Designing and Teaching a Course on Academic Writing:

Roter, Petra

doi:10.2307/j.ctvhhhgks.13

Cited by 8 publications

(2 citation statements)

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“…Many approaches address teaching academic writing skills outside the specific subject content, in extracurricular ‘study skills’ courses. These generic or bolt-on approaches assume that common features in academic writing can be taught separately (Etherington, 2008). However, other studies on effective academic writing methods show that enhancing student learning in this manner is ineffective (Ganobcsik-Williams, 2004; Tribble and Wingate, 2013; Wingate, 2006, 2012).…”

Section: Acquisition Of Academic Writing Skillsmentioning

confidence: 99%

A review of educational dialogue strategies to improve academic writing skills

Schillings

Roebertsen

Savelberg

et al. 2018

Active Learning in Higher Education

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Written feedback plays a key role in the acquisition of academic writing skills. Ideally, this feedback should include feed up, feed back and feed forward. However, written feedback alone is not enough to improve writing skills; students often struggle to interpret the feedback received and enhance their writing skills accordingly. Several studies have suggested that dialogue about written feedback is essential to promote the development of these skills. Yet, evidence of the effectiveness of face-to-face dialogue remains inconclusive. To bring this evidence into focus, we conducted a literature review of face-to-face dialogue intervention studies. The emphasis was on key elements of the interventions and outcomes in terms of student perceptions and other indicators, and the methodological characteristics of the studies. Subsequently, we analysed each selected intervention for the presence of feed-up, feed-back and feed-forward information. Most interventions used all three feedback elements -notably assessment criteria, student feedback, and revision, respectively -and combined lecturer-student as well as student-student dialogue. Students generally perceived the interventions as beneficial; they appreciated criteria and exemplars because they clarified what was expected of them and how they would be assessed. With regard to student outcomes, most interventions positively affected performance. The literature review suggests that feedback dialogue shows promise as an intervention to improve academic writing skills, but also call for future research into why and under which specific conditions face-to-face dialogue is effective.

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Section: Acquisition Of Academic Writing Skillsmentioning

confidence: 99%

A review of educational dialogue strategies to improve academic writing skills

Schillings

Roebertsen

Savelberg

et al. 2018

Active Learning in Higher Education

View full text Add to dashboard Cite

show abstract

“…In 2005, an obligatory course on academic writing was introduced in the first year of the IR undergraduate study programme, aimed to familiarize students both with different approaches to studying IR and the need to select appropriate methods depending on research interests (Roter 2008). In 2005, an obligatory course on academic writing was introduced in the first year of the IR undergraduate study programme, aimed to familiarize students both with different approaches to studying IR and the need to select appropriate methods depending on research interests (Roter 2008).…”

Section: Internationalization Of Slovenian Ir and Patterns Of Interacmentioning

confidence: 99%