Written Communication最新文献_第3页

Pocket Writing: How Adolescents’ Self-Sponsored Writing Circulates in School 口袋写作:青少年自主写作如何在学校流传

IF 1.9 1区文学

Written Communication Pub Date : 2023-06-02 DOI: 10.1177/07410883231169508

A. Stornaiuolo, Bethany Monea

引用次数: 0

Perspectives about Disciplinary Argumentation in the Era of Post-truth: Introduction to the Special Issue 后真相时代的学科论证透视——特刊导论

IF 1.9 1区文学

Written Communication Pub Date : 2023-03-17 DOI: 10.1177/07410883221150320

R. Ferretti, Susan De La Paz, L. Mason

引用次数: 1

The Language Demands of Analytical Reading and Writing at School 学校分析性阅读与写作的语言需求

IF 1.9 1区文学

Written Communication Pub Date : 2023-03-17 DOI: 10.1177/07410883221148727

P. Uccelli

引用次数: 2

Prompting Reflection: Using Corpus Linguistic Methods in the Local Assessment of Reflective Writing 提示反思:语料库语言学方法在反思性写作局部评价中的应用

IF 1.9 1区文学

Written Communication Pub Date : 2023-03-09 DOI: 10.1177/07410883221149425

C. Messina, Cherice Escobar Jones, Mya Poe

{"title":"Prompting Reflection: Using Corpus Linguistic Methods in the Local Assessment of Reflective Writing","authors":"C. Messina, Cherice Escobar Jones, Mya Poe","doi":"10.1177/07410883221149425","DOIUrl":"https://doi.org/10.1177/07410883221149425","url":null,"abstract":"We report on a college-level study of student reflection and instructor prompts using scoring and corpus analysis methods. We collected 340 student reflections and 24 faculty prompts. Reflections were scored using trait and holistic scoring and then reflections and faculty prompts were analyzed using Natural Language Processing to identify linguistic features of high, middle, and low scoring reflections. The data sets were then connected to determine if there was a relationship between faculty prompts and scores. Additional analysis was completed to determine if there was a relationship between scores and students’ GPAs. The corpus linguistics analysis showed that higher-scoring reflections used words that referred to the self, the writing process, and specific rhetorical terms. Additional analysis showed student GPAs did not correlate with holistic scores but that higher scoring reflections were from faculty who included learning goals on reflective writing prompts. Results suggest that teachers can de-mystify reflective writing by linking learning outcomes to textual tasks and that corpus linguistics methods can provide an understanding of how local learning goals are transmitted to students.","PeriodicalId":47351,"journal":{"name":"Written Communication","volume":null,"pages":null},"PeriodicalIF":1.9,"publicationDate":"2023-03-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46057204","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Addressing an Unfulfilled Expectation: Teaching Students With Disabilities to Write Scientific Arguments 解决未实现的期望:教残疾学生写科学论据

IF 1.9 1区文学

Written Communication Pub Date : 2023-03-04 DOI: 10.1177/07410883221149093

Susan De La Paz, D. Levin, Cameron M. Butler

{"title":"Addressing an Unfulfilled Expectation: Teaching Students With Disabilities to Write Scientific Arguments","authors":"Susan De La Paz, D. Levin, Cameron M. Butler","doi":"10.1177/07410883221149093","DOIUrl":"https://doi.org/10.1177/07410883221149093","url":null,"abstract":"Students with disabilities (SWD) in general education science classes are expected to engage in the scientific practices and potentially in the writing of arguments drawn from evidence. Currently, however, there are few research-based instructional approaches for teaching argument writing for these students. The present article responds to this need through the application of an instructional model that promises to improve the ability of SWDs to write scientific arguments. We approach this work in multiple ways. First, we clarify our target group, students with high incidence disabilities (learning disability, ADHD, and students with speech and language impairments), and discuss common cognitive challenges they experience. We then explore the role of argumentation in science, review research on both experts’ (scientists’) and novices’ (students’) argument writing and highlight successful cognitive strategies for teaching argument writing with neurotypical learners. We further discuss SWDs’ general writing challenges and how researchers have improved their abilities to comprehend and evaluate scientific information and improve their domain-general writing. Cognitive apprenticeships appear advantageous for teaching SWDs science content and how to write scientific arguments, as this form of instruction begins with problem solving tasks that connect literacy (e.g., reading, writing, argumentation discourse) with epistemic reasoning in a given domain. We illustrate the potential of such apprenticeships by analyzing the conceptual quality of arguments written by three SWDs who participated in a larger quantitative study in which they and others showed improvement in the structure of their arguments. We end with suggestions for further research to expand the use of cognitive apprenticeships.","PeriodicalId":47351,"journal":{"name":"Written Communication","volume":null,"pages":null},"PeriodicalIF":1.9,"publicationDate":"2023-03-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41329818","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 1

Editor’s Note 编者按

IF 1.9 1区文学

Written Communication Pub Date : 2023-03-04 DOI: 10.1177/07410883221150937

C. Wickman

引用次数: 0

Beyond Structure: Using the Rational Force Model to Assess Argumentative Writing 超越结构：运用理性力量模型评价议论文写作

IF 1.9 1区文学

Written Communication Pub Date : 2023-03-04 DOI: 10.1177/07410883221148664

Ylva Backman, Alina Reznitskaya, Viktor Gardelli, I. Wilkinson

引用次数: 2

Examining the Impact of a Cognitive Strategies Approach on the Argument Writing of Mainstreamed English Learners in Secondary School 研究认知策略方法对中学主流英语学习者议论文写作的影响

IF 1.9 1区文学

Written Communication Pub Date : 2023-03-04 DOI: 10.1177/07410883221148724

Carol Booth Olson, Undraa Maamuujav, Jacob Steiss, Huy Q. Chung

{"title":"Examining the Impact of a Cognitive Strategies Approach on the Argument Writing of Mainstreamed English Learners in Secondary School","authors":"Carol Booth Olson, Undraa Maamuujav, Jacob Steiss, Huy Q. Chung","doi":"10.1177/07410883221148724","DOIUrl":"https://doi.org/10.1177/07410883221148724","url":null,"abstract":"The stagnation of National Assessment of Educational Progress (NAEP) Writing scores demonstrates the need for research-based instruction that improves writing for all students, especially English learners. In this article, we synthesize the literature on effective instructional practices for this diverse group of learners and describe how these strategies are leveraged in a teacher professional development program that has been previously shown to improve students’ argument writing. Then, we share results of a study that focuses on distinct subgroups of secondary English learners students to (a) determine their needs and challenges and (b) examine the impact of a cognitive strategies approach on rhetorical and linguistic aspects of writing at posttest. Results show English learners have considerable challenges with higher-order tasks involved in writing literary arguments and with the linguistic demands of academic writing before receiving the intervention. However, after receiving the intervention, using descriptive statistics and multiple hierarchical linear regression, we show that these students grew in the areas of presentation of ideas, organization, evidence use, and language use. For example, students designated as reclassified English learners (RFEP [Reclassified Fluent English Proficient]) and students who have even more limited English proficiency (designated as EL [English learner] here) show improvements in many aspects of writing, especially in their ability to write claims and use evidence. In contrast, improvements in language use components were more limited for both groups of learners. Moreover, some of the gains due to being in the treatment were significant enough to bring the average EL student close to parity or beyond their EO (English Only) / IFEP (Initial Fluent English Proficient) peers in the control condition at posttest. We conclude by discussing pedagogical implications for English learners.","PeriodicalId":47351,"journal":{"name":"Written Communication","volume":null,"pages":null},"PeriodicalIF":1.9,"publicationDate":"2023-03-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43199087","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 3

Confronting the Challenges of Undergraduates’ Argumentation Writing in a “Learning How to Learn” Course 在“学会如何学习”课程中应对大学生论证写作的挑战

IF 1.9 1区文学

Written Communication Pub Date : 2023-03-01 DOI: 10.1177/07410883221148468

P. Alexander, Jannah Fusenig, Eric C. Schoute, Anisha Singh, Yuting Sun, Julianne E. van Meerten

引用次数: 1

“The World Has to Stop Discriminating Against African American Language” (AAL): Exploring the Language Ideologies of AAL-Speaking Students in College Writing “世界必须停止对非裔美国人语言的歧视”（AAL）：探究大学写作中讲AAL的学生的语言意识形态

IF 1.9 1区文学

Written Communication Pub Date : 2023-02-27 DOI: 10.1177/07410883221146484

Shenika Hankerson

引用次数: 2