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LILAC and Citation Project Workshop
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In: Georgia International Conference on Information Literacy (2020)
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| 2 |
Turnitin and peer review in ESL academic writing classrooms
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Li, Jinrong; Li, Mimi. - : University of Hawaii National Foreign Language Resource Center, 2018. : Michigan State University Center for Language Education and Research, 2018
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| 3 |
Preparing English Language Learners for Academic Writing: A Functional Linguistic Approach
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In: Writing and Linguistics Faculty Presentations (2017)
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| 4 |
Learning Information Literacy Across the Curriculum (LILAC): Discussing Results from a CCCC Research Initiative Project
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In: Writing and Linguistics Faculty Presentations (2017)
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| 5 |
Assessment Across Online Language Education: Documenting Interaction, Autonomy, and Learning Outcomes
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In: Writing and Linguistics Faculty Presentations (2017)
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| 6 |
Just Google It: Investigating Multilingual Writers’ Digital Information Literacy
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In: Writing and Linguistics Faculty Presentations (2017)
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| 7 |
LILAC and Citation Project Workshop
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In: Writing and Linguistics Faculty Presentations (2016)
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| 8 |
From Text-Based to Digital Feedback: What Has Changed?
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In: Writing and Linguistics Faculty Presentations (2016)
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| 9 |
Analysis of College Writing Assignments
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In: Writing and Linguistics Faculty Presentations (2016)
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| 10 |
Rethinking Rubric Design: A Methodology for Reducing Variations in Student and Teacher Assessments of Writing
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In: Writing and Linguistics Faculty Presentations (2016)
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| 11 |
Lexical Richness of L1 and L2 Students’ Writing
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In: Writing and Linguistics Faculty Presentations (2016)
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| 12 |
Writing in the Disciplines: An Analysis of the Demands of College Writing Tasks
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In: Georgia Educational Research Association Conference (2015)
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| 13 |
Understanding Variations Between Student and Teacher Application of Rubrics
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In: Writing and Linguistics Faculty Research and Publications (2015)
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| 14 |
Understanding Variations Between Student and Teacher Application of Rubrics
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In: Writing and Linguistics Faculty Presentations (2015)
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Abstract:
While rubrics have their limitations, many studies show that they can clarify teacher expectations, and in comparison to a simple score or a letter grade, provide more information about the strengths and weaknesses of students’ writing. Few studies, however, have explored the variations between students’ and teachers’ readings of rubrics and how such differences affect student writing. This article describes the findings of a mixed-methods research study designed to identify discrepancies between students’ and teachers’ interpretation of rubrics and investigate how such mismatches influence the use of rubrics. For the study, students and instructors in a first-year writing program at a medium-sized state university were provided with a rubric created for end-of-course assessment and asked to share their understanding of the rubric and apply the rubric to a sample student paper previously normed by faculty. The researchers then explored discrepancies between the students’ and the instructors’ interpretation and application of the rubric in essay evaluation. Data analysis revealed significant differences between faculty and students. The article concludes with suggestions for how to address these differences in the writing classroom.
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Keyword:
Arts and Humanities; Creative Writing; Linguistics; Rubric interpretation; Student and teacher perspectives; Writing rubrics
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URL: https://digitalcommons.georgiasouthern.edu/writing-linguistics-facpres/10
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| 15 |
The Potential Benefits of Semantic Mapping for L2 Writers
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In: Writing and Linguistics Faculty Presentations (2015)
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| 16 |
Rethinking the Role of Automated Writing Evaluation (AWE) Feedback in ESL Writing Instruction
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In: Writing and Linguistics Faculty Research and Publications (2015)
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| 17 |
Annotated Learner Corpus and Revision for L2 Learners
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In: Writing and Linguistics Faculty Presentations (2014)
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| 18 |
Synchronous Text-Based Computer-Mediated Communication Tasks and the Development of L2 Academic Literacy
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In: Writing and Linguistics Faculty Research and Publications (2013)
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| 19 |
The effects of synchronous text-based computer-mediated communication tasks on the development of L2 and academic literacy: A mixed methods study
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In: Graduate Theses and Dissertations (2012)
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