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Kibler, M. Alison – Change: The Magazine of Higher Learning, 2018
M. Alison Kibler is Professor of American Studies and Women's Gender and Sexuality Studies at Franklin and Marshall College. She has taught "Rights and Representations", a seminar for first year students, focusing on the tension between free speech and equality in American law and politics, for fifteen years. In this article, Kibler…
Descriptors: College Students, Student Rights, First Year Seminars, Freedom of Speech
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Halim, Audrey S.; Finkenstaedt-Quinn, Solaire A.; Olsen, Laura J.; Gere, Anne Ruggles; Shultz, Ginger V. – CBE - Life Sciences Education, 2018
Student misconceptions are an obstacle in science, technology, engineering, and mathematics courses and unless remediated may continue causing difficulties in learning as students advance in their studies. Writing-to-learn assignments (WTL) are characterized by their ability to promote in-depth conceptual learning by allowing students to explore…
Descriptors: Misconceptions, Science Instruction, Biology, Introductory Courses
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Smith, Jimmy – Journal of Catholic Higher Education, 2018
This work discusses the effort to begin helping university students fulfill the university mission and core curriculum objectives through the Foundations of Sports Outreach course and the Sports Outreach Initiative at Gonzaga University. Guided by Catholic Social Teaching principles, the primary goal of the course was to provide a social…
Descriptors: Athletics, Catholic Schools, Church Related Colleges, Outreach Programs
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Wittek, Anne Line – Scandinavian Journal of Educational Research, 2018
This article addresses writing in higher education with the primary aim of conceptualizing writing as a mediational tool. The conceptual framework consists of three concepts: "learning trajectories," "mediation," and "recontextualization." The article describes how writing can work as a mediational tool and suggests…
Descriptors: Foreign Countries, Writing Processes, Writing Instruction, Higher Education
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Leon, Kendall; Pinkert, Laurie A.; Trauth Taylor, Kathryn – Composition Studies, 2017
In this article, we detail our findings from a case study of three instructors as they newly implemented service-learning pedagogies into their first year writing classes. Drawing on the instructors' perspectives as part of a larger programmatic assessment, we demonstrate that a service-learning curriculum can broadly foster learning outcomes for…
Descriptors: Case Studies, Service Learning, Writing Teachers, Writing Instruction
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Koupf, Danielle – Composition Forum, 2017
Tinkering is a longstanding material practice that has gained popularity in recent years as a learning strategy at numerous schools, camps, and makerspaces. This article seeks to establish in composition pedagogy tinkering's playful, exploratory ethos by introducing a practice called "critical-creative tinkering." In critical-creative…
Descriptors: Teaching Methods, Introductory Courses, Literature, Writing Instruction
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De Leur, Tessa; Van Boxtel, Carla; Wilschut, Arie – British Journal of Educational Studies, 2017
Tasks which invite students to identify with historical actors and describe their perspectives are a common phenomenon in history education. The aim of this study is to explore the differences in students' answers when completing a writing task in first person ("imagine you are in the past") or in third person ("imagine someone in…
Descriptors: Foreign Countries, Secondary School Students, History Instruction, Empathy
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Fiscus, Jaclyn M. – Composition Forum, 2017
Scholarship on metacognition in the composition classroom shows how asking students to create reflective texts can help cue, analyze, and assess transfer. By following the composition processes of 13 students doing a remixing assignment, this project examines how genre mediates reflection. I use Rhetorical Genre Studies' conception of…
Descriptors: Reflection, Writing (Composition), Rhetoric, Metacognition
Fullerton, Bridget Katherine Jean – ProQuest LLC, 2017
Though Linda Adler-Kassner and Peggy O'Neill claim that ethical writing assessment models "must be designed and built collaboratively, with careful attention to the values and passions of all involved, through a process that provides access to all," college students have not typically been included in scholarly conversations about…
Descriptors: Portfolio Assessment, Electronic Publishing, Undergraduate Students, Student Attitudes
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Arnold, Kathleen M.; Umanath, Sharda; Thio, Kara; Riley, Walter B.; McDaniel, Mark A.; Marsh, Elizabeth J. – Grantee Submission, 2017
Writing is often used as a tool for learning. However, empirical support for the benefits of writing-to-learn is mixed, likely because the literature conflates diverse activities (e.g., summaries, term papers) under the single umbrella of writing-to-learn. Following recent trends in the writing-to-learn literature, we focus on the underlying…
Descriptors: Cognitive Processes, Writing (Composition), Writing Across the Curriculum, Writing Assignments
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Ortlieb, Evan, Ed.; Grote-Garcia, Stephanie, Ed.; Cassidy, Jack, Ed.; Cheek, Earl H., Jr., Ed. – Literacy Research, Practice and Evaluation, 2020
Understanding how to address current trends and issues in literacy education is more important than ever, as local, state, national and international agendas are increasingly recognizing literacy as a foundation for success in all disciplines in education. To bridge that gap in understanding, this book showcases hot topics in literacy, providing…
Descriptors: Literacy Education, Educational Practices, Elementary Secondary Education, Emergent Literacy
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Behizadeh, Nadia – Journal of Adolescent & Adult Literacy, 2015
Because authenticity in education is a subjective judgment regarding the meaningfulness of an activity, a need exists to co-investigate with students classroom factors increasing authenticity of writing. In this case study, one 8th grade student's needs for authentic writing are explored in detail. Xavier's take on authentic writing…
Descriptors: Grade 8, Writing (Composition), Writing Skills, Accuracy
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Adams, Karen – English Teaching Forum, 2015
In this article Karen Adams demonstrates how to incorporate group grammar techniques into a classroom activity. In the activity, students practice using the target grammar to do something they naturally enjoy: learning about each other.
Descriptors: Grammar, Teaching Methods, Group Activities, Second Language Instruction
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Jones, Michael; Sheridan, Lynnaire – Assessment & Evaluation in Higher Education, 2015
Advances have been made in detecting and deterring the student plagiarism that has accompanied the uptake and development of the internet. Many authors from the late 1990s onwards grappled with plagiarism in the digital age, presenting articles that were provoking and established the foundation for strategies to address cyber plagiarism, including…
Descriptors: Cheating, Plagiarism, Student Behavior, Internet
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LeBlanc, Robert Jean – English in Education, 2021
What resources do students draw on to produce literary theory in the contemporary high school English classroom? This interactional sociolinguistic study traces the production and distribution of Lexical, Structural, and Thematic resources across genre chains in reading, writing, and discussing literary theory during an intensive 3-week short…
Descriptors: High School Students, English Instruction, Literary Genres, Units of Study
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