The relationship between computers and writing is natural, as computers are now the primary tool for producing writing.
The relationship between computers and writing is natural, as computers are now the primary tool for producing writing. The purpose of this case-study paper is to report on the design, development, and delivery of an online course that was created in response to the identification of a need for effective and efficient delivery of writing instruction to large numbers of university students.
The paper describes an online academic writing course that evolved from an elective course enrolling students to a required course enrolling over 2, arts and social sciences and engineering students at a mid-sized Canadian university.
An account of the history of the course is included, along with discussion regarding institutional and student resistance to the course, technological challenges, use of peer review, cheating, course problems, and course successes.
Course effectiveness data are also presented. Suggestions are offered for instructors wishing to create similar online writing courses.
While speech acquisition is a fairly automatic process that occurs during normal human development, learning to write is a more deliberate and systematic process that often begins prior to the commencement of formal education and remains a required skill at all levels of academic study.
However, the teaching of writing has proven to be one of the most exhausting and enduring challenges facing educators. Historically, writing instruction has been found to be time consuming and labor intensive. Education at all levels nevertheless continues to strive to produce citizens who are proficient, capable writers.
As methods of delivery in education evolve and are influenced by computers and the Internet, educators must also consider technology-mediated approaches as a way to provide effective and efficient writing instruction.
This ability to effectively "present information and ideas through their writing" Hammann,p. Unfortunately, the acquisition of writing skills is not always successfully achieved.
A review of the literature reveals that at all levels of education, deficits in writing ability exist e. Singleton-Jackson, Lumsden, and Newsom discovered that even after undergraduate matriculation and admission to graduate study, students still struggle significantly with attaining what would be considered a proficient level of writing skills.
As educators work to help students achieve writing skills, methods of teaching writing continually evolve.
Current pedagogical practices for all content areas, not just writing instruction, often include a technologically based component. As stated by Keebler"as the landscape of higher education changes, the need to incorporate technological advances into a schools [sic] pedagogical design has become more pressing" p.
|Academic writing is - Colegio Eisenhower||Looking Back and Looking Ahead We're almost at the end and that means I would like to take some time to look back You have all proven yourself to be effective communicators in both written and spoken English.|
Moreover, Lee states that "online learning will continue to proliferate in the near future" p. Further, with regard to writing instruction, as practices change, education "is building a foundation of research on the impact of distance learning technology on composition" Miller,p.
Online instruction can result in learners who function independently while engaging in rich learning experiences. A thoughtful, critical evaluation of the advantages of teaching writing with technology is warranted and valuable. There is a natural link between technology and writing instruction, as writing in all forms is, for the most part, currently performed with technological devices.
The computer has evolved from a tool used to improve writing to the tool used for writing Stine, Foundations of Academic Writing FAW was created in the Summer of and piloted in the Fall of as a hybrid course combining traditional weekly lectures with a substantial online component.
FAW was offered as a general arts or general social sciences elective, and it initially enrolled students. The hybrid format did not work well as students focused almost exclusively on what was done in class but did not initiate self-directed learning through use of the online instructional modules.
In the Fall ofstudents enrolled in the course as an elective. At this point, given the large enrollment, it became necessary to change the course so that it could be delivered fully online. While a cursory review of the literature on the effectiveness of online teaching lent itself to a certain level of confidence regarding switching from a hybrid course to an online-only course e.
It is important to recall that FAW was an experimental initiative, and thus while it may seem somewhat illogical to have switched from a hybrid to an online format in this context, there was a belief that perhaps if the student had only the online modules and no in-class instruction they would do the work instead of being "lazy" and relying on the traditional method of the instructor "feeding" them the information.
In other words, with no instructor to "feed" them, they would rise to the challenge and show greater self-direction. In Januarya part two FAW II of the course was piloted and showed the same pattern of increasing enrollment as an elective. While FAW I is a sentence-to-paragraph-level course that involves extensive grammar review and instruction in paragraph writing, FAW II is focused on essay writing and includes a brief grammar review as well as an introduction to information literacy, research skills, and the American Psychological Association APA and Modern Language Association MLA citation systems.
Both courses continued to grow and to be offered as electives until the Fall ofwhen they became required courses for all arts and social sciences and engineering majors. The courses continue to be required, and the enrollments since Fall have been approximately 2, per term, divided into sections of approximately students per section.
The course was originally offered as a general arts credit or a general social sciences credit. Students took the course to fulfill these general requirements for their degree plans. The initial response to the course from the various departments within the institution was mixed, with two camps, one for the course and the other against it, rapidly emerging.
From untilnumerous meetings were held in which effectiveness data collected through pre-test and post-test measures were presented to faculty and department heads.
The skepticism about the course centered around the choice of online delivery as the pedagogical basis. Numerous faculty from various disciplines voiced concerns regarding the feasibility of teaching writing online. The authors found that it was important to share online effectiveness literature and to collect quantitative effectiveness data in order to counter resistance to the course.
The multi-section course is overseen by a course coordinator the first author of the present paper who is a full-time faculty member. The students are put into sections of approximately students per section.STATE AND LOCAL POLICIES PAPER Academic Essay.
Order Description. see instructions whether founded on their professional socialization28 or stemming from their own “moral foundations,”29 inhibit public administrators from committing unethical acts.
Others contend that external controls—laws,30 courts,31 publicity,32 legislative. Foundations of Academic Writing (FAW) was created in the Summer of and piloted in the Fall of as a hybrid course combining traditional weekly lectures with a substantial online component.
Foundations of Academic Writing Essay - My Prgression Through FAW Foundations of Academic Writing (FAW) is a course that majority of first years are required to take. Although it seems irritating and pointless at first, by the end of the first semester you begin .
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Foundations of Academic Writing (FAW) was created in the Summer of and piloted in the Fall of as a hybrid course combining traditional weekly lectures with a substantial online component. Foundations of Academic Writing An online resource for MISiS Linguistics students seeking to improve their academic writing skills.
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