Firssova, Olga

English

The study investigated the effectiveness of learning from models in the context of post-graduate academic writing. Two questions were pursued: whether studying model writings supports mature students in writing in a new genre and whether integrating additional scaffolds in such models has added valu

Open University of the Netherlands Research Portal

Open Universiteit www.ou.nl Model texts in an advanced academic writing curriculum:Unravelling an instructional strategyCitation for published version (APA):Firssova, O. (2014). Model texts in an advanced academic writing curriculum: Unravelling an instructionalstrategy. Paper presented at Conference on Writing Research, Amsterdam, Netherlands.Document status and date:Published: 27/08/2014Document Version:Peer reviewed versionDocument license:CC BY-NC-SAPlease check the document version of this publication:• A submitted manuscript is the version of the article upon submission and before peer-review. There can be important differences betweenthe submitted version and the official published version of record. People interested in the research are advised to contact the author for thefinal version of the publication, or visit the DOI to the publisher's website.• The final author version and the galley proof are versions of the publication after peer review.• The final published version features the final layout of the paper including the volume, issue and page numbers.Link to publicationGeneral rightsCopyright and moral rights for the publications made accessible in the public portal are retained by the authors and/or other copyright ownersand it is a condition of accessing publications that users recognise and abide by the legal requirements associated with these rights.• Users may download and print one copy of any publication from the public portal for the purpose of private study or research.• You may not further distribute the material or use it for any profit-making activity or commercial gain• You may freely distribute the URL identifying the publication in the public portal.If the publication is distributed under the terms of Article 25fa of the Dutch Copyright Act, indicated by the “Taverne” license above, pleasefollow below link for the End User Agreement:https://www.ou.nl/taverne-agreementTake down policyIf you believe that this document breaches copyright please contact us at:pure-support@ou.nlproviding details and we will investigate your claim.Downloaded from https://research.ou.nl/ on date: 15 Jul. 2023              Model texts in an advanced academic writing curriculum: unravelling an instructional strategy    Dr. Olga Firssova Conference on Writing Research, COWR2014 Amsterdam, August 27, 2014   Context   University degree (BA, MA) Distance learning  Online, Flexible,  Self-paced  Mature learners    • Mature attitude, motivated learners • Ample professional (teaching) practice knowledge and experience • Learning to enrich practice  • Challenges of – an advanced academic curriculum for practitioners  – distance (self-paced, flexible) learning and teaching Context 2   MSc Educational Science Highly motivated professionals Non-university background Self-paced, Flexible, Online Writing-intensive curriculum   • “Crafting knowledge” (Kellogg, 2008) • From disciplinary awareness to disciplinary identity • Academic enculturation • Adopting rhetorical conventions of academic genres • Developing authentic and authorial voice   Castello & Donahue (Eds.), 2012. University Writing: Selves and Texts in Academic Societies                 Academic writing  • Maturity and practice • Shared writing practices • Insights in complexity and “messiness” of the process • Experts as models         (Teaching) Writing at advanced level:    practice, dialogue and modeling Studying models independently  Studying models (model texts) is not particularly effective:  Effect size = .22 Grades 3 through college (Hillock, 1986)   Effect size = .25 Grades 4 – 12 (Graham & Perrin, 2007) Charney & Carlson, 1995:  College undergraduates writing a Method section Model texts: “no automatic benefits”, however: • Better writing performance on a more difficult task (!) • Higher salience of topical information  • Effect on text structure • Effect on selection of information (both relevant and irrelevant) • Adequate judgments of the quality of models     Model texts for academic writing Models as teacher’s support: A ubiquitous instructional practice   “ Day two considered what one could learn from examining other articles in one’s field beyond the actual findings of intellectual content.  We looked at how to analyze the textual argument structure of varieties of scientific writing, including genre organization and function; the way evidence, theories, and reasoning were presented, and intertextuality in relation both to reference and to the use of specialized language”.   (Bazerman, Keranen & Prudencio, 2012, p. 244)   Research questions: studying models independently How do model texts support of advanced student writers?  How can mastering a new genre be supported with model texts?  Does incorporating teacher’s voice make a difference? What do student writers learn from model texts?   Are model texts effective as a support tool for writing in a new genre?  Mature students, post-graduate level Age M= 41 (SD 9)  F 70 % Non-university (teacher training) background: 84% Completed ca. 40% of the pre-masters/masters’ program  Are model texts effective as a support tool for writing in a new genre?  Conference as a learning experience • “Research talks” as an academic genre (Swales, 2004)  • Peripheral participation (Lave & Wenger, 1991): observing, processing and reporting • State-of the-art domain knowledge and trends Review writing • Reader oriented • Integration of multiple perspectives and voices  • A new authentic academic genre      Conference review as a new genre: the rationale • Inform the reader about an academic event • Evaluate the event from several perspectives • Underpin judgments from several perspectives • Integrate – domain knowledge (state-of-the-art sources, trends and views) – author’s perspective (background, motivation, learning goals and objectives)              Conference review as a new genre in an writing intensive curriculum: the goals Model texts • Authentic student writings (minor abridged) • Good not flawless  • Different approaches to the task:  stronger in narrative  vs stronger in criticism  Cues for the reader • Anchored in the text  • Explicit (text) & subtle (colour) teacher cues references to task requirements  elaborations & explanations    Model texts and teacher presence in the modeling task Design  Learn by writing: n=20 Learn by models:  n=20  Learn by models and cues:  n=21  Writing task    Writing task*   Writing task*  study of 2 model texts + + reflecting  on the  task   Writing task*   Writing task*  study of 2 model texts with cues  + reflecting  on the  task  Writing task*   Writing task*  Task 1: Learning Phase Task 2: Test Phase Task 2: Test Phase *Self-reports  (time spent, effort, judgment of learning) Results No sig. difference in writing performance between groups Writing performance improves over time in all groups    (F(2, 58)=6,568,  p=.013, ηp2,=.102 Holistic performance measure: interval score constructed through Rasch modelling of 10  5 level rubrics    Two raters,  ICC = .70 - .80  Results Perception of time investment on writing varies Task 1: H(2) = 5,159  p=.076 Task 2: H(2) = 10,787, p=.005 Learn by models+ no cues x  Learn by writing: U=67, z=-3,209, p=.001, r=-0,5 (Bonferoni correction p=.0167)  “Learn by models without cues” condition is perceived as more time consuming (or demanding?)   A reflection on the outcomes • A positive outcome from the curriculum perspective • Effect of additional scaffolds (cues) is not clear • More sensitive instruments are needed (Charney & Carlson, 1995)    Insights in learning from models:   Text analysis of student reflections  … Reflect on lessons that you can draw from studying models in view of review writing tasks that you will perform later in this course … .  One page reflective notes, n=38   Systematic text analysis method by Geisler (2004):  Segmenting text (t-units), coding for meaningful units, reliability checks, analysis of patterns, significance testing (χ²)  Reflecting on studying models:  How do students learn from models? What do students (say they) learn? Do embedded cues support learners?       Reflecting on studying models: what do students say?    • General appreciation (“reader perspective”) • Assessing the models by task criteria (separately or comparing) [[plain observations or elaborations]] • Take-home message (for review writing)  • Take-home message (learning from conferences) • Reflecting on one’s own writing style and approach to writing • Reporting what they have read  2 coders, 26% (10),  k = .75 /weighted k=.804 Do cues matter?   χ² (6)= 65,7, p < 0.001 050100150200250300Appreciation Task criteria Take homemessageConference Writing style ReportingModels + cuesModels + No cuesDo cues matter? 2 020406080100120140160180Appreciation Task 1 Task 2 Take homemessageConference Writing style ReportingModels + cuesModels + No cuesχ² (6)= 65,7, p < 0.001 Elaboratiions Observations         on task criteria Reflecting on the outcomes Do cues matter?  • Cues are not imperative for learning (=drawing lessons) • “Assessing” of the models vs “Elaborating” on the models – two modes of studying model texts which seem equally effective • Studying models is an invitation for reflection / “how do I do it”(?)  What do reflections tell us about studying models?  • Verbalizing task (genre) requirements  • Reader perspective seems “activated”    Insights in student learning from models:  what do texts say about student learning from models?  … Write a critical review of the event you attended, use relevant theoretical and professional knowledge and insights to inform the reader and evaluate the event. Underpin your conclusions ….  Formulate a learning objective and reflect on it “…   Systematic text analysis by Geisler (2004): rhetorical moves (Swales) Introductions of review 1, n=61 (three conditions) Coding by 2 raters, in 2 iterations, k= .799  Text introductions       Text introductions  • Introduction of the event (facts & names) • Introduction of the topic (rhetorical questions, statements, elaborations with sources) • Personal introduction of the author & background  • Authors’ statement of interest • Author’s learning objectives and questions • Outline of the text       Structure of the review introductions   χ² (10) = 127,04, p < 0.001 0,0050,00100,00150,00200,00250,00300,00350,00Conference Topic background interest learning goal outlineWritingM+CuesM+No cuesReflecting on the outcomes Prompted by the models: less “essay writing” Prompted by the models: author’s personal perspective No effect of cues visible (?)  Further analysis is needed (elaboration on the topic elsewhere, underpinning, use of domain knowledge and sources)  Concluding  Studying models (model texts) belongs in the instructional strategies toolkit  More insights in how writers learn from models needed What do model texts support (planning? self-efficacy?)   How can rich dialogue (with models) be designed in flexible learning and working environments?     Thank you for your attention!       olga.firssova@ou.nl 

Model texts in an advanced academic writing curriculum: Unravelling an instructional strategy

Open Universiteit www.ou.nl Model texts in an advanced academic writing curriculum:Unravelling an instructional strategyCitation for published version (APA):Firssova, O. (2014). Model texts in an advanced academic writing curriculum: Unravelling an instructionalstrategy. Paper presented at Conference on Writing Research, Amsterdam, Netherlands.Document status and date:Published: 27/08/2014Document Version:Peer reviewed versionDocument license:CC BY-NC-SAPlease check the document version of this publication:• A submitted manuscript is the version of the article upon submission and before peer-review. There can be important differences betweenthe submitted version and the official published version of record. People interested in the research are advised to contact the author for thefinal version of the publication, or visit the DOI to the publisher's website.• The final author version and the galley proof are versions of the publication after peer review.• The final published version features the final layout of the paper including the volume, issue and page numbers.Link to publicationGeneral rightsCopyright and moral rights for the publications made accessible in the public portal are retained by the authors and/or other copyright ownersand it is a condition of accessing publications that users recognise and abide by the legal requirements associated with these rights.• Users may download and print one copy of any publication from the public portal for the purpose of private study or research.• You may not further distribute the material or use it for any profit-making activity or commercial gain• You may freely distribute the URL identifying the publication in the public portal.If the publication is distributed under the terms of Article 25fa of the Dutch Copyright Act, indicated by the “Taverne” license above, pleasefollow below link for the End User Agreement:https://www.ou.nl/taverne-agreementTake down policyIf you believe that this document breaches copyright please contact us at:pure-support@ou.nlproviding details and we will investigate your claim.Downloaded from https://research.ou.nl/ on date: 12 Oct. 2022              Model texts in an advanced academic writing curriculum: unravelling an instructional strategy    Dr. Olga Firssova Conference on Writing Research, COWR2014 Amsterdam, August 27, 2014   Context   University degree (BA, MA) Distance learning  Online, Flexible,  Self-paced  Mature learners    • Mature attitude, motivated learners • Ample professional (teaching) practice knowledge and experience • Learning to enrich practice  • Challenges of – an advanced academic curriculum for practitioners  – distance (self-paced, flexible) learning and teaching Context 2   MSc Educational Science Highly motivated professionals Non-university background Self-paced, Flexible, Online Writing-intensive curriculum   • “Crafting knowledge” (Kellogg, 2008) • From disciplinary awareness to disciplinary identity • Academic enculturation • Adopting rhetorical conventions of academic genres • Developing authentic and authorial voice   Castello & Donahue (Eds.), 2012. University Writing: Selves and Texts in Academic Societies                 Academic writing  • Maturity and practice • Shared writing practices • Insights in complexity and “messiness” of the process • Experts as models         (Teaching) Writing at advanced level:    practice, dialogue and modeling Studying models independently  Studying models (model texts) is not particularly effective:  Effect size = .22 Grades 3 through college (Hillock, 1986)   Effect size = .25 Grades 4 – 12 (Graham & Perrin, 2007) Charney & Carlson, 1995:  College undergraduates writing a Method section Model texts: “no automatic benefits”, however: • Better writing performance on a more difficult task (!) • Higher salience of topical information  • Effect on text structure • Effect on selection of information (both relevant and irrelevant) • Adequate judgments of the quality of models     Model texts for academic writing Models as teacher’s support: A ubiquitous instructional practice   “ Day two considered what one could learn from examining other articles in one’s field beyond the actual findings of intellectual content.  We looked at how to analyze the textual argument structure of varieties of scientific writing, including genre organization and function; the way evidence, theories, and reasoning were presented, and intertextuality in relation both to reference and to the use of specialized language”.   (Bazerman, Keranen & Prudencio, 2012, p. 244)   Research questions: studying models independently How do model texts support of advanced student writers?  How can mastering a new genre be supported with model texts?  Does incorporating teacher’s voice make a difference? What do student writers learn from model texts?   Are model texts effective as a support tool for writing in a new genre?  Mature students, post-graduate level Age M= 41 (SD 9)  F 70 % Non-university (teacher training) background: 84% Completed ca. 40% of the pre-masters/masters’ program  Are model texts effective as a support tool for writing in a new genre?  Conference as a learning experience • “Research talks” as an academic genre (Swales, 2004)  • Peripheral participation (Lave & Wenger, 1991): observing, processing and reporting • State-of the-art domain knowledge and trends Review writing • Reader oriented • Integration of multiple perspectives and voices  • A new authentic academic genre      Conference review as a new genre: the rationale • Inform the reader about an academic event • Evaluate the event from several perspectives • Underpin judgments from several perspectives • Integrate – domain knowledge (state-of-the-art sources, trends and views) – author’s perspective (background, motivation, learning goals and objectives)              Conference review as a new genre in an writing intensive curriculum: the goals Model texts • Authentic student writings (minor abridged) • Good not flawless  • Different approaches to the task:  stronger in narrative  vs stronger in criticism  Cues for the reader • Anchored in the text  • Explicit (text) & subtle (colour) teacher cues references to task requirements  elaborations & explanations    Model texts and teacher presence in the modeling task Design  Learn by writing: n=20 Learn by models:  n=20  Learn by models and cues:  n=21  Writing task    Writing task*   Writing task*  study of 2 model texts + + reflecting  on the  task   Writing task*   Writing task*  study of 2 model texts with cues  + reflecting  on the  task  Writing task*   Writing task*  Task 1: Learning Phase Task 2: Test Phase Task 2: Test Phase *Self-reports  (time spent, effort, judgment of learning) Results No sig. difference in writing performance between groups Writing performance improves over time in all groups    (F(2, 58)=6,568,  p=.013, ηp2,=.102 Holistic performance measure: interval score constructed through Rasch modelling of 10  5 level rubrics    Two raters,  ICC = .70 - .80  Results Perception of time investment on writing varies Task 1: H(2) = 5,159  p=.076 Task 2: H(2) = 10,787, p=.005 Learn by models+ no cues x  Learn by writing: U=67, z=-3,209, p=.001, r=-0,5 (Bonferoni correction p=.0167)  “Learn by models without cues” condition is perceived as more time consuming (or demanding?)   A reflection on the outcomes • A positive outcome from the curriculum perspective • Effect of additional scaffolds (cues) is not clear • More sensitive instruments are needed (Charney & Carlson, 1995)    Insights in learning from models:   Text analysis of student reflections  … Reflect on lessons that you can draw from studying models in view of review writing tasks that you will perform later in this course … .  One page reflective notes, n=38   Systematic text analysis method by Geisler (2004):  Segmenting text (t-units), coding for meaningful units, reliability checks, analysis of patterns, significance testing (χ²)  Reflecting on studying models:  How do students learn from models? What do students (say they) learn? Do embedded cues support learners?       Reflecting on studying models: what do students say?    • General appreciation (“reader perspective”) • Assessing the models by task criteria (separately or comparing) [[plain observations or elaborations]] • Take-home message (for review writing)  • Take-home message (learning from conferences) • Reflecting on one’s own writing style and approach to writing • Reporting what they have read  2 coders, 26% (10),  k = .75 /weighted k=.804 Do cues matter?   χ² (6)= 65,7, p < 0.001 050100150200250300Appreciation Task criteria Take homemessageConference Writing style ReportingModels + cuesModels + No cuesDo cues matter? 2 020406080100120140160180Appreciation Task 1 Task 2 Take homemessageConference Writing style ReportingModels + cuesModels + No cuesχ² (6)= 65,7, p < 0.001 Elaboratiions Observations         on task criteria Reflecting on the outcomes Do cues matter?  • Cues are not imperative for learning (=drawing lessons) • “Assessing” of the models vs “Elaborating” on the models – two modes of studying model texts which seem equally effective • Studying models is an invitation for reflection / “how do I do it”(?)  What do reflections tell us about studying models?  • Verbalizing task (genre) requirements  • Reader perspective seems “activated”    Insights in student learning from models:  what do texts say about student learning from models?  … Write a critical review of the event you attended, use relevant theoretical and professional knowledge and insights to inform the reader and evaluate the event. Underpin your conclusions ….  Formulate a learning objective and reflect on it “…   Systematic text analysis by Geisler (2004): rhetorical moves (Swales) Introductions of review 1, n=61 (three conditions) Coding by 2 raters, in 2 iterations, k= .799  Text introductions       Text introductions  • Introduction of the event (facts & names) • Introduction of the topic (rhetorical questions, statements, elaborations with sources) • Personal introduction of the author & background  • Authors’ statement of interest • Author’s learning objectives and questions • Outline of the text       Structure of the review introductions   χ² (10) = 127,04, p < 0.001 0,0050,00100,00150,00200,00250,00300,00350,00Conference Topic background interest learning goal outlineWritingM+CuesM+No cuesReflecting on the outcomes Prompted by the models: less “essay writing” Prompted by the models: author’s personal perspective No effect of cues visible (?)  Further analysis is needed (elaboration on the topic elsewhere, underpinning, use of domain knowledge and sources)  Concluding  Studying models (model texts) belongs in the instructional strategies toolkit  More insights in how writers learn from models needed What do model texts support (planning? self-efficacy?)   How can rich dialogue (with models) be designed in flexible learning and working environments?     Thank you for your attention!       olga.firssova@ou.nl 

https://research.ou.nl/files/974298/OFirssova2014COWR2014Presentation.pdf

Model texts in an advanced academic writing curriculum: Unravelling an instructional strategy

Abstract

Similar works

Full text

Available Versions

Open University of the Netherlands Research Portal

Open University of the Netherlands Research Portal