Teaching Writing at University: An Experimental Programme

Osland, Dianne

doi:10.1080/0729436860050206

Cited by 2 publications

(2 citation statements)

References 3 publications

(2 reference statements)

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Although it is recognised that competency in English (eg. grammatical expression, analytical analysis) is difficult to master (Osland 1986, Torrance Thomas & Robinson 1994, the lack of progress of certain groups of overseas students at Australian universities has often been attributed to cultural forces (Felix 1993, Felix & Lawson 1994, Ginsburg 1992. Many overseas students have to adjust to different cultural expectations and backgrounds to be successful when studying at Australian universities.…”

Section: A Conceptual Frameworkmentioning

confidence: 99%

Reducing learning barriers amongst international students: A longitudinal developmental study

Pearson

Beasley

1996

Aust. Educ. Res.

View full text Add to dashboard Cite

Section: A Conceptual Frameworkmentioning

confidence: 99%

Reducing learning barriers amongst international students: A longitudinal developmental study

Pearson

Beasley

1996

Aust. Educ. Res.

View full text Add to dashboard Cite

“…Assessment of the English Skills of Tertiary Students assist students with writing problems has been reported elsewhere (see for example Nightingale, 1988;Osland, 1986;Zubrick, 1985;Colston, 1984;Hall and Neal, 1976;Goodenough, 1975). Similarly other research into aspects of tertiary writing has been reported: awareness by staff of the reasons for problems (Clanchy, 1985;Hewitson, 1986:72), the comprehension gap between students and their teachers (Meyer, 1988), and expectations of staff for student essays (Donald, 1988;Clanchy, 1985;Nightingale, 1984).…”

mentioning

confidence: 97%

Assessment of the English Skills of Tertiary Students

Holbrook¹,

Bourke²

1989

Higher Education Research & Development

View full text Add to dashboard Cite

Despite increasing concern about student writing at the tertiary level there has been little empirical research into the nature and extent of the problem in Australia. The writing skills of three samples of university students in different courses were assessed using the multiple choice English Skills Assessment (ESA) test, and two other measures developed by the researchers: a detailed error checklist and wholistic ratings. The error checklist was intended to supplement as well as complement the skills areas covered by the ESA. On average, students responded correctly to 86 per cent of the ESA test items and made a total of 21 errors per 1000 words when writing narrative. The checklist enabled the detection of important deficiencies in writing not identified by the ESA, particularly in some areas of punctuation and sentence structure. Some different emphases are indicated for the testing of writing skills at the university level.

show abstract

Teaching Writing at University: An Experimental Programme

Cited by 2 publications

References 3 publications

Reducing learning barriers amongst international students: A longitudinal developmental study

Reducing learning barriers amongst international students: A longitudinal developmental study

Assessment of the English Skills of Tertiary Students

Contact Info

Product

Resources

About