Academia.edu no longer supports Internet Explorer.
To browse Academia.edu and the wider internet faster and more securely, please take a few seconds to upgrade your browser.
…
7 pages
1 file
You already know that the best way to improve your writing is by reading, and by writing. But what should you write about? That's where writing prompts come in.
Proceedings of the 27th International Conference on Computational Linguistics: System Demonstrations , 2018
Writing MentorTM is a freely available Google Docs add-on designed to provide feedback to struggling writers and help them improve their writing in a self-paced and self-regulated fashion. Writing Mentor uses natural language processing (NLP) methods and resources to generate feedback in terms of features that research into post-secondary struggling writers has classified as developmental (Burstein et al., 2016b). These features span many writing sub-constructs (use of sources, claims, and evidence; topic development; coherence; and knowledge of English conventions). Preliminary analysis indicates that users have a largely positive impression of Writing Mentor in terms of usability and potential impact on their writing.
2018
The Writing Mentor TM (WM) application is a Google Docs add-on designed to help students improve their writing in a principled manner and to promote their writing success in postsecondary settings. WM provides automated writing evaluation (AWE) feedback using natural language processing (NLP) methods and linguistic resources. AWE features in WM have been informed by research about postsecondary student writers often classified as developmental (Burstein et al., 2016b), and these features address a breadth of writing sub-constructs (including use of sources, claims, and evidence; topic development; coherence; and knowledge of English conventions). Through an optional entry survey, WM collects self-efficacy data about writing and English language status from users. Tool perceptions are collected from users through an optional exit survey. Informed by language arts models consistent with the Common Core State Standards Initiative and valued by the writing studies community, WM takes in...
1990
Many communication majors expect to do little written communication, since skill in oral communication is more developed if not preferred. Before a student writes or becomes engaged in the rational and logical process of evaluating writing, he or she is in the stage of clearing the mind for action. A non-rationalistic approach to writing seeks to clear the mind of "thinking." This approach is especially useful for public relations writing since many corporation chiefs complain that today's students are technicians and do not think. More and more evidence indicates that public relations professionals must be flexible writers who can produce a variety of formats ranging from pitch letters, putlic announcements, news releases, to newsletters. In class, students can perform simple relaxation exercises as their first activity. Another exercise, using a computer, has students fill a page with words without "thinking." This "brainstorming" stage allows the writers to relax, to stop judgment on their thoughts, and at the same time to produce a large body of material for editing. In the next step the students become editors. Sharpening editing skills can involve testing inspection skills. Writing is also a visual process, with similar principles applying to graphics as words and graphics as pictures. As an exercise students are instructed to draw lines (no pictures or symbols) indicating different emotions. Comparisons can then be made. These exercises have definite benefits in the production and evaluation of writing. (TD)
Critical Collaborative Communities
This chapter discusses an annual residential writing retreat, where members from across various universities gather, for the purpose of supporting scholarly writing initiatives. We developed a method of photo analysis to explore whether the retreat fostered collaborative writing among its participants, interrogating the strengths and limitations of this visual approach. The method not only captured the complexities of participants' stories about their writing experiences-specifically the social, the semiotic, and the critical-but also elicited different perspectives and writing stories from others. Findings suggest that retreats can foster collaborative writing by providing a space for writing teams to meet, offering structured peer feedback, and introducing scholars to each other and planting seeds for shared projects.
Creative Writing 1 Creative Writing offers a supportive environment in which students may engage in writing prose, poetry, and drama as well as reading published samples. This course is dedicated to the development of the creative process. This one-semester course focuses on the study of the fundamental elements of creative writing. Students will collaborate to critique and improve their work for final review.
Latin American Journal of Content and Language Integrated Learning, 2009
The central concern of the present investigation is to guide high school students to learn and write paragraphs using the traffic signal colours mnemonic technique while studying biotechnology topics. These students participated actively in laboratory experiments, practical workshops and computer classroom sections. They expanded their knowledge and written practice using the resources compiled in a web page and sending some of their compositions via e-mail. From the paragraphs created and corrected by students themselves, it is possible to assert that the "Step Up to Writing" program and content-based instruction provided them with a very useful path to improve both their writing skills and their knowledge about food.
proceeding, 2014
Raising the awareness of the existance of audience or readers to students might become one of the key words in keeping the students remain motivated during writing class. For a common writing activity in class is that teacher simply asks the students to write a text and let them expect nothing but good grade after the class. It is likely to direct the students to think that writing is just another course that they have to attend during school days. As a result, both teacher and student might feel frustrated during the teaching learning process since the class runs wearisomely due to its meaningless activity. For this reason, this paper features on how a student' writing bulletin helps liven up the writing instruction while at the same time give the students a meaningful task to do. By suggesting a bulletin to write, students excitedly think that their writings will be printed and read by others. It is for sure attract their attention as they might be nervous to know that they are going to publish their writing for public. Yet, this reason as well becomes the biggest motivation to write well and show up their writing ability. Choosing appropriate topic will be another help for teacher to draw the students' attention in completing the task. To conclude, the paper will present some underlying theories that support this idea and details of how the strategy works.
Journal of Writing Analytics , 2018
The Writing MentorTM (WM) application is a Google Docs add-on designed to help students improve their writing in a principled manner and to promote their writing success in postsecondary settings. WM provides automated writing evaluation (AWE) feedback using natural language processing (NLP) methods and linguistic resources. AWE features in WM have been informed by research about postsecondary student writers often classified as developmental (Burstein et al., 2016b), and these features address a breadth of writing sub-constructs (including use of sources, claims, and evidence; topic development; coherence; and knowledge of English conventions). Through an optional entry survey, WM collects self-efficacy data about writing and English language status from users. Tool perceptions are collected from users through an optional exit survey. Informed by language arts models consistent with the Common Core State Standards Initiative and valued by the writing studies community, WM takes initial steps to integrate the reading and writing process by offering a range of textual features, including vocabulary support, intended to help users to understand unfamiliar vocabulary in coursework reading texts. This paper describes WM and provides discussion of descriptive evaluations from an Amazon Mechanical Turk (AMT) usability task situated in WM and from users-in-the-wild data. The paper concludes with a framework for developing writing feedback and analytics technology.
InExecutivis.it, 2020
https://servicioskoinonia.org/boff/articulo.php?num=043
Revista Brasileira de História - Vol. 27 N. 53, 2007
56.1, 2024
Translation from BAEDE, nº 29, 2020, 191-198, ISSN: 1131-6780, 2020
IEEE Transactions on Knowledge and Data Engineering, 1999
arXiv (Cornell University), 2020
Bucharest Working Papers in Linguistics, 2021
Molecular genetics and genomics : MGG, 2003
Bandolera. Joven, rebelde y comprometida, 2024
Archives de Pédiatrie, 2002