Writing & Pedagogy最新文献_第10页

Automated Writing Analysis for writing pedagogy: From healthy tension to tangible prospects 写作教学的自动化写作分析:从健康的紧张到有形的前景

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Writing & Pedagogy Pub Date : 2015-07-17 DOI: 10.1558/WAP.V7I2-3.26381

Elena Cotos

引用次数: 17

New Standards and Opportunities: Rethinking Good Writing in Schools 新标准与机遇:重新思考学校的优秀写作

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Writing & Pedagogy Pub Date : 2015-07-17 DOI: 10.1558/WAP.V7I2-3.18449

Jennifer I. Berne, Susan I. McMahon

引用次数: 0

The Role of Information Management in the Assessment of Grammar in L2 Academic Writing: An Exploratory Case Study 信息管理在第二语言学术写作语法评价中的作用:一个探索性案例研究

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Writing & Pedagogy Pub Date : 2015-07-17 DOI: 10.1558/WAP.V7I2-3.26045

Heike Neumann

{"title":"The Role of Information Management in the Assessment of Grammar in L2 Academic Writing: An Exploratory Case Study","authors":"Heike Neumann","doi":"10.1558/WAP.V7I2-3.26045","DOIUrl":"https://doi.org/10.1558/WAP.V7I2-3.26045","url":null,"abstract":"Information management of discourse – the ability of a writer to use linguistic forms to organize and present information in a written text – is a key component of second language (L2) ability models in the language assessment literature (e.g., Canale & Swain, 1980; Weigle, 2002), but Purpura’s (2004) language ability model developed specifically for assessment purposes is the only one that considers it to be part of the ability to use grammar accurately and meaningfully when producing a text in an L2. The current study investigated whether L2 academic writing teachers consider information management of discourse as an assessment criterion when assessing grammar in L2 academic texts. Fourteen students in an academic English as a second language writing course at an English-medium university in Canada and their teacher participated in this case study. Students’ essay exam scripts were collected, and the Theme-Rheme progression (TRP) patterns and links (Danes, 1974) as well as the distribution of new and given information (Halliday & Matthiessen, 2004) in these essays were analyzed. Pearson correlation coefficients between the teacher-assigned grammar grade and the results from the TRP and information distribution analyses were calculated. The findings indicate that information management of discourse indeed forms part of the assessment criteria for grammar in academic writing for the teacher in this study. The implications of this finding for L2 writing pedagogy are discussed.","PeriodicalId":42573,"journal":{"name":"Writing & Pedagogy","volume":"48 1","pages":"329-354"},"PeriodicalIF":0.3,"publicationDate":"2015-07-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88874207","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Approaches to Assessing Student Writing and Writing Programs in the Age of Accountability 在问责时代评估学生写作和写作项目的方法

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Writing & Pedagogy Pub Date : 2015-07-17 DOI: 10.1558/WAP.V7I2-3.27587

Dan Melzer

引用次数: 1

An Evaluation of English Writing Assessment in Japanese University Entrance Examinations 日本大学入学考试英语写作考核评价

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Writing & Pedagogy Pub Date : 2015-07-17 DOI: 10.1558/WAP.V7I2-3.26227

Y. Moore

{"title":"An Evaluation of English Writing Assessment in Japanese University Entrance Examinations","authors":"Y. Moore","doi":"10.1558/WAP.V7I2-3.26227","DOIUrl":"https://doi.org/10.1558/WAP.V7I2-3.26227","url":null,"abstract":"Drawing on Shaw and Weir’s theoretical framework for validating writing tests (2007), this paper highlights the issues of the writing constructs measured in English writing tests in university entrance exams, and recommends improvements. The paper analysed the writing response formats of 66 English tests used by Japanese universities and one English test of National Centre Exams (NCE) for 2013 entry. It was found that translation was the most commonly used skill in the writing tests, and accounts for 45% of the total. The most common writing response format used by the state universities was translation, whereas word-reordering was commonly in use at the private universities and NCE. Because word-reordering and translation tasks can assess very limited English grammatical and lexical discrete writing skills, there is no conclusive proof that the task can assess writing skills needed by the applicants to write cohesive texts in English. However, there are potential reasons why indirect writing assessments have remained a key method for Japanese university admission in the system of designing the English tests: the number of applicants and time constraints. Taking these factors into account, alternative English tests should be introduced to Japanese university entrance examinations.","PeriodicalId":42573,"journal":{"name":"Writing & Pedagogy","volume":"139 1","pages":"233-260"},"PeriodicalIF":0.3,"publicationDate":"2015-07-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81473231","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 4

Understanding and Providing ‘Cohesive’ and ‘Coherent’ Feedback on Writing 理解并提供“连贯”和“连贯”的写作反馈

IF 0.3

Writing & Pedagogy Pub Date : 2015-07-17 DOI: 10.1558/wap.v7i2-3.26461

A. Mahboob

引用次数: 11

Peer Assessment of Adolescent Learners’ Writing Performance 青少年学习者写作成绩的同伴评价

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Writing & Pedagogy Pub Date : 2015-01-07 DOI: 10.1558/WAP.V7I2-3.26457

Dina Tsagari, Eleni Meletiadou

引用次数: 3

The Art of Storytelling: A Pedagogy for Proposal Writing 讲故事的艺术:提案写作的教学法

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Writing & Pedagogy Pub Date : 2015-01-06 DOI: 10.1558/WAP.V7I1.26246

Josephine N. Walwema

引用次数: 1

Graduate Student Writers: Assessing Needs across the “Linguistic Divide” 研究生作家:跨越“语言鸿沟”的需求评估

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Writing & Pedagogy Pub Date : 2015-01-06 DOI: 10.1558/WAP.V7I1.17236

Peter F. Grav, R. Cayley

{"title":"Graduate Student Writers: Assessing Needs across the “Linguistic Divide”","authors":"Peter F. Grav, R. Cayley","doi":"10.1558/WAP.V7I1.17236","DOIUrl":"https://doi.org/10.1558/WAP.V7I1.17236","url":null,"abstract":"Genre analysis has become an important tool for teaching writing across the disciplines to non-native English-speaking (EL2) and native English-speaking (EL1) graduate students alike. Since the pressing needs of EL2 graduate students have meant that educators often teach them in separate classes, and since genre-based research into teaching higher-level writing has been largely generated in fields such as English for Academic Purposes, we have an insufficient understanding of whether this instructional mode plays out similarly in EL1 and EL2 classrooms. Launching a genre-based course on writing research articles in parallel sections for EL1 and EL2 graduate students provided an opportunity to address this knowledge shortfall. This article qualitatively examines the different classroom behaviors observed in each version of the course when a common curriculum was used and specifically explores three key themes: initial receptivity, nature of student engagement, and overall assessment. Our study shows that although EL2 and EL1 learners have similar needs, the obstacles to their benefitting from genre-based instruction are different; EL2 students must learn to identify themselves as needing writing support that transcends linguistic matters, while EL1 students must learn to identify themselves as needing writing support despite their linguistic competence. Providing the same mode of instruction can benefit both populations as long as educators are sensitive to the specific challenges each population presents in the classroom. The insights gained contribute to the scholarship on genre-based teaching and offer ways of better meeting the needs of EL1 and EL2 students alike.","PeriodicalId":42573,"journal":{"name":"Writing & Pedagogy","volume":"2 1","pages":"69-93"},"PeriodicalIF":0.3,"publicationDate":"2015-01-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82103455","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 6

What Do They Mean? Comparing International and U.S. Resident Second Language Students’ Use of Sociopragmatic Markers in Writing 它们是什么意思?比较国际和美国第二语言学生在写作中社会语用标记的使用

IF 0.3

Writing & Pedagogy Pub Date : 2015-01-06 DOI: 10.1558/WAP.V7I1.24054

Kristen di Gennaro

{"title":"What Do They Mean? Comparing International and U.S. Resident Second Language Students’ Use of Sociopragmatic Markers in Writing","authors":"Kristen di Gennaro","doi":"10.1558/WAP.V7I1.24054","DOIUrl":"https://doi.org/10.1558/WAP.V7I1.24054","url":null,"abstract":"Writing scholars often note the heterogeneity of the second language (L2) student population in higher education writing courses, but only recently have researchers begun to carefully examine differences in the writing ability of international L2 learners and U.S. resident L2 learners. Most of the empirical research to date focuses on the two groups’ grammatical accuracy to the exclusion of other dimensions of writing ability. Such a limited focus not only underrepresents the multifaceted construct of writing ability, but also overlooks potential areas where noticeable differences across the two groups’ writing ability might surface. Although arguably less salient than grammatical (in)accuracy, and not as prevalent in scoring rubrics, students’ use of sociopragmatic features in writing offers an alternative approach for comparing the two groups of learners beyond their use of grammatical forms. Thus, the current study describes and compares how international and U.S. resident L2 learners used certain sociopragmatic markers in their writing. By focusing on the meanings associated with these markers, the study suggests that students’ use of such markers reflects their sociopragmatic awareness. Findings indicate that the two groups of writers may be more similar than different, contrary to previous research.","PeriodicalId":42573,"journal":{"name":"Writing & Pedagogy","volume":"1 1","pages":"39-67"},"PeriodicalIF":0.3,"publicationDate":"2015-01-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88711346","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 1