For seven semesters, biology and English courses at North Georgia College & State University have been linked to form author-editor learning communities. In these communities, biology students write scientific manuscripts that are reviewed by English students, who provide feedback from a rhetorical perspective. This process improves writing skills for both groups of students. Assessment occurs through student and instructor evaluations, which indicate marked improvements in discipline-specific writing for all. The learning communities benefit faculty as well by allowing exploration of effective teaching methods across disciplines.
This document summarizes a literature review on experiential teaching methodologies in secondary English education. It finds that experiential methods like project-based learning, place-based learning, and service learning can increase student motivation and engagement compared to traditional teaching focused on standardized tests. The review examines programs that used experiential methods and identifies crucial components of effective experiential curriculum design, such as incorporating student autonomy, competence, and relationships. The purpose is to provide a foundation for teaching English experientially and addressing the needs of 21st century students.
24. Writing-To-Learn In First-Year Biological SciencesLori Head
1) In 2006, the authors established a writing exercise for two large introductory biology courses at the University of Alberta, with the goals of helping students learn key concepts, think critically, improve communication skills, and understand the importance of clear scientific writing.
2) Students wrote three drafts of a 500-word essay based on assigned readings, receiving feedback from teaching assistants. Most students improved from draft to draft, showing the benefits of multiple drafts and feedback.
3) The exercise provided a good introduction to scientific writing for students and how editorial feedback can strengthen content and style, though some students found following feedback and meeting length limits challenging. The authors plan to refine the exercise further.
11.[22 32]a means to improve language skills and encourage student engagement...Alexander Decker
This document summarizes a study that examined how critical thinking-based English as a Foreign Language (EFL) lessons helped facilitate language learning and engagement for Thai university students. The study utilized classroom observations and collected student assignments and tests over one academic year. Findings showed the critical thinking lessons empowered students' EFL learning and engagement to a large extent by developing their voices and language use. However, language gains were only marginally significant over the year. The study contributes to understanding how critical thinking lessons can be incorporated to facilitate EFL learning.
Using ePortfolio to Foster Interdisciplinary Thinking and Effective Pedagogic...Premier Publishers
This work describes a project using ePortfolio as a medium to facilitate effective pedagogical strategies in the context of a group-based research paper assignment spanning class boundaries. Small groups of students were required to complete a scaffolded, semester-long project culminating in a group research paper based on some topic of relevance to the fields of biology and chemistry. Each group consisted of students from a chemistry class and a biology class. Our aim was to enhance student understanding of scientific concepts, while exercising critical thinking, writing, and reflective skills in an interdisciplinary context using ePortfolio as the medium for work and feedback. We describe the nature and development of the assignment, its implementation and challenges encountered in the process of developing and refining the project. This work was implemented with two cohorts of students. The first attempt revealed a series of shortcomings centering around lack of student interactions and unresponsive group members. These issues were largely alleviated in the second implementation. Our basic framework can be adapted by educators in any discipline seeking to implement multiple pedagogical approaches simultaneously through using ePortfolio. Our experience suggests that the pedagogical strategies we utilized can be successful given adequate instructor engagement and feedback.
This document summarizes a study that investigated the impact of physical and academic environment on student and teacher attitudes towards teaching and learning English for communication in Pakistan. Surveys were conducted with 720 students and interviews with 12 teachers from a university and two affiliated colleges. The results showed significant differences in student attitudes based on environment, with university students demonstrating better attitudes than college students. University teachers' teaching strategies also aligned more closely with communicative language teaching approaches compared to college teachers. The document discusses relevant prior research and the methodology used in the study.
A comparison between elt and ell graduates with regard to their perceptions o...Alexander Decker
This document compares the perceptions of effective teaching behaviors between graduates from two English teacher training programs in Turkey - the English Language Teaching (ELT) department and the English Language and Literature (ELL) department. The ELT program spreads methodology courses across four years, while the ELL program concentrates these courses into the final 1.5 years. A questionnaire was administered to 22 ELT and 22 ELL pre-service teachers to investigate differences in their perceptions. Interviews were also conducted with 4 participants from each group. The study aims to determine if perceptions differ between the two groups who receive different amounts and timing of methodology training.
A comparison between elt and ell graduates with regard to their perceptions o...Alexander Decker
This document reports on a study that compared the perceptions of effective teacher behaviors between graduates from two English teacher preparation programs in Turkey: the English Language and Literature (ELL) department and the English Language Teaching (ELT) department. The study administered a questionnaire to ELL and ELT pre-service teachers and conducted independent samples t-tests to analyze differences between the groups. Interviews were also conducted with select participants. The results found no significant differences between the groups' perceptions of most categories, except for error correction, where perceptions differed significantly.
This document summarizes a literature review on experiential teaching methodologies in secondary English education. It finds that experiential methods like project-based learning, place-based learning, and service learning can increase student motivation and engagement compared to traditional teaching focused on standardized tests. The review examines programs that used experiential methods and identifies crucial components of effective experiential curriculum design, such as incorporating student autonomy, competence, and relationships. The purpose is to provide a foundation for teaching English experientially and addressing the needs of 21st century students.
24. Writing-To-Learn In First-Year Biological SciencesLori Head
1) In 2006, the authors established a writing exercise for two large introductory biology courses at the University of Alberta, with the goals of helping students learn key concepts, think critically, improve communication skills, and understand the importance of clear scientific writing.
2) Students wrote three drafts of a 500-word essay based on assigned readings, receiving feedback from teaching assistants. Most students improved from draft to draft, showing the benefits of multiple drafts and feedback.
3) The exercise provided a good introduction to scientific writing for students and how editorial feedback can strengthen content and style, though some students found following feedback and meeting length limits challenging. The authors plan to refine the exercise further.
11.[22 32]a means to improve language skills and encourage student engagement...Alexander Decker
This document summarizes a study that examined how critical thinking-based English as a Foreign Language (EFL) lessons helped facilitate language learning and engagement for Thai university students. The study utilized classroom observations and collected student assignments and tests over one academic year. Findings showed the critical thinking lessons empowered students' EFL learning and engagement to a large extent by developing their voices and language use. However, language gains were only marginally significant over the year. The study contributes to understanding how critical thinking lessons can be incorporated to facilitate EFL learning.
Using ePortfolio to Foster Interdisciplinary Thinking and Effective Pedagogic...Premier Publishers
This work describes a project using ePortfolio as a medium to facilitate effective pedagogical strategies in the context of a group-based research paper assignment spanning class boundaries. Small groups of students were required to complete a scaffolded, semester-long project culminating in a group research paper based on some topic of relevance to the fields of biology and chemistry. Each group consisted of students from a chemistry class and a biology class. Our aim was to enhance student understanding of scientific concepts, while exercising critical thinking, writing, and reflective skills in an interdisciplinary context using ePortfolio as the medium for work and feedback. We describe the nature and development of the assignment, its implementation and challenges encountered in the process of developing and refining the project. This work was implemented with two cohorts of students. The first attempt revealed a series of shortcomings centering around lack of student interactions and unresponsive group members. These issues were largely alleviated in the second implementation. Our basic framework can be adapted by educators in any discipline seeking to implement multiple pedagogical approaches simultaneously through using ePortfolio. Our experience suggests that the pedagogical strategies we utilized can be successful given adequate instructor engagement and feedback.
This document summarizes a study that investigated the impact of physical and academic environment on student and teacher attitudes towards teaching and learning English for communication in Pakistan. Surveys were conducted with 720 students and interviews with 12 teachers from a university and two affiliated colleges. The results showed significant differences in student attitudes based on environment, with university students demonstrating better attitudes than college students. University teachers' teaching strategies also aligned more closely with communicative language teaching approaches compared to college teachers. The document discusses relevant prior research and the methodology used in the study.
A comparison between elt and ell graduates with regard to their perceptions o...Alexander Decker
This document compares the perceptions of effective teaching behaviors between graduates from two English teacher training programs in Turkey - the English Language Teaching (ELT) department and the English Language and Literature (ELL) department. The ELT program spreads methodology courses across four years, while the ELL program concentrates these courses into the final 1.5 years. A questionnaire was administered to 22 ELT and 22 ELL pre-service teachers to investigate differences in their perceptions. Interviews were also conducted with 4 participants from each group. The study aims to determine if perceptions differ between the two groups who receive different amounts and timing of methodology training.
A comparison between elt and ell graduates with regard to their perceptions o...Alexander Decker
This document reports on a study that compared the perceptions of effective teacher behaviors between graduates from two English teacher preparation programs in Turkey: the English Language and Literature (ELL) department and the English Language Teaching (ELT) department. The study administered a questionnaire to ELL and ELT pre-service teachers and conducted independent samples t-tests to analyze differences between the groups. Interviews were also conducted with select participants. The results found no significant differences between the groups' perceptions of most categories, except for error correction, where perceptions differed significantly.
A Longitudinal Study Of Enhancing Critical Thinking And Reading Comprehension...Don Dooley
This document describes a longitudinal study that assessed the impact of an integrated language arts curriculum designed for gifted learners on the development of critical thinking skills and reading comprehension in Title I elementary school students. The study was conducted over three years in six school districts, testing students before and after receiving instruction using the William and Mary language arts curriculum units or a comparison curriculum. Results suggested that both curricula benefited students, with the William and Mary units emphasizing higher-level thinking, analysis, and interpretation of literature. The purpose, methodology, curricula, implementation, and theoretical basis of the study are described.
Teaching learning skills at post secondary level - from critique to pedagogic...The Free School
This document provides a summary of the rationale and curriculum design for a postgraduate unit titled "Teaching learning skills at post-secondary level". The unit is designed for instructors who teach in multidisciplinary learning skills units (MLSUs). There is currently no comprehensive literature that guides MLSU instructors. The curriculum aims to fill this gap by exploring best practices through case studies of Australian tertiary institutions. A critical review of the literature is provided. The curriculum design incorporates spiral sequencing of core texts, formative assessment with early feedback, and encourages critical thinking to maximize learning outcomes.
The Effects of Teaching Style on Science ComprehensionSamantha Bradley
This study examined the effects of teaching style on 8th grade students' comprehension of lunar phases. Students were randomly assigned to either an experimental group that did a hands-on moon phase activity or a control group that completed a reading assignment. Both groups were given a pre-test and post-test, as well as a survey on their experience. The study found that students who did the hands-on activity scored higher on the post-test and generally had a more positive view of the instructional method. The results suggest hands-on learning may be more effective for teaching science concepts compared to traditional textbook and worksheet approaches.
Andrew Kirk is a science educator with over 15 years of experience teaching science courses at the high school level. He currently serves as the 11th Grade Team Leader and science instructor at The Ross Upper School in East Hampton, NY, where he coordinates interdisciplinary projects across several subjects. Prior to his current role, Kirk taught science courses in South Carolina and developed new science curricula. He holds advanced degrees in evolutionary biology, geoscience, and education.
This thesis investigates the benefits of collaborative writing for developing communication skills in EFL children. The author conducted classroom action research with 11-12 year olds in South Korea involving three writing tasks repeated three times. Written outputs were analyzed for fluency, accuracy and complexity, and student dialogues were categorized. Interviews examined student perspectives. Results showed task type and repetition impacted writing quality and collaboration benefited skills. This teacher research helped the author become more reflective. Findings may aid teachers developing collaborative writing lessons.
1 General Language 6 (U21128) Assessed Written Wo.docxhoney725342
1
General Language 6 (U21128)
Assessed Written Work 2: In-Class Essay
Source texts for Question 4: The advantages of studying abroad far outweigh the
disadvantages. Discuss.
Essay Assessment Details:
Written Work 2 (LO 2,3): (Week 16 - 20% weighting)
You will write an academic discussion essay (700 words) in class during the 2 hour seminar class in
WEEK 16.
Articles relating to the topic of the essay will be available on the GL6 Moodle site. You will be able to
download these 2 weeks before the assessed in-class written work (WEEK 14).
You can NOT bring the articles to the assessment with you, but you may bring your own notes, to be
written on the sheet provided (consisting of 150 words maximum). You MUST GIVE THESE IN WITH
YOUR WRITTEN WORK.
You will be able to see the original articles while writing.
Please note that your work should be appropriately referenced using APA. Please look at the
referencing policy either in the student handbook, or on the library website.
2
Text 4A: Source (edited and adapted): Cisneros-Donahue, T., Krentler, K. A., Reinig, B., & Sabol, K.
(2012). Assessing the Academic Benefit of Study Abroad. Journal Of Education And Learning, 1(2)
169-178.
Assessing the Academic Benefit of Study Abroad
Teresa Cisneros-Donahue, Kathleen A. Krentler, Bruce Reinig & Karey Sabol
1. Introduction
Participation in study abroad is growing at a rapid pace. The 2011 Open Doors Report shows that
overseas study by U.S. students was up in 2010 (the most recent available year) by over 10,000
students compared to the previous year (270,604 versus 260,327) (IIE, 2011). U.S. students
studying abroad have more than tripled over the past two decades. The Open Doors report also
emphasized that study abroad is now taking place in a wider range of locations and representing a
wider range of academic disciplines than in the past. Our university has mirrored these trends. We
have experienced substantial and sustained growth in our study abroad program. Study abroad
participation has increased nearly 1000 percent over the past twelve years. Even more importantly,
the perception of study abroad has changed. It is no longer seen as just an optional add-on
experience. The university currently has 37 majors and academic programs that include an
international experience as a graduation requirement. These majors are diverse, from Nursing to
Liberal Studies (pre-teacher education) to International Business, and reflect the academic value
faculty and administrators place on global learning experiences. Study abroad is widely and highly
regarded beyond our university and has been identified as a "high impact educational practice" by
those who study student success rates in the National Survey of Student Engagement (NSSE), a
practice that can lead to increased rates of student retention and student engagement (Kuh, 2008).
2. Literature Review ...
Kim J. Palmore is an instructor of English at De Anza College who holds a Ph.D. in English from UC Riverside. She has over 10 years of experience teaching composition and literature courses at the university level. Her areas of scholarly focus include gender construction and identity expression in literature. She has published work on these topics and is currently working on a piece about transgender articulations in certain authors.
This document summarizes the strategies used by four instructors to teach close reading skills to 120 students in a large lecture literature course at the University of Michigan. They aimed to make students active learners by regularly practicing close readings through online quizzes, in-class activities, and writing assignments. Formative assessments of students' long-answer quiz responses showed that students improved in their ability to closely analyze texts and develop original interpretations over the course of the semester. The instructors concluded their collaborative teaching approach was effective for developing undergraduates' fundamental literary analysis skills in a large lecture format.
Reading without proper guidance from the perspective of discourse analysis will be a challenge and torture for English readers. However, most college students are suffering from this sort of tedious reading dilemma due to a sense of failure and anxiety as a result of an inefficient teaching approach. In this paper, the author tries to combine discourse analysis with reading coaching so as to arouse and promote readers’ sense of discourse, with the hope of helping them to read effectively.
Bautista, N., Castañeda, M. (2011). Teaching science to ELLs, part I. The sc...SamRugumamu
This document provides strategies for science teachers to effectively teach English language learners (ELLs). It discusses five levels of English language proficiency and the importance of identifying each student's level. It outlines key planning strategies for teachers, including aligning content and language objectives and linking lessons to students' backgrounds. For instruction, it recommends providing comprehensible input and opportunities for interaction and output. It also suggests using performance-based assessments to evaluate what students have learned without focusing on language. The document aims to help all students succeed in science by giving teachers research-backed approaches to accommodating ELLs.
Final paper textual analysis elizabeth narváez cardonaenarvaez2009
1) This document analyzes scientific articles about academic writing in Colombian higher education to map the academic discourse community in this field. Textual analysis of introductions and conclusions identifies research agendas and involved stakeholders.
2) After 2006, the discourse shifted from advocating for freshman writing courses to advocating for teaching writing across higher education.
3) The field of academic writing in Colombian higher education is emerging. Future research agendas include applying findings to institutional practices and exploring international debates to further develop the field.
This course examines language assessments used in teaching English to speakers of other languages (TESOL). It aims to provide both a theoretical and practical foundation for developing and implementing effective language assessment tools. The course covers topics such as assessing reading and writing ability, standards and performance outcomes, computer-based testing, and issues related to placement, evaluation and research in TESOL. Through class activities and assignments, students will learn how to design valid assessment instruments and make informed decisions about language programs and students. The overall goal is to help teachers conduct assessments in a way that makes sound pedagogical judgments rather than "bad or mediocre" decisions.
PCG Education White Paper - Next Generation Science in Support of Language Ac...Public Consulting Group
This document argues that teaching science to all students using the Next Generation Science Standards (NGSS) can help improve English language acquisition for English language learners (ELLs) by engaging them in the language-intensive practices of science. The NGSS require students to observe, measure, describe, analyze, and defend their work using academic language, providing opportunities to learn both science content and language skills simultaneously in an authentic context. The document outlines how the NGSS are structured to support language development and provides examples of how certain performance expectations incorporate descriptive, technical, and analytical language use.
This research studied the effects of differentiating instruction into flexible subgroups based on student needs and implementing explicit teaching of writing skills. 197 elementary students in Canada participated, including many with learning difficulties. Teachers formed temporary subgroups that met weekly, and taught writing skills explicitly through modeling, guided practice, and independent practice. Results showed significant improvement in students' writing abilities, especially for those with learning difficulties. The dialogue between teachers and researchers was key to the success of differentiated instruction and explicit teaching.
The document provides instructions for structuring an essay, including analyzing the question, grouping source materials, taking notes, constructing a thesis statement, writing an outline, finalizing references and citations, editing drafts, getting feedback, and writing a first draft. It discusses developing a thesis statement that takes a stance and is narrow enough to fully support, and includes examples of a reading grid, synthesis grid, and paragraph structure for writing the body of an essay.
Developing Supplementary Material based on Project Based Learning for Nursing...Hikmah Pravitasari
This document describes a research project that aims to develop supplementary English teaching materials for nursing students at a vocational high school in Yogyakarta, Indonesia. The researcher analyzes existing English course books and finds they contain general content not specific to nursing. Through interviews and observations, a need is identified for project-based materials tailored to nursing. The researcher develops a prototype book incorporating English for Specific Purposes and Project-Based Learning theories. It is validated by experts and tested in classes, with feedback used to refine it. The final product is intended to improve English teaching and learning for vocational nursing students.
This document provides an overview and recommendations for revising an ESL curriculum for adult learners. It discusses the purpose and problems of the original curriculum. The conceptual framework and principles of a revised curriculum are outlined, including ensuring activities integrate reading and writing around meaningful tasks. Considerations for revision include aligning objectives, content, and assessments to learner needs and proficiency levels. The role of textbooks is also addressed.
This document discusses a study that analyzed writing errors in essays produced by first-year chemistry students at Cape Peninsula University of Technology in South Africa. The study aimed to identify common errors and their pedagogical implications. Literature on academic language proficiency and disciplinary literacy was reviewed. It was found that errors related to mother tongue interference, syntax, morphology, essay structure, punctuation and spelling compromised essay quality and meaning. The results provide feedback to lecturers on students' development of academic writing skills in chemistry. Tailoring academic literacy interventions to promote discipline-specific language proficiency could help students.
An Analysis Of Pragmatic Intent Of Written Teacher Feedback Commentary On Stu...Lindsey Sais
This document analyzes the pragmatic intent of written teacher feedback provided on students' project essays in colleges of education in Ghana. The study examined 336 comments from 21 students' project drafts from the 2012 academic year at St. John Bosco's College of Education. The study found that teachers at St. John Bosco's primarily used the pragmatic intent of "make suggestion/request" in their comments, aiming to get students to rework their drafts. The analysis has implications for improving writing instruction and theories of teacher written feedback commentary.
Ged to postsecondary annotated bibliographyDenise Guckert
This is an annotated bibliography with a focus on core academic areas that was formerly published on the Texas Higher Education Coordinating Board's website. With the redesign, it has been taken off, most likely due to being written in 2013.
The document provides a step-by-step guide for writing an assignment with HelpWriting.net. It outlines 5 steps: 1) Create an account; 2) Complete an order form with instructions and deadline; 3) Review bids from writers and select one; 4) Review the completed paper and authorize payment; 5) Request revisions to ensure satisfaction and receive a refund for plagiarized work. The process aims to match clients with qualified writers and deliver high-quality original content.
Scholarship Personal Statement What To IncludJennifer Strong
After graduating high school, the author wants to become an orthodontist. Orthodontics fascinates the author since getting braces in third grade. Taking science and math courses in high school will help prepare for dental school. An orthodontist requires critical thinking skills to identify and solve oral problems by realigning teeth and improving smiles. The movie Amistad depicts the real events of an 1839 slave uprising aboard a Spanish ship, though some details differed from reality.
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A Longitudinal Study Of Enhancing Critical Thinking And Reading Comprehension...Don Dooley
This document describes a longitudinal study that assessed the impact of an integrated language arts curriculum designed for gifted learners on the development of critical thinking skills and reading comprehension in Title I elementary school students. The study was conducted over three years in six school districts, testing students before and after receiving instruction using the William and Mary language arts curriculum units or a comparison curriculum. Results suggested that both curricula benefited students, with the William and Mary units emphasizing higher-level thinking, analysis, and interpretation of literature. The purpose, methodology, curricula, implementation, and theoretical basis of the study are described.
Teaching learning skills at post secondary level - from critique to pedagogic...The Free School
This document provides a summary of the rationale and curriculum design for a postgraduate unit titled "Teaching learning skills at post-secondary level". The unit is designed for instructors who teach in multidisciplinary learning skills units (MLSUs). There is currently no comprehensive literature that guides MLSU instructors. The curriculum aims to fill this gap by exploring best practices through case studies of Australian tertiary institutions. A critical review of the literature is provided. The curriculum design incorporates spiral sequencing of core texts, formative assessment with early feedback, and encourages critical thinking to maximize learning outcomes.
The Effects of Teaching Style on Science ComprehensionSamantha Bradley
This study examined the effects of teaching style on 8th grade students' comprehension of lunar phases. Students were randomly assigned to either an experimental group that did a hands-on moon phase activity or a control group that completed a reading assignment. Both groups were given a pre-test and post-test, as well as a survey on their experience. The study found that students who did the hands-on activity scored higher on the post-test and generally had a more positive view of the instructional method. The results suggest hands-on learning may be more effective for teaching science concepts compared to traditional textbook and worksheet approaches.
Andrew Kirk is a science educator with over 15 years of experience teaching science courses at the high school level. He currently serves as the 11th Grade Team Leader and science instructor at The Ross Upper School in East Hampton, NY, where he coordinates interdisciplinary projects across several subjects. Prior to his current role, Kirk taught science courses in South Carolina and developed new science curricula. He holds advanced degrees in evolutionary biology, geoscience, and education.
This thesis investigates the benefits of collaborative writing for developing communication skills in EFL children. The author conducted classroom action research with 11-12 year olds in South Korea involving three writing tasks repeated three times. Written outputs were analyzed for fluency, accuracy and complexity, and student dialogues were categorized. Interviews examined student perspectives. Results showed task type and repetition impacted writing quality and collaboration benefited skills. This teacher research helped the author become more reflective. Findings may aid teachers developing collaborative writing lessons.
1 General Language 6 (U21128) Assessed Written Wo.docxhoney725342
1
General Language 6 (U21128)
Assessed Written Work 2: In-Class Essay
Source texts for Question 4: The advantages of studying abroad far outweigh the
disadvantages. Discuss.
Essay Assessment Details:
Written Work 2 (LO 2,3): (Week 16 - 20% weighting)
You will write an academic discussion essay (700 words) in class during the 2 hour seminar class in
WEEK 16.
Articles relating to the topic of the essay will be available on the GL6 Moodle site. You will be able to
download these 2 weeks before the assessed in-class written work (WEEK 14).
You can NOT bring the articles to the assessment with you, but you may bring your own notes, to be
written on the sheet provided (consisting of 150 words maximum). You MUST GIVE THESE IN WITH
YOUR WRITTEN WORK.
You will be able to see the original articles while writing.
Please note that your work should be appropriately referenced using APA. Please look at the
referencing policy either in the student handbook, or on the library website.
2
Text 4A: Source (edited and adapted): Cisneros-Donahue, T., Krentler, K. A., Reinig, B., & Sabol, K.
(2012). Assessing the Academic Benefit of Study Abroad. Journal Of Education And Learning, 1(2)
169-178.
Assessing the Academic Benefit of Study Abroad
Teresa Cisneros-Donahue, Kathleen A. Krentler, Bruce Reinig & Karey Sabol
1. Introduction
Participation in study abroad is growing at a rapid pace. The 2011 Open Doors Report shows that
overseas study by U.S. students was up in 2010 (the most recent available year) by over 10,000
students compared to the previous year (270,604 versus 260,327) (IIE, 2011). U.S. students
studying abroad have more than tripled over the past two decades. The Open Doors report also
emphasized that study abroad is now taking place in a wider range of locations and representing a
wider range of academic disciplines than in the past. Our university has mirrored these trends. We
have experienced substantial and sustained growth in our study abroad program. Study abroad
participation has increased nearly 1000 percent over the past twelve years. Even more importantly,
the perception of study abroad has changed. It is no longer seen as just an optional add-on
experience. The university currently has 37 majors and academic programs that include an
international experience as a graduation requirement. These majors are diverse, from Nursing to
Liberal Studies (pre-teacher education) to International Business, and reflect the academic value
faculty and administrators place on global learning experiences. Study abroad is widely and highly
regarded beyond our university and has been identified as a "high impact educational practice" by
those who study student success rates in the National Survey of Student Engagement (NSSE), a
practice that can lead to increased rates of student retention and student engagement (Kuh, 2008).
2. Literature Review ...
Kim J. Palmore is an instructor of English at De Anza College who holds a Ph.D. in English from UC Riverside. She has over 10 years of experience teaching composition and literature courses at the university level. Her areas of scholarly focus include gender construction and identity expression in literature. She has published work on these topics and is currently working on a piece about transgender articulations in certain authors.
This document summarizes the strategies used by four instructors to teach close reading skills to 120 students in a large lecture literature course at the University of Michigan. They aimed to make students active learners by regularly practicing close readings through online quizzes, in-class activities, and writing assignments. Formative assessments of students' long-answer quiz responses showed that students improved in their ability to closely analyze texts and develop original interpretations over the course of the semester. The instructors concluded their collaborative teaching approach was effective for developing undergraduates' fundamental literary analysis skills in a large lecture format.
Reading without proper guidance from the perspective of discourse analysis will be a challenge and torture for English readers. However, most college students are suffering from this sort of tedious reading dilemma due to a sense of failure and anxiety as a result of an inefficient teaching approach. In this paper, the author tries to combine discourse analysis with reading coaching so as to arouse and promote readers’ sense of discourse, with the hope of helping them to read effectively.
Bautista, N., Castañeda, M. (2011). Teaching science to ELLs, part I. The sc...SamRugumamu
This document provides strategies for science teachers to effectively teach English language learners (ELLs). It discusses five levels of English language proficiency and the importance of identifying each student's level. It outlines key planning strategies for teachers, including aligning content and language objectives and linking lessons to students' backgrounds. For instruction, it recommends providing comprehensible input and opportunities for interaction and output. It also suggests using performance-based assessments to evaluate what students have learned without focusing on language. The document aims to help all students succeed in science by giving teachers research-backed approaches to accommodating ELLs.
Final paper textual analysis elizabeth narváez cardonaenarvaez2009
1) This document analyzes scientific articles about academic writing in Colombian higher education to map the academic discourse community in this field. Textual analysis of introductions and conclusions identifies research agendas and involved stakeholders.
2) After 2006, the discourse shifted from advocating for freshman writing courses to advocating for teaching writing across higher education.
3) The field of academic writing in Colombian higher education is emerging. Future research agendas include applying findings to institutional practices and exploring international debates to further develop the field.
This course examines language assessments used in teaching English to speakers of other languages (TESOL). It aims to provide both a theoretical and practical foundation for developing and implementing effective language assessment tools. The course covers topics such as assessing reading and writing ability, standards and performance outcomes, computer-based testing, and issues related to placement, evaluation and research in TESOL. Through class activities and assignments, students will learn how to design valid assessment instruments and make informed decisions about language programs and students. The overall goal is to help teachers conduct assessments in a way that makes sound pedagogical judgments rather than "bad or mediocre" decisions.
PCG Education White Paper - Next Generation Science in Support of Language Ac...Public Consulting Group
This document argues that teaching science to all students using the Next Generation Science Standards (NGSS) can help improve English language acquisition for English language learners (ELLs) by engaging them in the language-intensive practices of science. The NGSS require students to observe, measure, describe, analyze, and defend their work using academic language, providing opportunities to learn both science content and language skills simultaneously in an authentic context. The document outlines how the NGSS are structured to support language development and provides examples of how certain performance expectations incorporate descriptive, technical, and analytical language use.
This research studied the effects of differentiating instruction into flexible subgroups based on student needs and implementing explicit teaching of writing skills. 197 elementary students in Canada participated, including many with learning difficulties. Teachers formed temporary subgroups that met weekly, and taught writing skills explicitly through modeling, guided practice, and independent practice. Results showed significant improvement in students' writing abilities, especially for those with learning difficulties. The dialogue between teachers and researchers was key to the success of differentiated instruction and explicit teaching.
The document provides instructions for structuring an essay, including analyzing the question, grouping source materials, taking notes, constructing a thesis statement, writing an outline, finalizing references and citations, editing drafts, getting feedback, and writing a first draft. It discusses developing a thesis statement that takes a stance and is narrow enough to fully support, and includes examples of a reading grid, synthesis grid, and paragraph structure for writing the body of an essay.
Developing Supplementary Material based on Project Based Learning for Nursing...Hikmah Pravitasari
This document describes a research project that aims to develop supplementary English teaching materials for nursing students at a vocational high school in Yogyakarta, Indonesia. The researcher analyzes existing English course books and finds they contain general content not specific to nursing. Through interviews and observations, a need is identified for project-based materials tailored to nursing. The researcher develops a prototype book incorporating English for Specific Purposes and Project-Based Learning theories. It is validated by experts and tested in classes, with feedback used to refine it. The final product is intended to improve English teaching and learning for vocational nursing students.
This document provides an overview and recommendations for revising an ESL curriculum for adult learners. It discusses the purpose and problems of the original curriculum. The conceptual framework and principles of a revised curriculum are outlined, including ensuring activities integrate reading and writing around meaningful tasks. Considerations for revision include aligning objectives, content, and assessments to learner needs and proficiency levels. The role of textbooks is also addressed.
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1. DOCUMENT RESUME
ED 455 535 CS 217 657
AUTHOR Gessell, Donna A.; Kokkala, Irene
TITLE Author-Editor Learning Communities: Writing Science.
PUB DATE 2001-06-00
NOTE 7p.; Paper presented at the National Writing Across the
Curriculum Conference (5th, Bloomington, IN, May 31-June 2,
2001).
PUB TYPE Reports Descriptive (141) Speeches/Meeting Papers (150)
EDRS PRICE MF01/PC01 Plus Postage.
DESCRIPTORS *Authors; *Content Area Writing; *Editors; Electronic Mail;
Higher Education; World Wide Web; *Writing Improvement
IDENTIFIERS *Learning Communities; Student Centered Assessment
ABSTRACT
This paper presents the experiences of educators at North
Georgia College and State University while developing learning communities
connecting the two disciplines of biology and English in the teaching of
writing and editing within the scientific context. The paper states that for
seven semesters English grammar and composition courses have been linked with
biology courses in author-editor relationships. According to the paper, these
learning communities have produced student learning opportunities that have
proven their value for both the biology and English courses. It finds that
the key to making the process work depends heavily on preparing each group
for its tasks; the exchange process of materials between biology and English
students and within each group employs WebCT (Web Course Tools), and e-mail.
The paper notes that the biology students focus on scientific method, while
the English students consider the task from the perspective of rhetoric. It
states that in the author-editor learning community, at the student level
English students review the biology students' writing, making qualitative and
quantitative judgments, while biology students evaluate the feedback received
and make decisions on using it. It adds that in all courses and at all
levels, the evaluation collected from students demonstrates the merits of the
author-editor relationship--instructors' evaluations indicate that students
in both disciplines have shown marked improvements in their writing as it
relates to the discipline. (NKA)
2. Author-Editor Learning Communities: Writing Science
by Donna A. Gessell and Irene Kokkala
Paper presented at the National Writing Across the
Curriculum Conference
(5th, Bloomington, IN, May 31-June 2, 2001)
U.S. DEPARTMENT OF EDUCATION
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1
3. Author-Editor Learning Communities: Writing Science
Donna A. Gessell, Associate Professor of English
Irene Kokkala, Associate Professor of Biology
North Georgia College & State University
Presented at the Fifth National Writing Across the Curriculum Conference
"Writing, Teaching, and Learning in New Contexts"
June 2, 2001
Indiana Memorial Union, Indiana University, Bloomington, Indiana
This collaborative talk presents the experiences we have had at North Georgia College &
State University while developing learning communities connecting the two disciplines of
Biology and English in the teaching of writing and editing within the scientific context.
For seven semesters we have linked English Grammar and Composition courses with
Biology courses in author-editor relationships. To date, the courses we have connected include
Developmental Biology (BIOL 4480), Cell Biology (BIOL 3430), Honors Environmental Science
(BIOL 1260H), Applied English Grammar (ENGL 3050), Advanced Composition (ENGL 3100),
English Composition II (ENGL 1102), and English Composition I (ENGL 1101). These courses
comprise diverse student populations, representing courses for both upper and lower divisions,
including those for majors and for non-majors and those with varied enrollment numbers.
Despite the diversity, each semester the course pairing has created an interdisciplinary learning
community through the author-editor relationship. These learning communities have produced
student learning opportunities that have proven their value for both the Biology and English
courses.
Learning communities provide a valuable pedagogical tool. According to John T.
Masterson (Learning Communities, the Wizard, and the Holy Grail. AAHE Bulletin, 1998),
learning communities
3
4. Author-Editor Learning Communities: Writing Science Gessell and Kokkala 2
improve student learning, satisfaction, and retention,
enrich and strengthen disciplines by linking them with each other,
promote synergy not homogenization,
create holistic campus experiences for students, and
build consensus across divisional and disciplinary boundaries.
While our learning communities have achieved these goals, through our experiences we have
discovered that learning communities have another equally important function: in addition to
connecting students, they connect faculty members in their own learning communities to explore
the scholarship of teaching.
In fact, this author-editor context for writing not only has energized students in both
disciplines, it has inspired our teaching of writing. Instead of the usual frustration of asking
students to produce texts sterile to their classrooms, we have provided students a realistic, hands-
on experience of working with genuine manuscripts, with real audiences, purposes, and
occasions.
To achieve our learning community goals, we have refined the practical aspects of the
author-editor process to include the following steps:
1. We divide each class into the same number of groups, allowing students to group
themselves as much as possible.
2. Each group of Biology students produces research manuscripts and submits them for
mock publication to a group of English students.
3. Each group of English students reviews and critiques manuscripts, emphasizing
grammar, rhetoric, and logic.
4
5. Author-Editor Learning Communities: Writing Science Gessell and Kokkala 3
4. After receiving feedback from English students and Biology instructor, each group of
Biology students rewrite and submit final reports for their instructor's evaluation of
both content and use of feedback.
The exchange process of materials between Biology and English students and within each group
employs WebCT and e-mail. Electronic exchange cuts down on paper use, while it guarantees
anonymity between the two classes.
We have found that the key to making the process work depends heavily on preparing
each group for its tasks. In addition to understanding the process, students must embrace the
larger purpose of the learning community: to improve writing for both groups of students. The
preparation differs by discipline. The Biology students focus on scientific method, while the
English students consider the task from the perspective of rhetoric.
The English students edit the manuscripts using the rhetorical concepts of audience,
purpose, and occasion. Although they are not assigned a specific rubric for grading the
manuscripts, they are encouraged to develop their own rubric, one that will equally weigh
grammatical, logical, and rhetorical considerations. The English students are required to give
feedback useful for revision in the form of intertextual comments and corrections, marginal
notes, and extensive end comments. Their comments are often based on Joseph Williams's
Style: Ten Lessons in Clarity and Grace (New York: Longman, 2000), which explores the
following concepts leading to clearer writing:
including the subject and verb in the first seven words of a sentence;
using characters as subjects and actions as verbs;
keeping the order and close connection of subject-verb-object;
observing the known-new contract;
5
6. Author-Editor Learning Communities: Writing Science Gessell and Kokkala 4
keeping cohesion by consistent topic strings and coherence by transitions; and
working toward concision.
Finally, the English students assigned numerical grades to the manuscripts.
In the author-editor learning community, assessment occurs at a variety of levels. At the
student level, English students review the Biology students' writing, making qualitative and
quantitative judgments. Biology students evaluate the feedback received and make decisions on
using it. After the entire exchange process ends, English students write reflective essays,
detailing the value of the experience in their own writing and self-editing.
The instructors assess student performance during the entire process. The English
instructor evaluates the students' criticism for each of the exchanges. The Biology instructor
also evaluates the English students' comments and, in addition, evaluates the Biology students'
content, making both qualitative and quantitative assessments.
For the end evaluation, the English instructor awards a grade to each group, based 50:50
between the criticism they provided for the Biology students and the reflective essay. Likewise,
the Biology instructor awards each group a grade using a distribution of 25:75 between drafts
and final reports. Each of the English and Biology students individually is given the opportunity
to modify his or her group's grade during a peer evaluation process. At the end of the cycle, each
student is required to evaluate the experiences qualitatively.
In all courses and at all levels, the evaluation collected from students demonstrates the
merits of the author-editor relationship. The instructors' evaluations indicate that students in
both disciplines have shown marked improvements in their writing as it relates to the discipline.
Specifically, students in both disciplines recognize error more readily and are better able to
utilize a variety of revision strategies.
6
7. AUthor-Editor Learning Communities: Writing Science Gessell and Kokkala 5
While our experiences with the author-editor interdisciplinary learning community have
proven successful, we are continuing our learning community at the faculty level, exploring
techniques for improving the process to make future student learning communities even more
effective tools for teaching Biology and English students good writing.
7
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