THE "POWER" OF TEXT PRODUCTION ACTIVITY IN COLLABORATIVE MODELING : NINE RECOMMENDATIONS TO MAKE A COMPUTER SUPPORTED SITUATION WORK

Language is not a direct translation of a speaker’s or writer’s knowledge or intentions. Various complex processes and strategies are involved in serving the needs of the audience: planning the message, describing some features of a model and not others, organizing an argument, adapting to the knowledge of the reader, meeting linguistic constraints, etc. As a consequence, when communicating about a model, or about knowledge, there is a complex interaction between knowledge and language. In this contribution, we address the question of the role of language in modeling, in the specific case of collaboration over a distance, via electronic exchange of written textual information. What are the problems/dimensions a language user has to deal with when communicating a (mental) model? What is the relationship between the nature of the knowledge to be communicated and linguistic production? What is the relationship between representations and produced text? In what sense can interactive learning systems serve as mediators or as obstacles to these processes

Elementary String Orchestra: A Hybrid Curriculum

Remote and distance musical instruction can be traced back to the earliest transmissions of radio and television. In the last few decades, it has made considerable strides due to the development of the internet and growing supportive software and online platforms. However, when the COVID-19 virus swept the world, many school districts were forced to convert to full- remote instruction instantaneously. While some unique and beneficial strategies developed out of this, many aspects and strategies proved to be less than ideal and inferior to in-person instruction, particularly where it pertained to performance and ensemble-based instrumental instruction. This project strives to create a hybrid curriculum for a 5th-grade elementary orchestra. It combines the successful methods and practices found within remote instruction with the aspects of live, in- person instruction essential to teaching music ensembles, especially for those with string students of this particular age group. This curriculum is created to work in conjuncture with preparing repertoire for orchestra concerts while it simultaneously expands students’ technical knowledge, skills, and competencies in playing their instruments and fosters critical thinking and musically reflective skills within students

Implementing self-regulated strategy development for teaching argumentative writing : a multidimensional approach

Tese de doutoramento, Psicologia (Psicologia da Educação), Universidade de Lisboa, Faculdade de Psicologia, Universidade de Coimbra, Faculdade de Psicologia e de Ciências da Educação, 201

Video Game Sound as Educational Space

Synergizing fields such as music theory, computing, musicology, cognition, and psychology, scholars and practitioners have approached game music from many directions. However, research on pedagogical usages of game music is still emerging. While many education scholars have researched game-based-learning (Bourgonjon et al, 2013; Simões, Redondo, & Vilas, 2013; Beavis, Muspratt, & Thompson, 2015; Hamari et al, 2016), music education authors have largely remained distant from ludomusicology (the study of music as it relates to play). I intend to bridge that gap by examining the intersections of game music and sound, player interaction, and learning. My research synthesizes the work of Naxer (2020) and Grasso (2020), as the latter has studied affective player experience regarding music and the former has considered the pedagogical implications of game elements in a music learning environment. The purpose of this phenomenological study was to explore experiences related to learning and sound in video games. I sought to answer the following research questions: How do players construct meaning from game sound? What are the educational spaces created by the interaction of game sound and players? Participants (N = 9) engaged in a virtual focus group interview designed around the popular model of Twitch streaming, as well as subsequent individual virtual interviews. I used an iterative coding process to analyze interview transcripts and Zoom chat text, through which themes of kinesonority and affect emerged

Volume 19, Number 1 - October 1936

Volume 19, Number 1 - October 1936. 66 pages including covers and advertisements. Sheen, Rt. Rev. Msgr., Fulton, J., The Dignity of Man Hughes, Edward Riley, Perception--A Poem O\u27Brien, George V., The Kettle--A Short Story Geary, William Denis, Good Intentions--A Poem Healy, Robert C., Corvo, Singer In Solitude Gibbons, Walter F., On The Psychology Of Hosiery Hughes, Edward Riley, First Citizen--A Poem King, Francis J., Present Day Art Geary, William Denis, Moderation--A Poem Graham, John A., One Fleeting Hour--A Short Story Geary, William Denis, Flight--A Poem Plasse, William B., Races Are Fixed! McTige, Joseph, Fair Ireland Hughes, Edward Riley, Prayer--A Poem Hughes, Walter Appleton, The Bore The Merrier Hughes, Edward Riley, Via Crucis--A Poem Flynn, Thomas, Catholics, Child Labor and the Amendment Scowcroft, George T., The Collegiate World Editorials Book Review

Evoking Visual Imagination in Teaching Writing: ESL Students\u27 Perspectives

This study examines the relationship between encouraging visual imagination and ESL (English as a Second Language) writing performance. It was designed as a onesemester case study of two groups: high-intermediate and intermediate ESL writers, using a series of pre-writing activities designed to stimulate visual imagination. As an investigation of imagination across different cultures and languages, this study is intended to shed new light on the role of visual imagination in ESL writing instruction. The data collected in this qualitative research study included four principal methods: 1) participants essay assignments exploring different writing topics throughout the 16-week semester; 2) participants\u27 reflection reports with one or two questions exploring their thought process during writing; 3) the researcher\u27s observation notebook with descriptions of her observations during class instruction; and 4) participants\u27 audiotaped interviews designed to explore their perspectives on the instruction in general, and the usefulness of the pre-writing exercises in particular. The data in this study was analyzed, first, by finding common themes; and second, by using cross-analysis of all viii codes from all data. In addition, the researcher used contextual analysis of the participants\u27 narratives and content analysis of their essays. The research findings show that participants in this study found pre-writing exercises emphasizing visual imagination very helpful in their writing process. The overwhelming majority of the participants expressed that they were able to visualize the writing topic during these exercises, and that these exercises provided them with more ideas to write about. The majority of participants also reflected on the relationship between their past or personal experience and their writing process, and used words \u27see\u27, \u27saw\u27, \u27something I see\u27, or \u27look\u27 when asked to describe this process. The participants\u27 perception that pre-writing exercises emphasizing visual imagination were helpful is supported by the rich content and overall improvement in their essay writing during the course of this 16-week intensive ESL writing course. In the absence of significant research in the area of ESL writing instruction and visual imagination, the findings of this study have important implications for the development of hypotheses which may be tested with other populations of ESL students. This may lead to better theories about the role of visual imagination in ESL writing instruction.\u2

1902-1903 Catalog

This catalog lists available courses for the 1902-1903 term. It also includes lists of faculty, enrolled students, officers and members of student clubs, award recipients and other information about the College of the Holy Cross.https://crossworks.holycross.edu/course_catalog/1030/thumbnail.jp

Assumption College Alumni Chatter 1955

Holdings: 1955: Jan. - 1955: June 4 p. each issue1955: July - 1955: Sept. Not Published1955: Oct. - 1955: Dec. 4 p. each issuehttps://scholar.uwindsor.ca/assumptioncollegealumnichatter/1015/thumbnail.jp

한국 고등학생 영어학습자를 위한 과정중심 쓰기 수업과 수행평가의 통합

학위논문(석사)--서울대학교 대학원 :사범대학 외국어교육과(영어전공),2019. 8. 김진완.듣기, 말하기, 읽기, 쓰기 네 가지 언어 능력 중 쓰기가 고등사고능력을 요구하는 기술로 여겨져 쓰기 능력의 중요성이 부각되고 있다. 선행 연구들을 살펴보면, 다양한 측면에서 모국어 쓰기와 외국어 쓰기가 다르다는 점이 밝혀졌고, 외국어 학습자들이 능숙하게 영어로 쓰기를 하기 위해서는 영어로 글쓰는 방법을 배우는 것이 필수적이라는 사실을 알 수 있다. 역사적으로 쓰기를 가르치는 초기 방법은 결과중심 쓰기 접근법이었으며 과정중심 쓰기 접근법으로 옮겨가다가 이후에는 결과중심 쓰기 접근법과 과정중심 쓰기 접근법을 적절하게 혼합하여 적용하는 글쓰기 수업들이 등장하였다. 본 연구는 과정중심 쓰기 교수법을 수행평가와 통합하였을 때 한국 고등학생 영어학습자들에게 어떤 영향을 끼치는지에 대해 탐구했다. 영작문 수행평가는 학생들의 쓰기 능력을 평가하는 것이기 때문에 쓰기 과정뿐만 아니라 최종 쓰기 결과물에도 초점을 맞추어야 한다. 한국의 교육 시스템은 평가에 민감하게 반응하는 구조여서 과정중심 쓰기 수업을 영작문 수행평가와 통합하는 것이 학생들의 쓰기 수업 참여를 촉진할 것이고, 결과적으로 쓰기 능력을 향상시킬 것으로 기대되었다. 62명의 한국 고등학교 영어 학습자들을 대상으로 과정중심 쓰기 수업을 영작문 수행평가와 통합하여 10주 동안 쓰기 수업을 실시한 결과물과 학생들의 사전·사후 설문지, 그리고 교수자의 관찰 노트를 바탕으로 양적·질적 연구를 실시하였다. 연구 결과, 학생들은 쓰기 과정과 쓰기 결과물 모두에서 통계적으로 유의미한 발전을 보였다. 먼저 쓰기 결과물의 향상을 조사하기 위해 학생들이 실험 첫 주에 작성한 글과 마지막 주에 작성한 최종 쓰기 결과물을 비교했다. 학생들의 글이 길이가 길어지고 내용도 풍부해졌으며 유기적으로 구조화되었음을 확인할 수 있었다. 또한 다양한 표현을 통한 표현력 향상과 언어 사용의 측면도 발전을 보였다. 다음으로 쓰기 과정에서 학생들은 계획적인 글쓰기를 통해서 완성도 높은 1차 쓰기를 했고, 학생들 간 피드백을 통해 서로 간에 자율적인 학습이 있었으며 과정중심 쓰기 수업 속에서 지속적인 고쳐 쓰기를 하면서 스스로 글을 수정하는 능력을 길렀다. 쓰기 과정은 쓰기 결과물과 밀접하게 연관되어 있기 때문에 학생들은 최종 영작문 수행평가에서 더 높은 점수를 받을 수 있었다. 통계적인 결과에서는 하위 수준 그룹의 쓰기 결과물만이 향상된 것으로 나타났지만 쓰기 과정 속에서 나타난 쓰기 결과물들을 질적으로 분석해보니 상위 수준과 하위 수준 모두에게서 쓰기 능력 향상이 확인되었다. 특히 쓰기 유창성과 자기 수정 능력은 상위 수준 학습자 그룹이 하위 수준 학습자 그룹보다 눈에 띄는 발전을 보였다. 본 연구는 한국의 평가 중심 교육 시스템 속에서 학생들을 쓰기 수업에 더욱 적극적으로 참여시키기 위해서는 수업과 영작문 수행평가를 통합하는 것이 필수적이며 효과적인 쓰기 과정을 통한 쓰기 결과물 향상을 위해서는 과정중심 쓰기 수업이 필요하다는 것을 시사한다. 이러한 수업과 평가의 통합은 당대의 교육 정책에도 부합하는 것이라 할 수 있다. 결국 이번 연구는 다양하고 실행 가능한 쓰기 수업과 쓰기 평가의 통합적인 방법들이 논의되어야 할 필요성을 제기하는 것에 의의가 있다 하겠다.The importance of writing ability is highlighted, because among four language skills – listening, speaking, reading, and writing – writing skill is known to require higher order thinking. However, previous literatures have proved that L2 writing is different from L1 writing in many aspects, so it is essential for EFL learners to learn how to write in English in order to become proficient writers. Historically, product-oriented writing approach was the initial step to teach the way to write, moved to process-oriented writing approach, and then mixed them in some ways. With regard to the trend of writing approach, this exploratory study explored the influence of process-oriented writing instruction integrated with performance assessment on Korean high school EFL learners. Since performance assessment evaluates students writing ability, it should focus on not only writing process but also final writing product. Also, Korea is in the examination-driven education system, so it was expected that integrating process-oriented writing instruction with performance assessment would facilitate students involvement in writing, which results in development of writing ability. Sixty two Korean high school EFL learners writing products during 10 weeks writing classes, self-report pre- and post-questionnaire surveys, and instructors observation notes were collected and analyzed quantitatively and qualitatively. Results revealed that students have developed their writing in terms of both writing process and writing product. In order to investigate development in the aspect of writing product, students final writing written in the last week was compared with the first writing written in the first week. Statistically, they wrote significantly longer, with more thorough and substantive content, and organized their ideas more effectively. Through qualitative analyses, it was also proved that they used a variety of expressions and vocabulary, and better managed language use through process-oriented writing instruction integrated with performance assessment. In the aspect of writing process, students planned more, completed the first draft based on planning, learned from others during peer feedback, and built self-revising ability during repeated revising in the process-oriented writing instruction. Writing process linked closely to writing product, and thus students could end up gaining better scores in the final performance assessment. However, there was discrepancy according to proficiency levels, high and low. Although statistical results proved development in writing product for low proficiency group only, qualitative analyses on writing products through process-oriented writing demonstrated writing development for both high and low proficiency groups. Moreover, especially high proficiency group students displayed outstanding self-revising ability with better writing fluency. The present study suggests that process-oriented writing instruction be necessary for Korean high school EFL students to develop writing product during effective writing process. In order to encourage students involvement in the writing instruction, integrating instruction with performance assessment is essential in the examination-driven education system of Korea, and the integration of instruction and assessment corresponds to the contemporary educational policy. Consequently, this urges EFL writing practitioners to begin discussing various feasible methods to integrate writing instruction with writing assessment into educational practice.CHAPTER 1. INTRODUCTION 1 1.1. The Need and Purpose of the study 1 1.2. Research Questions 9 1.3. Organization of the Thesis 10 CHAPTER 2. LITERATURE REVIEW 12 2.1. L2 Writing Approaches 12 2.1.1. Product-Oriented Writing Approach 13 2.1.2. Process-Oriented Writing Approach 16 2.2. Integrating Product and Process Approach 19 2.3. Studies on Process-Oriented Writing Assessment 22 2.3.1. Process-Oriented Writing Assessment in ESL Context 22 2.3.2. Process-Oriented Writing Assessment in EFL Context 24 CHAPTER 3. METHODOLOGY 31 3.1. Participants 31 3.2. Materials 33 3.2.1. Pre-Questionnaire and Post-Questionnaire 33 3.2.2. Writing Prompt 35 3.3. Procedures 36 3.4. Data Analysis 41 Chapter 4. RESULTS AND DISCUSSION 45 4.1. Development in Writing Product through PIPA 45 4.1.1. Development in Overall Writing Quality 46 4.1.2. Development in Writing Product 50 4.1.2.1. Writing Development in Fluency 50 4.1.2.2. Writing Development in Content and Organization 52 4.1.2.3. Writing Development in Vocabulary and Language Use 66 4.2. Development in Writing Process through PIPA 75 4.2.1. Development in the First Process-Oriented Writing 75 4.2.2. Development in the Second Process-Oriented Writing as Performance Assessment 81 4.2.2.1. From Planning to the Second Draft 82 4.2.2.2. From the Second Draft to the Third Draft 94 4.3. Different Writing Development according to Proficiency Groups 102 4.3.1. Different Development in Writing Product according to Proficiency Groups 102 4.3.1.1. High Proficiency Group 104 4.3.1.2. Low Proficiency Group 106 4.3.1.3. Comparison between Proficiency Groups 108 4.3.2. Different Development in Writing Process according to Proficiency Groups 114 4.3.2.1. High Proficiency Group 114 4.3.2.2. Low Proficiency Group 122 4.3.2.3. Comparison between Proficiency Groups 132 CHAPTER 5. CONCLUSION 138 5.1. Summary of Major findings 138 5.2. Pedagogical Implications 142 5.3. Limitations and Suggestions 145 REFERENCES 148 APPENDICES 156 Appendix A: A Sample of Class Observation Notes 156 Appendix B: Preliminary Questionnaire 157 Appendix C: Post Questionnaire 160 Appendix D: Diagnostic Assessment (First Writing) 163 Appendix E: Writing Worksheets during Process-Oriented Writing Instruction 164 Appendix F: Performance Assessment (Final Writing) 168 Appendix G: Performance Assessment Criteria 169 Appendix H: Scoring Rubric 171 ABSTRACT IN KOREAN 173Maste

Commencement Program: 2016

Deborah Earl and Joseph Klis were student speakers