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Article
Publication date: 28 March 2008

Mardi Mahaffy

The purpose of this paper is to explore how library reference departments and writing centers have extended their services to reach audiences beyond their respective locations…

1097

Abstract

Purpose

The purpose of this paper is to explore how library reference departments and writing centers have extended their services to reach audiences beyond their respective locations, and to analyze the experiences of one university in collaboration between the two entities. The aim is to provide insight into the advantages and disadvantages of two approaches toward collaboration: that of a reference librarian holding office hours in a writing center, and writing center consultants providing service hours within the library.

Design/methodology/approach

Reference/consultation logs and input from participating consultants and librarians are utilized to explore the usage and effectiveness of the two collaborative approaches.

Findings

Analyzing student participation in the library and writing center services indicate that, while students are not likely to seek library reference services in the writing center, they appreciate having writing consultation services available within the library at times when the writing center is not open. Observation also suggests that students use services differently at the two locations, preferring extended interactions at the writing center where hour‐long consultations are customary.

Practical implications

This work conveys first hand experiences and makes suggestions regarding scheduling, staffing, equipment, and publicity.

Originality/value

Little has been written about the feasibility and practical implications of writing center consultants working within libraries.

Details

New Library World, vol. 109 no. 3/4
Type: Research Article
ISSN: 0307-4803

Keywords

Article
Publication date: 11 June 2019

Yudhi Arifani

The purpose of this study is to investigate the ability of EFL learners’ cohesion after the implementation of small group flipped instruction model through WhatsApp with small…

366

Abstract

Purpose

The purpose of this study is to investigate the ability of EFL learners’ cohesion after the implementation of small group flipped instruction model through WhatsApp with small group writing activities compared with individual flipped instruction model through WhatsApp with individual writing activities.

Design/methodology/approach

A quasi-experimental study with a nonequivalent control group and a pre-test/post-test design was implemented to find any significant difference between the two combinations. The small group was treated using small group flipped instruction model through WhatsApp with small group writing activities, and an individual class was exposed to individual group flipped instruction model through WhatsApp with individual writing activities as well. The instrument of this study was a writing test.

Findings

The findings revealed that the mean score from the small group flipped instruction model through WhatsApp with small group writing activities at 66.17 was higher than the mean score individual flipped model via WhatsApp with individual writing activities at50.19 with a level of significance < 0.05. He meant that the small group flipped classroom instruction model through WhatsApp with small group writing activities performed better than teaching cohesion with individual flipped instruction through WhatsApp with individual writing activities. The results suggested small group flipped teaching–learning cohesion with WhatsApp in writing served as one of the alternatives flipped group discussion to improve learners’ cohesion in writing.

Originality/value

Flipped classroom innovation has attracted English language teaching researchers’ attention to scrutinize its effectiveness. This inquiry, therefore, elaborated the effect off-lipping individual and small group classroom instruction with WhatsApp on EFL learners’ cohesion as part of EFL writing skills.

Details

Library Hi Tech News, vol. 36 no. 4
Type: Research Article
ISSN: 0741-9058

Keywords

Article
Publication date: 17 August 2010

Rowena Yeats, Peter Reddy, Anne Wheeler, Carl Senior and John Murray

Academic writing is often considered to be a weakness in contemporary students, while good reporting and writing skills are highly valued by graduate employers. A number of…

1278

Abstract

Purpose

Academic writing is often considered to be a weakness in contemporary students, while good reporting and writing skills are highly valued by graduate employers. A number of universities have introduced writing centres aimed at addressing this problem; however, the evaluation of such centres is usually qualitative. The paper seeks to consider the efficacy of a writing centre by looking at the impact of attendance on two “real world” quantitative outcomes – achievement and progression.

Design/methodology/approach

Data mining was used to obtain records of 806 first‐year students, of whom 45 had attended the writing centre and 761 had not.

Findings

A highly significant association between writing centre attendance and achievement was found. Progression to year two was also significantly associated with writing centre attendance.

Originality/value

Further, quantitative evaluation of writing centres is advocated using random allocation to a comparison condition to control for potential confounds such as motivation.

Details

Education + Training, vol. 52 no. 6/7
Type: Research Article
ISSN: 0040-0912

Keywords

Article
Publication date: 11 March 2022

Erin Bennett, Phu Vu and Lan Vu

This action research explored the use of structured writing formats including writing frames and writing guides to improve high school student historical writing.

300

Abstract

Purpose

This action research explored the use of structured writing formats including writing frames and writing guides to improve high school student historical writing.

Design/methodology/approach

Collected data involved the result of a pre-test and post-test comparing writing scores of students before and after the intervention, students' survey and co-teacher's interview.

Findings

The findings indicated that the intervention of writing frames and writing guides had a positive effect on student writing performances. Discussions and implications for further studies were also included.

Originality/value

The findings informed the teacher that general writing skills could be applied across the curriculum.

Details

Social Studies Research and Practice, vol. 17 no. 2
Type: Research Article
ISSN: 1933-5415

Keywords

Open Access
Article
Publication date: 20 February 2024

Abdullah Abdulmahsan Bin Saran

The global prominence of languages and Saudi Arabia’s Vision 2030, which supports the necessity of German proficiency for the nation’s socioeconomic evolution, necessitate a…

Abstract

Purpose

The global prominence of languages and Saudi Arabia’s Vision 2030, which supports the necessity of German proficiency for the nation’s socioeconomic evolution, necessitate a deeper understanding of German teaching in Saudi international schools. This study delves into the influence of various teaching strategies on students' German writing skills. The research particularly focuses on traditional and innovative methods and considers the factors that drive these teaching approaches.

Design/methodology/approach

Data were collected from 304 students in Riyadh, Saudi Arabia, through a questionnaire. The relationships between teaching strategies and students' German writing abilities were analyzed using regression techniques.

Findings

The results indicate that both traditional and innovative teaching strategies positively influence students' writing skills. The regression analysis shows that the independent variables (traditional teaching strategies, innovative teaching strategies and factors influencing teaching strategies) collectively account for 68.9% of the variation in students' German writing skills. Even though a variety of techniques influence students' academic performance, the study’s findings indicate that several strategies – such as self-evaluation, pair work, oral feedback, grammar instruction and translation – have a major impact on students' German writing abilities.

Originality/value

This research brings unique insights into the German teaching realm of Saudi international schools, emphasizing the harmony between Vision 2030 goals and effective teaching methodologies. It elucidates the considerable influence of both traditional and innovative strategies on student writing outcomes. For educators in Saudi Arabia’s international educational environment, the study’s findings underline the importance of adopting student-centric approaches in the writing process, ensuring students evolve as proficient writers. Additionally, the research underscores the significant role of variables affecting teaching strategies, spotlighting their pivotal role in shaping student outcomes.

Details

Saudi Journal of Language Studies, vol. 4 no. 1
Type: Research Article
ISSN: 2634-243X

Keywords

Article
Publication date: 1 June 2004

Kerryn Colen and Roslyn Petelin

Collaborative writing is pervasive in the contemporary corporate workplace. North American research reports that nine out of ten business professionals produce some of their…

3225

Abstract

Collaborative writing is pervasive in the contemporary corporate workplace. North American research reports that nine out of ten business professionals produce some of their documents as part of a team. As workplace writers seek to meet the business goals of their employers, and further their own careers, they require sophisticated skills in joining with other writers to collaboratively produce documents. Taking advantage of the benefits, and meeting the challenges of this demand, requires corporate and academic communities to collaborate: to address gaps in the knowledge about collaborative writing and to train and develop competent collaborative writers.

Details

Corporate Communications: An International Journal, vol. 9 no. 2
Type: Research Article
ISSN: 1356-3289

Keywords

Book part
Publication date: 22 May 2013

Katherine K. Frankel, Elizabeth L. Jaeger and P.David Pearson

Purpose – Our purpose in this chapter is to argue for the importance of integrating reading and writing in classrooms and to provide examples of what integration of this nature…

Abstract

Purpose – Our purpose in this chapter is to argue for the importance of integrating reading and writing in classrooms and to provide examples of what integration of this nature looks like in classrooms across content areas and grade levels.Design/methodology/approach – In this chapter we provide an overview of the argument for reading–writing integration, highlight four common tools (skill decomposition, skill decontextualization, scaffolding, and authenticity) that teachers use to cope with complexity in literacy classrooms, and describe four classrooms in which teachers strive to integrate reading and writing in support of learning.Findings – We provide detailed examples and analyses of what the integration of reading and writing in the service of learning looks like in four different classroom contexts and focus particularly on how the four teachers use scaffolding and authenticity to cope with complexity and support their students’ literacy learning.Research limitations/implications – We intentionally highlight four noteworthy approaches to literacy instruction, but our examples are relevant to specific contexts and are not meant to encompass the range of promising practices in which teachers and students engage on a daily basis.Practical implications – In this chapter we provide classroom teachers with four concrete tools for coping with the complexities of literacy instruction in classroom settings and highlight what instruction of this nature – with an emphasis on scaffolding and authenticity – looks like in four different classroom contexts.Originality/value of chapter – Teachers and other educational stakeholders must acknowledge and embrace the complexities of learning to read and write, so that students have opportunities to engage in rich and authentic literacy practices in their classrooms.

Details

School-Based Interventions for Struggling Readers, K-8
Type: Book
ISBN: 978-1-78190-696-5

Keywords

Book part
Publication date: 23 January 2017

Jen Scott Curwood, Jayne C. Lammers and Alecia Marie Magnifico

Writers, their practices, and their tools are mediated by the contexts in which they work. In online spaces and classroom environments, today’s writers have increased access to…

Abstract

Writers, their practices, and their tools are mediated by the contexts in which they work. In online spaces and classroom environments, today’s writers have increased access to collaborators, readers, and reviewers. Drawing on our experiences as English teacher educators and as researchers of digital literacies and online affinity spaces, this chapter offers examples from three English teacher education programs in the United States and Australia to demonstrate how we link our research in out-of-school spaces to literacy practices in school contexts for our pre-service teachers. To do so, we share an illustrative example from each program and consider how in-class activities and assessment tasks can encourage pre-service teachers to learn about: the importance of clear goals and real-world audiences for writers; the value of self-sponsored, interest-driven writing in the English curriculum; and the role of authentic conversations between readers and writers as part of the writing, revising, and publishing process. The chapter concludes with recommendations for class activities and assessments that could be used within English education programs.

Details

Innovations in English Language Arts Teacher Education
Type: Book
ISBN: 978-1-78714-050-9

Keywords

Book part
Publication date: 17 March 2022

Christopher Little

This case study will detail and discuss the decision by a central student-facing learning development unit at Keele University, to provide student writing retreats, accessible to

Abstract

This case study will detail and discuss the decision by a central student-facing learning development unit at Keele University, to provide student writing retreats, accessible to students at all levels of higher education (HE) studies. Staff and researcher writing retreats have been found to improve productivity and motivation, and to develop some participants’ sense of identity as “writers” (Casey, Barron, & Gordon, 2013; Moore, 2003; Murray & Newton, 2009; Papen & Thériault, 2018; Swaggerty, Atkinson, Faulconer, & Griffith, 2011). Many UK higher education institutions provide a range of writing retreats, in varying formats, to staff and PhD students to further their writing goals but rarely, if ever, to undergraduate (UG) or postgraduate-taught (PGT) students.

Over the past four academic years, the learning development unit at Keele University have been developing and running a range of student writing retreats for UG and PGT students as part of our freestanding academic skills development provision. This case study will provide a summary scope of the sector, present relevant literature supporting writing retreats and critically reflect on and evaluate the freestanding writing retreats provided to students. The educational evaluation to be presented here stands as an innovation in the teaching and support of academic writing practices of students.

Details

Innovative Approaches in Pedagogy for Higher Education Classrooms
Type: Book
ISBN: 978-1-80043-256-7

Keywords

Book part
Publication date: 26 August 2019

Evan Ortlieb and Susan Schatz

Purpose – The gradual release of responsibility (GRR) framework has long been used as a model to provide explicit and scaffolded literacy instruction (Pearson & Gallagher, 1983)…

Abstract

Purpose – The gradual release of responsibility (GRR) framework has long been used as a model to provide explicit and scaffolded literacy instruction (Pearson & Gallagher, 1983), but has seen far less application within the teaching of writing. As such, a framework for further incorporating the GRR model into comprehensive writing instruction is presented.

Design – This chapter describes a recursive writing process that includes four iterative and connected steps: we study, we write, we share, and we react and revise. From direct modeling needed to build efficacy (Bloomberg & Pitchford, 2017), prompting in the “we do it together phase” (Fisher & Frey, 2016), and peer collaboration offering students the opportunity to move from the solve it together to the self-regulated stage of learning, the GRR model of writing supports students as they move recursively between the phases of learning.

Findings – The recursive nature of the GRR model of writing offers scaffolded support calibrated to each student’s phase of learning. The gradual release model of recursive writing provides an opportunity for students and teachers to engage in a feedback cycle and permit teachers to pass the pen to students at an ideal time, often encompassing many opportunities to write, react, and revise with their peers serving as an authentic audience.

Practical implicationsWriting proficiency is linked to relationship building and social networks (Swan & Shih, 2005) as well as academic and career success (Cormier, Bulut, McGrew, & Frison, 2016). The GRR model of writing offers a new model of a flexible, social, and recursive writing process needed in professional development and teacher education programs.

Details

The Gradual Release of Responsibility in Literacy Research and Practice
Type: Book
ISBN: 978-1-78769-447-7

Keywords

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