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Writing Difference: Student Ideologies and Translingual Possibilities
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| 2 |
Towards a Theory and Practice of Translingual Transfer: A Study of 6 International Undergraduate Students
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| 3 |
Ideologies of Language, Authority, and Disability in College Writing Peer Review
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| 4 |
"It's All Part of an Education": Case Studies of Writing Knowledge Transfer Across Academic and Social Media Domains Among Four Feminist College Students
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Understanding College-Bound Students' Perceived Preparedness and Expectations for College-Level Writing
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For-Profit Colleges as Literacy Sponsors: A Turn to Students' Voices
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| 7 |
Writing in the STEM classroom: Faculty conceptions of writing and its role in the undergraduate classroom
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Abstract:
Writing is widely recognized as fundamental to the construction and communication of scientific knowledge. Building on this relationship between writing and knowledge construction, writing‐to‐learn (WTL) activities have shown to be effective in many science classrooms, but have not been widely implemented at the postsecondary level. To address the lack of implementation, we investigated potential adopters of this pedagogy. Potential adopters, postsecondary faculty, are unique given the key role writing plays in their professional practice as researchers. Because of this unique feature and the fact that an instructor’s theoretical orientation toward a construct impacts their instruction of that construct, an investigation of postsecondary faculty’s conceptions of writing instruction is necessary to understand the way writing is being used in the postsecondary classroom. To this end, 33 STEM faculty across multiple disciplines and positions were interviewed about writing and its role in their classes. A phenomenographic analysis resulted in four faculty “types” consisting of unique combinations of concept and practice, organized according to compatibility with WTL. Profiles were built that describe unique conceptions, desired outcomes, and challenges for each type. These profiles provide an understanding of the relationship between faculty’s conceptions and instructional practices regarding writing and lay the groundwork for understanding how writing is used in the postsecondary classroom. ; Peer Reviewed ; https://deepblue.lib.umich.edu/bitstream/2027.42/146379/1/sce21454_am.pdf ; https://deepblue.lib.umich.edu/bitstream/2027.42/146379/2/sce21454.pdf
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Keyword:
case study; Ecology and Evolutionary Biology; faculty conceptions; phenomenography; Science; Science (General); science writing; undergraduate STEM; writing‐to‐learn
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URL: https://hdl.handle.net/2027.42/146379
https://doi.org/10.1002/sce.21454
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| 8 |
Identifying and Remediating Student Misconceptions in Introductory Biology via Writing-to-Learn Assignments and Peer Review
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| 9 |
Efficiency, Correctness, and the Authority of Automation: Technology in College Basic Writing Instruction
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| 10 |
Understanding the Literacies of Working Class First-Generation College Students
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| 11 |
Languages, Literacies, and Translations: Examining Deaf Students' Language Ideologies through English-to-ASL Translations of Literature.
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| 12 |
Strangers at the Table: Student Veterans, Writing Pedagogy, and Hospitality in the College Composition Classroom.
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| 13 |
Linguistic and Rhetorical Ideologies in the Transition to College Writing: A Case Study of Southern Students.
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| 14 |
An Investigation of Transfer in the Literacy Practices of Religiously Engaged Christian College Students.
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| 15 |
Engaging Students in the Margins: A Mixed-Methods Case Study Exploring Student and Instructor Response to Feedback in the First-Year Writing Classroom.
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| 16 |
In Your Own Words: Ideological Dilemmas in English Teachers' Talk about Plagiarism.
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| 17 |
Digital Pedagogies and Teacher Networks: How Teachers’ Professional Learning and Interpersonal Relationships Shape Classroom Digital Practices.
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| 18 |
Developing Meta-Awareness about Composition through New Media in the First-Year Writing Classroom.
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| 19 |
Locally Responsive Composition Pedagogy: A Tribal College Case Study.
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| 20 |
Expanding Conversations: Cultivating an Analytical Approach to Collaborative Composition in Social Online Spaces.
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