Connecting writing assessment with critical thinking: An exploratory study of alternative rhetorical functions and objects of enquiry in writing prompts

Liu, Fulan; Stapleton, Paul

doi:10.1016/j.asw.2018.09.001

Cited by 27 publications

(17 citation statements)

References 31 publications

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“…According to the authors in [10] reflection or reflective writing in academic context is to involve a conscious and stated purpose for the reflection". Authors in [11] further stated that "Reflective writing is a term that includes a variety of classroom writing activities ranging from semester-long journaling projects to short in -class is writing exercises that ask students to summarize a lecture or discussion". According to her, the aim of reflective writing is to improve both quantity and quality of students' written practice.…”

Section: Review Of Literaturementioning

confidence: 99%

“…Instead, they emphasize on two main elements required in any reflective piece of writing and which are: "analysis and reflection that have significant depth and breadth". Authors in [11] clarified that "Reflective writing is evidence of reflective thinking". According to authors in [7] Authors in [5] argued that reflective writing is a means of capture the thoughts and experiences in journals, dairies, and blogs.…”

Section: Review Of Literaturementioning

confidence: 99%

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Using Portfolio Assessment to Enhance Reflective Writing in EFL Classrooms

Boumediene¹,

Berrahal²,

Hardji³

2018

LICEJ

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There has been an increasing interest on research which documents the significance of portfolios in foreign language instruction in general and teaching writing in particular. The primary focus of the current work is to explore the effectiveness of portfolio assessment in developing English as a Foreign Language (EFL) students' reflective writing. In order to fulfill this objective, an experimental research design was conducted. The sample was composed of one hundred second year students of English at the University of Laghouat-Algeria. The data were collected through the following experimental tools: Interview, Pre-Post Writing Tests, and Pre/Post Self-Reporting Questionnaires. Students were asked to write about ten reflective topics which are drawn from their own experiences. The main findings demonstrated that reflective writings of students were improved after the use of portfolio assessment method and which confirms that portfolio assessment stratagem has significant effects in developing students' reflective writing in terms of both process and product. And henceforth; this research suggests that portfolio assessment keeping deserves to be taken into consideration in the curriculum of EFL Teaching Departments in Algeria.

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Section: Review Of Literaturementioning

confidence: 99%

Section: Review Of Literaturementioning

confidence: 99%

Using Portfolio Assessment to Enhance Reflective Writing in EFL Classrooms

Boumediene¹,

Berrahal²,

Hardji³

2018

LICEJ

View full text Add to dashboard Cite

show abstract

“…Students have difficulty in determining what is needed in the argument essay (Wingate, 2012). Student writing is still conventional and has not involved critical thinking elements (Liu & Stapleton, 2018). This was caused by the low ability of first-year students in writing by using new ways and patterns (Klimova, 2013).…”

Section: Introductionmentioning

confidence: 99%

Critical Thinking Patterns of First-Year Students in Argumentative Essay

Marni

Suyono

Roekhan

et al. 2019

Journal for the Education of Gifted Young Scientists

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This study aimed to find out the critical thinking patterns of students in the argumentative essay, explain and explore students' arguments that contain critical elements. This study used the content analysis method. Data was obtained from argumentative essays written by first-year students of Brawijaya University who took Indonesian Language courses. The total of data was 90 posts. Data collection was done by assignments and interviews. Data was analyzed using data analysis procedures from Cresswel of six stage is preparing and organizing, data exploration, using code, representing findings, interpretations, and validate the accuracy of the findings. Three critical thinking patterns were found in the student's essay, namely pattern I (Inference-Evaluation), and pattern II (Analysis-Evaluation), pattern III (Interpretation-Evaluation). In pattern two, there were four pattern variations while there was only one pattern in patterns I and III. The results of this study indicated that students' critical thinking patterns were oriented towards analytic thinking, namely analyzing various phenomena by revealing evidence and reasons to draw logical conclusions. The pattern found can be used as a reference for writing lecturers in developing students' critical thinking skills in higher education.

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“…At this 1st meeting, at the meeting, 1 student was very enthusiastic about working on teaching materials because this was something new so that they followed each process very well. Active students ask and express opinions about their experiences according to the theme [37], [38]. Learners do step-step writing well.…”

Section: Resultsmentioning

confidence: 99%

Writing Literacy Based on the Game Toward Children in Minangkabau

Kharisma¹,

Hartati²,

Rahman³

et al. 2019

Proceedings of the Proceedings of the 2nd International Conference on Local Wisdom, INCOLWIS 2019, August 29-30, 2019, Padang,

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Writing literacy was one of the earliest known literacies in the history of human civilization. Writing literacy is classified as functional and great useful literacy in daily life, especially for low-grade students. The obstacle, the habit of writing in low class becomes a boring thing because the activities are carried out monotonously without any variation in learning. Moreover, in an increasingly modern era, lower class students are more preoccupied with technology, and it is feared that students will not be literate and do not recognize Minangkabau children's games, one of which is the finger game. Therefore, the main objective of this research was to improve writing skills based on Minangkabau children's games, namely by playing the finger. The results showed the emergence of the view that the game of finger as one of the cultures of Minangkabau children who were able to deliver early writing learning to realize writing literacy in the digital era. Early writing learning based on finger games was able to bring students into a pleasant writing habit.

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Connecting writing assessment with critical thinking: An exploratory study of alternative rhetorical functions and objects of enquiry in writing prompts

Cited by 27 publications

References 31 publications

Using Portfolio Assessment to Enhance Reflective Writing in EFL Classrooms

Using Portfolio Assessment to Enhance Reflective Writing in EFL Classrooms

Critical Thinking Patterns of First-Year Students in Argumentative Essay

Writing Literacy Based on the Game Toward Children in Minangkabau

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