Search results for: Writing
Page 3/3 29 items
The article presents a study exploring preservice teachers' experiences with multigenre writing in a secondary English methods course. Eight preservice teachers participated in this study (seven females and one male). They were assigned to write multigenre reflections that connected theory and practice from course readings. Their writing was supported through classroom workshops and discussion. Analysis of the data indicate that the participants worked through their initial anxiety related to the unique expectations of multigenre writing. Suggestions for incorporation of multigenre writing in teacher education courses are provided.
Updated: Aug. 24, 2009
Anxious doctoral researchers can now call on a proliferation of advice books telling them how to produce their dissertations. The present paper analyzes some characteristics of this self-help genre. The authors argue for a more complex view of doctoral writing both as text work/identity work and as a discursive social practice.
Updated: Jan. 28, 2009
Capturing Authenticity, Transforming Perception: One Teacher's Efforts to Improve Her Students' Performance by Challenging Their Impressions of Self and Community
In this essay, the author describes the efforts of a public school teacher to improve her students' writing by attempting to increase their connectivity to their community.By designing photojournalism projects that prompt students to capture their authentic experiences, the teacher hopes to challenge the students' negative perceptions of their community. The author elaborates on the personal and pedagogical dilemmas that the teacher faced while engaged in this work.
Updated: Nov. 30, 2008
A MUVE Towards PBL Writing: Effects of a Digital Learning Environment Designed To Improve Elementary Student Writing
This study examined whether game elements could be used along with Problem Based Learning (PBL) in a digital learning environment to improve student writing. Results from this study included statistically significant decreases in teacher time spent answering procedural and directional questions, increased voluntary student writing, and improved standardized achievement scores on writing tasks.
Updated: Nov. 24, 2008
When I started a PhD on the representation of blind men, I believed that what was required was the production of something that proclaimed my knowledge and my expertise - to get the reader to see what I mean. This essay explores the fragmentary and blurry fragments and with blurred edges to investigate the possibility that knowledge is not the same as clarity, and that reading and writing are as much about the spaces between words as the words themselves.
Updated: Jul. 02, 2008
The paper focuses on oral storytelling and transformation through the significance of the liminal zone as thresholding. Involving the reader-listener in an experiential and performative approach, the article draws on all of the senses, using a wide range of data such as dreams, drawing, writing, as well as the act of (sacred) oral storytelling and feedback, reflection, conceptualising, as well as other theorists and writers.
Updated: Jul. 01, 2008
Drawing on their experiences as high school writing instructors, researchers, and teacher trainers, David Coker and William Lewis examine an often overlooked dimension of adolescent literacy: writing proficiency. The authors explore recent research on the skills and strategies students need in order to write with competence and describe analyses of interventions that help students attain writing mastery.
Updated: Jun. 26, 2008
The article describes an online expository writing experience designed to help preservice language arts teachers develop descriptive writing skills. The teachers were asked to describe a target picture within a picture, and their cohorts had to correctly identify the picture, and offer feedback. Teachers' descriptive skills were to improve over time.
Updated: Mar. 24, 2008
Transitioning from Students to Professionals: Using a Writing Across The Curriculum Model to Scaffold Portfolio Development
This qualitative action research study was designed to explore the effects of incorporating writing workshops built on Writing Across the Curriculum (WAC) principles into the initial portfolio process required of students during their first semester in an undergraduate middle-grades teacher-education program. Findings indicate that the students approached the portfolio requirement from a consumer perspective and that writing anxiety was a major obstacle.
Updated: Mar. 02, 2008