Research in Written Composition

Lodge, Helen C.; Braddock, Richard; Lloyd-Jones, Richard; Schoer, Lowell

doi:10.2307/810990

Cited by 54 publications

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“…A research by Braddock et al (1963) found that most students lack an assumed set of facts relating to writing skills. Within the past two decades, writing is considered more of a process than product, and this is why Berlin (1984) writes that composition theorists saw two major approaches to writing:…”

Section: Writing Approachesmentioning

confidence: 99%

Influence of Social Media on Students' Academic Writing and Performance: A Study within Ghanaian Senior High Schools Setting

Nutakor¹,

Israel²

2023

SER

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The study explored the effects of social media on students' academic writing in the Agona-West Municipality of the Central Region of Ghana. This study is a qualitative and is underpinned by interpretive philosophical thought. The data for this study were collected through a semi-structured interview and documents. Three (3) senior high schools were selected through purposive sampling techniques and the snowball sampling strategy was used to select thirty (30) students for the study. The findings indicated that the new trends in writing on social media sites affect students' spellings in their school work. It was also found out that social media sites distract students from effectively engaging in their academic works, thereby negatively affecting their academic performances/results. This study will be of value to both English language teachers/learners, language planners and curriculum developers by exposing them to students' sources of writing errors and providing useful suggestions to overcome them. It will also contribute to the body of knowledge by drawing the attention of educators/planners on the integration of technology, particularly the social media, in the English curriculum to facilitate the effective teaching/learning.

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Section: Writing Approachesmentioning

confidence: 99%

Influence of Social Media on Students' Academic Writing and Performance: A Study within Ghanaian Senior High Schools Setting

Nutakor¹,

Israel²

2023

SER

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“…In evaluating essay writing either analytically or holistically, teachers have had to address a number of concerns that affect the assigning of a final Scoring academic writing from subjectivity to objectivity: A scale for evaluating students' written product 138 score to a writing product. Some of these concerns have included the need to attain valid and reliable scores, set relevant tasks, give sufficient writing time, set clear essay prompts, and choose appropriate rhetorical modes (Braddock et al,1963;Cooper and Odell, 1977).…”

Section: Rationale and Purposementioning

confidence: 99%

Scoring academic writing from subjectivity to objectivity: A scale for evaluating students' written product

Abu Shawish

2011

TRANSLANG

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Due to the drawbacks of adopting any of the common scoring scales independently and in order to make the scoring process less subjective and more objective, the researcher thought of developing a rubric for evaluating students' written product. Some of the well-known scoring scales are time consuming, others mainly depend on the scorer's impression which is not always accurate. The researcher here made a hybrid of both the holistic and analytic scoring scales and developed it to suit academic writing. The rubric was refereed by a group of specialists who assured its validity. Content validity and internal consistency were also calculated. To test the suitability of this scoring rubric for the purpose it was designed for, a stratified random sample of 30 essays was selected from a corpus of N=120 essays written by Palestinian tertiary level students majoring in English in the academic year 2009/ 2010. Pearson correlation and Alpha scale were used in order to assure the reliability of the scale. The Scoring scale follows a taxonomy in which errors experienced in the subjects' writings are divided into three major categories: errors related to conventions, content development and style. Each category includes a number of subcategories; for instance, conventions include writing mechanics and grammar and vocabulary common errors; each of which is scored out of 25. In addition, content development includes cohesion and coherence, which are scored out of 20 marks and 15 marks respectively and finally style and cogency are marked out of 15 marks only.

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“…Questions surrounding how grammar instruction enhances students' writing facilities have been a consistent concern for instructors since the early days of composition studies (Braddock et al, 1963;Shaughnessy, 1977;Sommers, 1980;Williams, 1981). While these discussions have traditionally surrounded the treatment of grammatical errors in basic-writing classes, more contemporary grammar-based scholarship emphasizes the rhetorical impact of grammar and style choices.…”

Section: Introduction: Fostering Rhetorical Grammar and Collaborative...mentioning

confidence: 99%

More than Memorizing Rules

Propper

2023

Prompt

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This article details a collaborative editing assignment that asks students to analyze and assess editorial contributions made to Wikipedia. This project not only provides students an opportunity to apply their understanding of grammar and style concepts to real-world editing situations, it also calls students' attention to the underlying ideological biases and rhetorical impact of subtle language choices used in specific Wikipedia articles. In explaining the rationale behind this assignment and discussing several student samples, this article demonstrates how designing writing assignments around the collaborative, multi-authored nature of Wikipedia can highlight the influence of cultural circumstances on both sentence-level stylistic choices and broader developmental editorial practices.

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Research in Written Composition

Cited by 54 publications

References 0 publications

Influence of Social Media on Students' Academic Writing and Performance: A Study within Ghanaian Senior High Schools Setting

Influence of Social Media on Students' Academic Writing and Performance: A Study within Ghanaian Senior High Schools Setting

Scoring academic writing from subjectivity to objectivity: A scale for evaluating students' written product

More than Memorizing Rules

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