Ñ ÐµÐ»Ñ Ð¾Ñ Ñ Ñ ÐµÑ Ñ Ð²Ð¸Ð»Ð¸ Ð¿Ñ ÐµÐ´Ð»Ð¾Ð¶ÐµÐ½Ð½Ð¾Ðµ Ð²Ð¼ÐµÑ Ð°Ñ ÐµÐ»Ñ Ñ Ñ Ð²Ð¾ в Ñ Ñ ÐµÐ±Ð½Ñ Ð¹ план ÐºÑ Ð°Ð¹Ð½Ðµ Ñ Ñ Ð°Ñ ÐµÐ»Ñ Ð½Ð¾, Ð·Ð°Ñ Ñ Ð°Ð²Ð¸Ð² Ð¸Ñ Ñ Ð»ÐµÐ´Ð¾Ð²Ð°Ñ ÐµÐ»ÐµÐ¹ Ð¿Ñ Ð¾Ð°Ð½Ð°Ð»Ð¸Ð·Ð¸Ñ Ð¾Ð²Ð°Ñ Ñ â помимо Ñ Ñ Ñ ÐµÐºÑ Ð¸Ð²Ð½Ð¾Ñ Ñ Ð¸ Ñ Ð°Ð±Ð¾Ñ Ñ Ñ Ñ Ð¸Ñ ÐµÐ»Ñ â Ð´Ð¾Ð¿Ð¾Ð»Ð½Ð¸Ñ ÐµÐ»Ñ Ð½Ñ Ðµ Ñ Ð°ÐºÑ Ð¾Ñ Ñ , ÐºÐ¾Ñ Ð¾Ñ Ñ Ðµ Ñ Ð¿Ð¾Ñ Ð¾Ð±Ñ Ñ Ð²Ð¾Ð²Ð°Ð»Ð¸ Ñ Ñ Ð¿ÐµÑ Ñ Ñ Ñ ÐµÐ½Ð¸ÐºÐ¾Ð². Ð Ð¾Ð»Ñ Ñ ÐµÐ½Ñ Ð´Ð°Ð½Ð½Ñ Ðµ о Ð¼Ð½Ð¾Ð³Ð¸Ñ Ð¿Ð¾Ð·Ð¸Ñ Ð¸Ð²Ð½Ñ Ñ Ñ ÐµÐ·Ñ Ð»Ñ Ñ Ð°Ñ Ð°Ñ Ð² Ð¿Ñ Ð¾Ñ ÐµÑ Ñ Ðµ Ñ Ñ Ð²Ð¾ÐµÐ½Ð¸Ñ Ð²Ñ ÐµÑ Ñ Ð°Ð·Ð´ÐµÐ»Ð¾Ð² Ñ Ñ ÐµÐ±Ð½Ð¾Ð³Ð¾ плана.FrenchCette recherche étudie dans quelle mesure une intervention de 18 jours du programme d’histoire et dâ écriture, entreprise pendant une durée d’un an, aide sur le plan culturel et académique des adolescents diversifiés à permet un important apprentissage de littératie en histoire. Les enseignants ont mis en Å uvre une forme cognitive d’enseignement d’intégration de la lecture de l’histoire et de stratégies dâ écriture avec l’apprentissage du contenu afin de développer lâ écriture argumentative en histoire des élèves. Cette intervention a conduit à des résultats positifs et significatifs dans tous les types dâ écriture de l’histoire. Après contrôle des variables associées aux compétences de départ des élèves, les chercheurs ont trouvé des effets moyens ou grands chez tous les participants. Par rapport aux lecteurs de base du groupe contrôle, ceux qui ont participé à l’intervention ont obtenu de meilleurs résultats en écriture historique et qualité de lâ écriture et ils ont écrit des textes plus longs ; ces résultats traduisent des effets de la taille de .45 par rapport aux lecteurs de base en écriture historique, de .32 dans la qualité de dâ écriture en général, et de .60 dans la longueur de leurs écrits. Les enseignants ont mis en place l’intervention du programme de lectureâ écriture avec de hauts niveaux de fidélité dans la mise en place ; ce qui a conduit les chercheurs à explorer d’autres facteurs qui ont contribué à la réussite des élèves après prise en compte de l’efficacité du maître. Les résultats indiquent des progrès ultérieurs variables selon le degré auquel les élèves ont suivi le programme.Peer Reviewedhttp://deepblue.lib.umich.edu/bitstream/2027.42/135405/1/rrq147-sup-0002-AppendixB.pdfhttp://deepblue.lib.umich.edu/bitstream/2027.42/135405/2/rrq147_am.pdfhttp://deepblue.lib.umich.edu/bitstream/2027.42/135405/3/rrq147-sup-0001-AppendixA.pdfhttp://deepblue.lib.umich.edu/bitstream/2027.42/135405/4/rrq147.pd

A study on digital-based argumentative writing in English of South Korean university students

In higher education in South Korea, English proficiency has been specifically emphasised by the government (Kang, 2015; Kang, 2018; Kim, 2017; Shim & Park, 2008; Williams, 2015). However, writing skills have had little attention in education settings, including higher education institutions (Kim, 2018; Shin, 2018; Park, 2020; Shin & Hyun, 2020; Yu, 2019), despite a series of educational reforms. Students in South Korean higher education are now facing practical and specific needs for argumentative writing in English (Shim, 2016; Shin, 2018). However, the overall context of English education does not fully reflect their real needs (Kim, 2018; Kwon, 2012; Kwak, 2017; Shim, 2016). South Korean universities require their students to reach a specific level at one of the English proficiency tests (Kim, 2018; Ma, 2018; Shim, 2016), most of which include at least one argumentative writing task. Additionally, the certificate of English proficiency test is widely used as the basic skills reference for their career (Kim, 2018). In the meantime, writing proficiency has increasingly gained its own weight in English language tests (Kim, 2018; Ma, 2018; Shin, 2018), adding to the burden on students to develop their writing proficiency (Kim, 2018; Ma, 2018). Despite students’ need for improvement in English writing proficiency, including English argumentative writing, writing courses given by South Korean higher education institutions are still rare (Kim, 2018; Ma, 2018; Shin, 2018; Yu, 2019) and often allow little room for reviewing tasks (Kim, 2018; Ma, 2018; Shim, 2018), even though they commonly use a process-based approach. Furthermore, in immediate response to their needs, higher education institutions in both the public and private sectors have maintained narrow academic attention, focusing on test specific writing skills (Kim, 2018; Shin, 2018). All these situations have resulted in a lack of educational opportunities for students to receive theoretically and systematically well designed instruction in developing their argumentation skills (Shin, 2018). For South Korean students learning English as a foreign language (EFL), argumentative writing in English includes acquiring an understanding of and the skills for both critical thinking and English-specific conventions for the target genre of writing (Ahn & Park, 2019; Choi, 2008; Shim, 2016). To promote a fast and concrete understanding of argumentation in English, representative organisational structures are often used in instructional practices. While many of the courses for English argumentative writing in South Korea are limited to the delivery of instructions, or creating a rough claim-evidence link in a paragraph, this simple formula-based approach may have a limited influence on the level of argumentation that university students in South Korea are able to develop (Choi, 2008). To enhance students’ in-depth knowledge of and skills for making arguments in English, a systematic and effective instructional model is necessary, targeting argumentation development and investigated by rigorous research. However, with a traditionally narrow focus on writing in English education, studies on English writing itself, including argumentative writing, have been limited, despite the importance of this area. As a way of introducing systematically presented models into instruction in English argumentative writing, the Toulmin model can be an effective option. It suggests a detailed, sequenced, intensively explained process for the logical framework for writing in English. In this sense, it is necessary to explore how to modify and apply Toulmin’s components into the courses for English argumentative writing in South Korean higher education. In addition to the practical applicability of the Toulmin model, it is necessary to consider the common context in which writing courses in South Korean higher education institutions provide some phases for drafting and revision/editing, which are broadly anchored in the process-based writing approach. Considering the practical challenge caused by a lack of time for drafting in writing courses (Kim, 2018; Ma, 2018; Shim, 2018), online based classes can be a better option, enabling more flexibility in time and space. Even before the Covid-19 outbreak, diverse synchronous and asynchronous digital writing environments have been utilised in the field of higher education in South Korea to enhance students’ writing performance and also increase the connectivity between learners and teachers. However, the digital environments for English writing in South Korea are still based on a lack of rigour in terms of research evidence, which signals the need for more research into how best to develop digital writing platforms and incorporate necessary support for users. With the two main areas of English argumentative writing and digital learning environments for writing combined, this study explores the effectiveness of a digital-based argumentative writing course in South Korea, as well as the pedagogical implications. To investigate the effects of digital course development for instruction in English argumentative writing for university students in South Korea and derive insights in digital course design for English argumentative writing for university students in South Korea, this study used a sequential mixed-methods design: quantitative phase followed by qualitative phase for collection and analysis of data sets. The English argumentative writing course in this study applies the Toulmin model (1958; 2003) as a specific teaching strategy, with a cycle of drafting and exchanging feedback using the process-based writing approach. To provide the online group with a digital-based collaborative writing1 environment for feedback exchanges, the writing platform, Scholar, was used. In this study, 43 undergraduate students in South Korea participated in a writing course for one semester, 22 participants in a control group (offline course) and 21 participants in an intervention group (online course). They participated in pre- and post-writing tests, two sessions of interviews, and narrative writing for reflection. Also, ten university teaching staff and e-developers took part in one individual interview session each, to provide professional views on the online instructional design that is implemented in the English argumentative writing of this study. In terms of the effectiveness of the online writing course for developing argumentation skills in English, the findings from the quantitative analysis show both online and offline courses had a positive impact on improvement and retention. Although the statistical results present no indication that the online class had higher learning gains than the offline group by any significant difference, this result is supported by the findings from the qualitative analysis, which indicates that the online group performed better in terms of the quality and the quantity of peer feedback. In addition, the findings from the qualitative analysis suggest that the writing course in this study helped students to develop their knowledge and sensitivity in argumentation in English, and the online course facilitated enhanced engagement in feedback tasks. Moreover, despite recognising the value of face-to-face interaction for English argumentative writing, the qualitative findings suggest that the anonymity and convenience of the online writing course in this study encouraged participation in feedback. Finally, the findings from teaching staff and e-developer interviews reveal generally positive perceptions of and evaluations of the usefulness and applicability of the Toulmin model for English argumentation development, and the collaborative writing environment of Scholar. ( 1. In this study, the term, ‘collaborative writing,’ means individual student’s essay writing supported by external feedback, including peer and teacher feedback, not co-authorship in writing one shared essay together.

Learning Analytics for Academic Writing through Automatic Identification of Meta-discourse

Effective written communication is an essential skill which promotes educational success for undergraduates. Argumentation is a key requirement of successful writing, which is the most common genre that undergraduates have to write particularly in the social sciences. Therefore, when assessing student writing academic tutors look for students’ ability to present and pursue well-reasoned and strong arguments through scholarly argumentation, which is articulated by meta-discourse. Today, there are some natural language processing systems which automatically detect authors’ rhetorical moves in scholarly texts. Hence, when assessing their students’ essays, educators could benefit from the available automated textual analysis which can detect meta-discourse. However, previous work has not shown whether these technologies can be used to analyse student writing reliably. The aim of this thesis therefore has been to understand how automated analysis of meta-discourse in student writing can be used to support tutors’ essay assessment practices. This thesis evaluates a particular language analysis tool, the Xerox Incremental Parser (XIP) as an exemplar of this type of automated technology. The studies presented in this thesis investigates how tutors define the quality of undergraduate writing and suggests key elements that make for good quality student writing in the social sciences, where XIP seems to work best. This thesis also sets out the changes that needs to be made to the XIP and proposes in what ways its output can be delivered to tutors so that they make use of this output to give feedback on student essays. The findings reported also show problems that academic tutors experience in essay assessment, which potentially could be solved by automated support. However, tutors have preconceptions about the use of automated support. The study revealed that tutors want to be assured that they retain the ‘power’ themselves in any decision of using automated support to overcome these preconceptions

The Creation of a Ninth Grade Literacy Course: One Teacher\u27s Experiences in Teaching a Standards-Based Literacy Course

This study examined one teacher’s experience with teaching a ninth grade literacy course. In response to consecutively low reading test scores, the administration in a rural high school in South Central Kentucky established a literacy course for all ninth grade students. This research illustrates the teacher’s implementation and instruction of that course. In addition, the research investigates how the results of a formal reading assessment might be used to improve the reading course in the future

A New Approach: Closing the Writing Gap By Using Reliable Assessment to Guide and Evaluate Cross-Curricular Argumentative Writing

Educational standards emphasize cross-curricular literacy and complex skills at the secondary level. These standards align to the heightened priority of argumentative writing across disciplines. With increasingly complex and shifting writing expectations, assessment practices need to be implemented to mirror these expectations. Two primary components to effective assessment are the ability to inform teaching and improve student learning. This study is designed to test the reliability of a process-oriented rubric as a tool to evaluate argumentative writing in the cross-curricular context, and as a tool to guide classroom practices based on student readiness. The purpose of this study is to observe the reliability of a process-oriented argumentative writing rubric as an evaluation tool, and to measure the reliability of a process-oriented argumentative writing rubric that informs instruction. Teachers and their students from two inclusive, urban education classes participated in the study. One class represented a control group which received the first and last treatment conditions without experimental interventions. The second class represented an experimental group that engaged in a tiered intervention program guided by the assessment tool. Additionally, four reported educators participated in analyzing the tool’s reliability as a cross-curricular rubric for argumentative writing. The educators also completed surveys about their experiences using the rubric created for the study and traditional assessment practices. Results suggest that tiered intervention guided by effective assessment makes significant gains in literacy achievement over a short period of time. Results also suggest that the rubric created for the study warranted more reliable ratings across cross-curricular educators than traditional assessment. Educators also reported a preference for the process-oriented approach to assessment over traditional methods

A FOCUS ON CONTENT: THE USE OF RUBRICS IN PEER REVIEW TO GUIDE STUDENTS AND INSTRUCTORS

Students who are solving open-ended problems would benefit from formative assessment, i.e., from receiving helpful feedback and from having an instructor who is informed about their level of performance. Open-ended problems challenge existing assessment techniques. For example, such problems may have reasonable alternative solutions, or conflicting objectives. Analyses of open-ended problems are often presented as free-form text since they require arguments and justifications for one solution over others, and students may differ in how they frame the problems according to their knowledge, beliefs and attitudes.This dissertation investigates how peer review may be used for formative assessment. Computer-Supported Peer Review in Education, a technology whose use is growing, has been shown to provide accurate summative assessment of student work, and peer feedback can indeed be helpful to students. A peer review process depends on the rubric that students use to assess and give feedback to each other. However, it is unclear how a rubric should be structured to produce feedback that is helpful to the student and at the same time to yield information that could be summarized for the instructor.The dissertation reports a study in which students wrote individual analyses of an open-ended legal problem, and then exchanged feedback using Comrade, a web application for peer review. The study compared two conditions: some students used a rubric that was relevant to legal argument in general (the domain-relevant rubric), while others used a rubric that addressed the conceptual issues embedded in the open-ended problem (the problem-specific rubric).While both rubric types yield peer ratings of student work that approximate the instructor's scores, feedback elicited by the domain-relevant rubric was redundant across its dimensions. On the contrary, peer ratings elicited by the problem-specific rubric distinguished among its dimensions. Hierarchical Bayesian models showed that ratings from both rubrics can be fit by pooling information across students, but only problem-specific ratings are fit better given information about distinct rubric dimensions

Inherit the Wind: Formal Essay [Liberal Arts]

This common assignment was designed for students in an LMF 101 (First-Year Seminar for Liberal Arts: Math & Science) class and those in a capstone LIB 200 (Science, Technology, and Humanism) class. The assignment is aligned to the Integrative Learning Core Competency and the Written Communication Ability. In this assignment, the students in both classes critically read the play, Inherit the Wind by Jerome Lawrence and Robert E. Lee, and the LMF 101 class is also shown the film based on the play. The play is based on the connection of two of the major themes of these classes: humanism and science. The students are then required to write a comprehensive essay, which addresses a declared thesis statement based on the conflicts and intersections of the overarching themes, inherent within the play. In preparation for the formal essay assignment, there are in-class discussions and activities that are focused on critically thinking and analyzing several key quotations from the play: significant to character and plot development, as well as the connections between humanism and science. Subsequently, the LIB 200 students peer review the essays of the LMF 101 students, who in turn, respond to these peer reviews. The peer-review process comprises two combined class meetings and discussions focused on the LIB 200 student reviews and the LMF 101 student responses. LMF 101 is a dynamic, interactive course with a variety of objectives that have been designed to address key issues connected to college life, the utilization of on-campus resources, the learning process for students and the pathway to their major. The introductory nature of this course serves as an orientation to the academic disciplines in the program, and provides exposure to the content that students will learn to develop and organize as they progress, as well as the connections they will make between academic content and their own experience. The overwhelming majority of students enrolled in this course are concurrently enrolled in remedial writing or introductory composition courses; the concept/process of peer-reviewing and peer-critiquing is introduced in students’ writing courses, and then applied to diverse context in this collaborative project with the Capstone students. LIB 200 is a culminating capstone course in the college experience that explores, in depth, the relationship between humanism, science and technology. It is a writing intensive class, in which students apply knowledge, writing, and critical thinking strategies acquired in earlier courses to relevant contemporary and historical societal issues, as well as reflect on their responsibilities in a diverse society. LaGuardia’s Core Competencies and Communication Abilities Framed by the dimensions of the Written Communication Ability rubric, this assignment helps students build the ability to critically examine and interpret a relevant text in order to enhance their critical thinking, synthesis, analysis, reflection and evaluation skills within the context of societal ethics and values. Overall, the assignment is worth 15% of the final grade in the LMF 101 and LIB 200 courses. The assignment was developed and implemented as part of a Learning Matters mini-grant project that aimed to enhance the Liberal Arts experience to students across the academic spectrum. The assignment was also discussed in detail in the mini-seminar sessions and revised based on the feedback obtained from such interactions with colleagues

Ungrading Writing: Changes in Motivation, Volition, and Perceived Learning

Motivation and volition are critical precursors to learning, as students learn best when the course material is relevant and personally meaningful. The ARCS-V (i.e., attention, relevance, confidence, satisfaction, and volition) model addresses motivation from an instructional design perspective. Underlying the model is a learner-centered locus of control. Research suggests that grades can be a barrier to learning because they are teacher-centered, allowing instructors to control the reward and punishment cycle. When grades are given, earning high marks often replaces learning as the educational goal. In response to this concern, many undergraduate composition instructors have implemented ungrading, an assessment method in which students are provided with formative feedback without grades. However, an extensive literature search revealed no studies have examined ungrading using the ARCS-V model as a theoretical framework and no studies that examine the ARCS-V model in first-language composition courses. Additionally, few studies have addressed the use of ungrading in online courses. The purpose of this quantitative, survey-based, repeated measures, correlational study was to examine how student motivation, volition, and perceived learning change over time when ungrading is used in online, undergraduate, research and argumentative writing courses (RAW) at a large state university in the Southeastern United States using the ARCS-V model as a theoretical framework. Motivation was measured using the Course Interest Survey (CIS). Volition was measured using the Volition for Learning Scale, and Perceived Learning was measures using the CAP Perceived Learning Scale (CAP Scale). During the spring 2023 semester, 57 students in seven sections of RAW courses participated in an ungraded course. Participants completed the CIS, VFLS, and CAP Scale during week 1 (T1), week 4 (T2), and week 8 (T3) of the course. The results indicated that student motivation remained constant over time and that student volition and perceived learning decreased over time. As these findings contradict much of the existing research, more quantitative research into ungrading is needed to clarify these relationships