The Benefits of Outlining and Freewriting for People with Different Self-monitoring Styles

Writing is a skill that is highly individualized in terms of style and method of practice. Individual differences in writing strategy preferences have been demonstrated, but little is known about what factors contribute to the development of these preferences. Previous studies have demonstrated a relationship between self-monitoring, planning strategy type, and idea generation. However, there is little research that has investigated the effects of planning strategies and self-monitoring on essay cohesion. The current thesis investigates the relation between self-monitoring and essay planning strategies in essay cohesion and idea generation. Participants were administered the Snyder Self-monitoring inventory and were assigned to either outlining strategy or freewriting strategy conditions before writing an essay. Latent Semantic Analysis (LSA), a method of assessing the semantic similarity between sentences and paragraphs, was used to measure the semantic cohesion of participants’ writing. Idea generation was measured as the number of ideas that participants listed after writing their essays. The results indicated that only the high self-monitors produced significantly more ideas in the freewriting condition than in the outlining condition. High self-monitors who outlined as opposed to engaged in freewriting had higher LSA overlap cohesion. Low self-monitors who outlined as opposed to engaging in freewriting had higher LSA adjacent sentence cohesion. The results support theoretical models of text production and advance our understanding of the effects of individual differences and planning strategies on writing

Development of the Writing Attitudes and Strategies Self-Report Inventory

Several self-report inventories assess specific aspects of writing. However, skilled writing is a multidimensional process requiring a comprehensive measure that assesses writing attitudes, self-efficacy, and strategy use. The Writing Attitudes and Strategies Self-Report Inventory (WASSI) is designed to fulfill this need. Currently in its second iteration, the WASSI-2 displays superior reliability and validity evidence when compared to other measures. The seven subscales all exceeded minimum standards for Cronbach\u27s alpha. Additionally, the underlying factor structure that best represents the data mirrors the intended seven-factor design. Validity evidence based on external relations was yielded from correlating the WASSI-2 scores with the Daly-Miller Writing Apprehension Test, the Children\u27s Social Desirability Scale, and expert scores on student essays; all but one of the correlations were in the expected direction and of appropriate magnitude. This evidence indicates that the WASSI may potentially be a useful assessment tool for educators and researchers

Student Self-Assessment: A Tool for Engaging Management Students in Their Learning

This article discusses the use of student self-assessment (SSA) for formative and summative assessment in two undergraduate programs, a management program and a leadership program, to encourage students to become more engaged in their learning. Using action research, we used an iterative process of changing or refining our methods to accommodate the differences in our teaching environments, concluding that different methods may be desirable in different environments, and that students appear to benefit from SSA regardless of the method used. Five overlapping themes emerged in the data we collected: how SSA 1) provided students with the opportunity to see the transformative impact their educations had on them, 2) acted as a motivator to their performance, 3) encouraged them to take personal responsibility for their learning, 4) had impact on their reflections as learners, and 5) encouraged them to be more honest and self-critical about their performance

English Composition 100: Best Practices for Online Instruction

The objective of this dissertation is to explore the process of teaching English Composition in the asynchronous online format and to make recommendations for the best possible approach for continued student success. The teaching of English Composition is a complex subject and no two teachers will have the same approach. This matter is further complicated when online instruction is explored. An instructor cannot transplant an in-class course into the online format and expect the same results. This dissertation explores the best possible approach to teaching English Composition in an online environment with the use of multimedia applications. This exploration will address current methods of teaching English Composition online, will evaluate what seems to work well, will explore the concerns highlighted by educators and practitioners involved with English Composition online, and will highlight additional recommended advancements, both in methods of approach and technological innovations, that can bring to light instructional practices for further evaluation. This study will lead to an understanding of what these new emerging technologies are and the specifics of their use by both instructors and students alike online, and it will identify best practices in teaching English Composition online for the immediate future

2013 Undergraduate Research Symposium Abstract Book

Abstract book from the 2013 Thirteenth Annual UMM Undergraduate Research Symposium (URS) which celebrates student scholarly achievement and creative activities

TPACK-based HOTS in Teaching Writing for Promoting EFL Learning Quality on Higher Education: Applying “Program Merdeka Belajar – Kampus Merdeka and Kurikulum Paradikma Baru”

The purpose of the study is to describe the technology on TPACK-based HOTS applied by lecturers of a suburban university in teaching writing, and its challenge faced in-class interaction. Four English lecturers from Universitas Nahdlatul Ulama Blitar in Indonesia are the participants selected using the purposive sampling design. The process of data collection uses depth interviewing through the online system. Data are analyzed using a "holistic" viewpoint in case study. The results revealed that simple technology dominates the general interactions when teaching writing. Some lecturers may only have a basic understanding of utilizing technology to teach writing. Even they still favour using manual teaching. Because the internet network is poor, few students have technology equipment like laptops, and the interaction is tedious because students are unfamiliar with the technology. It is better that the government, schools, the community, and the primary critical holders for learning must work together in determining policies in the face of changes to use technology in all aspects of school interaction

Inspire: Exciting Ways to Teach Creative Writing

Inspire: Exciting Ways of Teaching Creative Writing is an innovative anthology written by a wide spectrum of creative teachers who have a wealth of diverse experience. The focus here is on communicating how to teach creative writing in imaginative, practical and socially just ways. There is a particular emphasis upon helping people of all ages and backgrounds write stories, poems, plays and creative nonfiction, including memoir and autobiography. Here you’ll learn many ways of teaching creative writing, including: • How to decolonise creative-writing workshops • How to use social media to engage teen writers • How to use therapeutic writing to cope with lockdown and bereavement • How to help students get creative in their essay writing • How to seek inspiration in nature and landscapes Inspire is essential reading for teachers, writers, academics and anyone who values creativity

DICO Toolkit for Digital Career Stories

Digital Career Stories – Opening new career paths for arts and culture students, or DICO for short, has been a 2-year-long pedagogical development project. Its main objective was to develop innovative narrative and arts- and design-based methods that together form the Digital Career Story methodology introduced in this toolkit. Through the methodology developed, the project aimed to encourage reflection and self-reflection skills in higher education students, along with their digital and creative skills, and to help them build professional identities and design career paths, as well as enhancing their resilience, self-efficacy and self-esteem. The specific target group of the project was students of arts and culture subjects, but the pedagogical methods can just as well be used with other higher education students. The DICO project was the joint effort of a consortium of five European universities: Turku University of Applied Sciences (TUAS), Finland (as the applicant and coordinator of the project), University of Macerata (UniMC), Italy, Staffordshire University (SU), United Kingdom, Moholy-Nagy University of Art and Design (MOME), Hungary, and the Technical University of Dublin (TU Dublin), Ireland. The project was funded by the Erasmus+ programme and lasted from March 2021 to February 2023.The DICO Toolkit contains the project results in the form of a handbook intended for lecturers, counsellors and mentors in Higher Education Institutions (HEIs), and for cultural and creative organisations and professionals. It aims to provide both theoretical frameworks and practical tools for developing art-based methodologies with HEI students in the arts and culture. The book is structured into three sections – Theories and methodologies, Implementing creative methods, and Project evaluation and further resources – and concludes with an Appendix

Writing to Learn College Algebra

The purpose of this study of writing to lcam college algebra was to explore how writing in a college algebra course affected the learning experiences of a group of undergraduate students. The study included an analysis of the existing literature on the writing to learn process. Several writing to team techniques suggested by the literature were used in the teaching of the course. The students\u27 perceptions of these processes were recorded and analyzed for the study. This research was important because it allowed students\u27 voices to be heard regarding writing to learn mathematics as a form of pedagogical and curricular reform. Phenomenology, a form of qualitative research involving data collection and analysis, was the methodology employed in this study. Journal writings and exit interviews provided the principal forms of qualitative data. The data were analyzed and categorized into three areas: student effects, teacher effects, and student and teacher effects. The findings from the study included both benefits and disadvantages for student writers and teacher reader. Ten outcomes held true for most of the participants of the study: • Writing promoted student comprehension of mathematics. • Writing facilitated students in making personal meaning of mathematical concepts. • Writing became a vehicle for an ongoing dialogue between student and teacher. • Writing allowed for student reflection regarding the learning of mathematics. • Writ .ng fostered teacher analysis of the rhythms of learning mathematics. • Writing brought moments of clarity and of genius. • Writing permitted authentic and alternative assessment. • Writing provided a forum for disclosure for both student and teacher. • Writing assisted in the development of a community of learners by encouraging classroom disclosure. • Writing caused disadvantages for some students and the teacher. The findings from this study will enlarge and enhance the understanding of how students leam mathematics and how writing to learn mathematics might be used as an effective form of mathematics educational reform. Several recommendations arc given regarding future courses and studies involving writing to leam mathematics