Moving Forward Looking Backward

Hudd, Suzanne S.; Bronson, Eric Franklyn

doi:10.1177/0092055x0703500305

Cited by 15 publications

(4 citation statements)

References 9 publications

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“…Research indicates that writing not only reflects an individual's thinking and understanding, but also sheds light on how one can reflect emotion from written activities (Gortner et al 2006;James and Owens 2005;Pennebaker 2012;Slivinske and Slivinske 2014). In fact, a well-organized writing assignment can illuminate the way in which beliefs and behaviors shape the individual's reasoning (Hudd et al 2007). Writing about an emotional or stressful topic, in particular, serves to help the author make sense of an incident and generally leads to increased self-disclosure (Brewin and Lennard 1999;Smyth et al 2008).…”

Section: Children's Written Narratives On Violence: the Media Of Exprmentioning

confidence: 99%

Analyzing Children’s Perception of Violence Through Their Writing

Gummelt

Cheung

2017

Journ Child Adol Trauma

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Direct exposure to violence affects approximately three out of every five children in America. Using data available from the BDo the Write Thing^(DtWT) Challenge, this study explored children's views of violence using 1,165 essays written by students from 13 middle schools in nine districts within Region V of Texas. Data analysis from students' writing found that students wrote more about bullying than other forms of violence. Most children identified themselves as indirect observers or witnesses rather than victims or perpetrators during such instances of bullying. Pairing the antibullying campaigns with violence prevention programs could better inform and educate students about the risks and consequences of violence, particularly as they move into late adolescence and adulthood.

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Section: Children's Written Narratives On Violence: the Media Of Exprmentioning

confidence: 99%

Analyzing Children’s Perception of Violence Through Their Writing

Gummelt

Cheung

2017

Journ Child Adol Trauma

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“…Writing Across the Curriculum (WAC)-based strategies for incorporating student writing in classrooms are particularly effective ways of encouraging student reflection and enhancing critical thinking skills. As Hudd and Bronson (2007) note, allowing students the opportunity to reflect on information through a recursive process allows them to develop metacognitive skills in order to build upon material learned and to be able to apply various forms of knowledge across different intellectual fields (see also Whitaker, 2017). This process is particularly helpful to students, as they "do not innately practice recursive learning processes in which they revisit ideas and adapt them in light of new information.…”

Section: A Wac-based Writing-to-learn Activity For the Flipped Classroommentioning

confidence: 99%

Flipped Classroom Activity Using the PTA Model in an Introductory Sociology Course

Sardi

2018

Prompt

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This scaffolded writing-to-learn activity incorporates a number of Writing Across the Curriculum-based suggestions that draw upon the strengths of student reflection, the PTA (prioritization, translation, and analogization) model of concentric thinking, and the benefits of a flipped-classroom approach to learning. Thus, the purpose of this article is to explain what one model for structuring a flipped classroom that purposefully integrates writing in the PTA model looks like and to provide a concrete example of a flipped-classroom activity that I have utilized in numerous introductory sociology courses.

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“…To make things even more complicated, most compositional scholars suggest that “writers move back and forth among these subprocesses” (Humes 1983:205) in a “recursive” process (Perl 1980:364). (For more writing process models, see Althauser and Darnall 2001; Bean 2001; Cadwallader and Scarboro 1982; Crowley 1977; Edwards 2002; Elbow 1998; Flower and Hayes 1981; Grauerholz 1999; Hudd and Bronson 2007; Murray 1985; Schiff 1982; Stallard 1974; Thomas 2005; Weaver 1996. )…”

Section: A Framework For Assessing the Writing Processmentioning

confidence: 99%

“…Some do so for practical reasons: “If students are to learn to write sociological prose, sociologists must be involved in the teaching of writing” (Anderson and Holt 1990:183). Others cite studies showing how writing assignments can enhance students’ critical thinking skills (Grauerholz 1999; Malcom 2006), help them to reflect on the origin of their beliefs (Hudd and Bronson 2007), and foster their “sociological imagination” (Edwards 2002; Roberts 1993). Yet, despite their potential benefits, requiring sociologists to teach students how to write comes at a cost.…”

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confidence: 99%

Assessing the Writing Process

2012

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Sociologists and scholars of composition have long argued that in order to get students to improve the quality of what they write, they need to change how they write. Here, the authors assess whether students’ participation in writing-intensive first-year seminars leads to changes in their writing process. Data collected via pretest and posttest interviews of 34 students show that writing-intensive seminars help first-year students become better planners and revisers yet have little effect on the ways that they prewrite and draft. Additionally, students in their first semester of college demonstrate higher order writing processes at the beginning of their seminar than their second-semester counterparts and show more improvement over the course of the semester as well. We analyze the conditions that foster these patterns and suggest that increasing quantitative course requirements (i.e., page counts) may hamper students’ ability to adopt qualitatively better writing strategies.

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Moving Forward Looking Backward

Cited by 15 publications

References 9 publications

Analyzing Children’s Perception of Violence Through Their Writing

Analyzing Children’s Perception of Violence Through Their Writing

Flipped Classroom Activity Using the PTA Model in an Introductory Sociology Course

Assessing the Writing Process

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