Writing & Pedagogy最新文献_第9页

Task-Based Language Learning – Insights from and for L2 Writing 基于任务的语言学习-从L2写作中获得的见解

IF 0.3

Writing & Pedagogy Pub Date : 2016-03-22 DOI: 10.1558/wap.v8i1.28441

Yu Li

引用次数: 7

English for Specific Academic Purposes (ESAP) Writing 专业学术英语(ESAP)写作

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Writing & Pedagogy Pub Date : 2016-02-23 DOI: 10.1558/WAP.V8I1.30077

J. Flowerdew

引用次数: 6

Collaborative script writing for a digital media project 为数字媒体项目协作编写脚本

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Writing & Pedagogy Pub Date : 2016-02-23 DOI: 10.1558/WAP.V8I1.27593

Lindsay Miller

{"title":"Collaborative script writing for a digital media project","authors":"Lindsay Miller","doi":"10.1558/WAP.V8I1.27593","DOIUrl":"https://doi.org/10.1558/WAP.V8I1.27593","url":null,"abstract":"Writing in a second language, especially using new technologies, is fraught with difficulties for most students. There are two main challenges, firstly, how can students move from their understanding of the mechanical aspects of texts (good sentence structure and appropriate lexis) to deal with issues of how to construct texts that go beyond the basics, for instance drawing upon multiple modes of expression, and secondly, how can students use their knowledge about new technologies to help them create texts? This paper examines the collaborative processes English for Science students go through when constructing a scientific text for a popular audience, here, a digital video scientific documentary. Undergraduate students had to work in groups to write the text for a digital story based on an experiment they had undertaken. As part of the process these students had to prepare a script which was then recorded, either speaking directly to the camera, or as a voice over onto the video to complement their video images. Based on examples from the students’ generated data: Facebook, WhatsApp posts and scripts, we see that the end product was rich and informative. It is maintained that a collaborative approach using new technologies to writing such popular scientific texts engages the students with their work and that, when given the opportunity, they learn from each other as much as from their teacher.","PeriodicalId":42573,"journal":{"name":"Writing & Pedagogy","volume":"304 1","pages":"215-228"},"PeriodicalIF":0.3,"publicationDate":"2016-02-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86911643","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: 8

A genre-instantiation approach to teaching English for Specific Academic Purposes: Student writing in Business, Economics and Engineering 特定学术目的英语教学的体裁实例化方法:商务、经济和工程专业学生写作

IF 0.3

Writing & Pedagogy Pub Date : 2016-02-22 DOI: 10.1558/WAP.V8I1.27934

Sheena Gardner

{"title":"A genre-instantiation approach to teaching English for Specific Academic Purposes: Student writing in Business, Economics and Engineering","authors":"Sheena Gardner","doi":"10.1558/WAP.V8I1.27934","DOIUrl":"https://doi.org/10.1558/WAP.V8I1.27934","url":null,"abstract":"This paper introduces five linked resources and demonstrates, with a focus on Business, Economics and Engineering, their use in a novel genre-instantiation approach to teaching academic writing. The resources centre on the British Academic Written English (BAWE) corpus. They are: (1) published research literature that investigates the student assignment genres and registers; (2) descriptions of the contents of the corpus; (3) the BAWE corpus itself, which can be freely searched by teachers and learners; (4) online teaching materials based on the above; and (5) lesson plans from EAP teachers who use these materials in their teaching of presessional and in-sessional academic English. The genre instantiation approach to teaching academic writing builds on two central principles: the identification of key genres for target discipline-levels, and the exemplification of these through instances of successful student writing. This enables teachers to develop programmes that raise genre awareness, where learners can engage with instances from across specific topics, courses, levels and disciplines. The genre-instantiation approach is illustrated here with specific reference to Business Case Studies, Economics Essays and Engineering Methodology Recounts.","PeriodicalId":42573,"journal":{"name":"Writing & Pedagogy","volume":"63 1","pages":"149-176"},"PeriodicalIF":0.3,"publicationDate":"2016-02-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79505087","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: 15

English for Specific Academic Purposes (ESAP) Writing: Making the case 专业学术英语写作:案例分析

IF 0.3

Writing & Pedagogy Pub Date : 2016-02-22 DOI: 10.1558/WAP.V8I1.30051

J. Flowerdew

引用次数: 42

Academic literacy and student diversity: The case for inclusive practice Ursula Wingate (2015) and Genre-based automated writing evaluation for L2 research writing: From design to evaluation and enhancement Elena Cotos (2014) 学术素养和学生多样性:包容性实践的案例厄休拉·温盖特(2015)和基于体裁的第二语言研究写作自动评估:从设计到评估和增强埃琳娜·科托斯(2014)

IF 0.3

Writing & Pedagogy Pub Date : 2016-02-16 DOI: 10.1558/WAP.V8I1.27807

Carrie Aldrich, Amanda Gallogly

引用次数: 0

Supporting doctoral writing at an Australian university 支持澳大利亚一所大学的博士论文写作

IF 0.3

Writing & Pedagogy Pub Date : 2016-02-16 DOI: 10.1558/WAP.V8I1.27632

S. Starfield

引用次数: 5

The Influence of Assessment of Classroom Writing on Feedback Processes and Product vs. on Product Alone 课堂写作评估对反馈过程和产品的影响vs.仅对产品的影响

IF 0.3

Writing & Pedagogy Pub Date : 2015-07-20 DOI: 10.1558/WAP.V7I2-3.16672

R. Ruegg

引用次数: 1

Written Corrective Feedback Impact on Grammatical Accuracy in L2 Writing: A Quantitative and Qualitative Look 书面纠正反馈对二语写作语法准确性的影响:定量和定性观察

IF 0.3

Writing & Pedagogy Pub Date : 2015-07-18 DOI: 10.1558/WAP.V7I2-3.25991

Arlan A. Parreño

引用次数: 6

Using the Developmental Path of Cause to Bridge the Gap between AWE Scores and Writing Teachers’ Evaluations 利用事业发展路径弥合AWE分数与写作教师评价之间的差距

IF 0.3

Writing & Pedagogy Pub Date : 2015-07-18 DOI: 10.1558/WAP.V7I2-3.26376

Hong Ma, T. Slater

{"title":"Using the Developmental Path of Cause to Bridge the Gap between AWE Scores and Writing Teachers’ Evaluations","authors":"Hong Ma, T. Slater","doi":"10.1558/WAP.V7I2-3.26376","DOIUrl":"https://doi.org/10.1558/WAP.V7I2-3.26376","url":null,"abstract":"Supported by artificial intelligence (AI), the most advanced Automatic Writing Evaluation (AWE) systems have gained increasing attention for their ability to provide immediate scoring and formative feedback, yet teachers have been hesitant to implement them into their classes because correlations between the grades they assign and the AWE scores have generally been low. This begs the question of where improvements in evaluation may need to be made, and what approaches are available to carry out this improvement. This mixed-method study involved 59 cause and effect essays collected from English language learners enrolled in six different sections of a college level academic writing course and utilized theory proposed by Slater and Mohan (2010) regarding the developmental path of cause. The study compared the results of raters who used this developmental path with the accuracy of AWE scores produced by Criterion, an AWE tool developed by Educational Testing Service (ETS), and the grades reported by teachers. Findings suggested that if Criterion is to be used successfully in the classroom, writing teachers need to take a meaning-based approach to their assessment, which would allow them and their students to understand more fully how language constructs cause and effect. Using the developmental path of cause as an analytical framework for assessment may then help teachers assign grades that are more in sync with AWE scores, which in turn can help students gain more trust in the scores they receive from both their teachers and Criterion.","PeriodicalId":42573,"journal":{"name":"Writing & Pedagogy","volume":"20 1","pages":"395-422"},"PeriodicalIF":0.3,"publicationDate":"2015-07-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78064001","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