The Effects of Tutor Expertise in Engineering Writing: A Linguistic Analysis of Writing Tutors' Comments

Mackiewicz, Jo

doi:10.1109/tpc.2004.840485

Cited by 48 publications

(33 citation statements)

References 11 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…For example, North's (2005) study on the essays of students from Arts and Science backgrounds shows that there are social and epistemological differences between disciplines and she concludes that 'communication skills may be contextspecific ' (p. 518). This is supported by Mackiewicz (2004) who found that the written genres required of students in the engineering discipline were different to those of other disciplines and she thus emphasises the importance of providing disciplinespecific advice on students' written work.…”

Section: Context: Language and Academic Skills Support In Australiamentioning

confidence: 86%

Improving the academic outcomes of undergraduate ESL students: the case for discipline‐based academic skills programs

Baik

Greig

2009

Higher Education Research & Development

118

View full text Add to dashboard Cite

This article examines the impact of an adjunct English language tutorial program on the academic performance of first-year Architecture students. With increasing numbers of international students enrolling in Australian universities, language and academic skills programs have shifted from generic to more disciplinespecific models; however, there has been little research on the effects of these programs on ESL students' academic performance. This study uses a mixedmethod approach to evaluate the effectiveness of an English as a second language (ESL) intervention program. Findings indicate that students value a highly discipline-specific approach to language and academic skills support and that regular participation in a content-based ESL program can lead to positive learning outcomes for students. Preliminary findings also suggest that there are positive longer-term benefits on students' academic outcomes. The authors suggest the need for longitudinal studies on the impact of discipline-based programs for ESL students.

show abstract

Section: Context: Language and Academic Skills Support In Australiamentioning

confidence: 86%

Improving the academic outcomes of undergraduate ESL students: the case for discipline‐based academic skills programs

Baik

Greig

2009

Higher Education Research & Development

118

View full text Add to dashboard Cite

show abstract

“…Even though an assessment of hundreds of meta-analyses from 180,000 studies showed that "the most powerful single moderator that enhances achievement is feedback" (Hattie, 1999, p. 8), research in engineering education on the role of feedback in helping students develop professional skills is sparse. Most of the studies of feedback in engineering education focus on writing (Yalvac, Smith, Troy, & Hirsch, 2007;Mackiewicz, 2004;Taylor, 2011) or group communication skills (Bjorklund, Parente, & Sathianathan, 2002).…”

Section: Communities Of Practicementioning

confidence: 99%

Feedback on Professional Skills as Enculturation into Communities of Practice

Gilbuena

Sherrett

Gummer

et al. 2014

J of Engineering Edu

View full text Add to dashboard Cite

Background Professional skills are critical in engineering practice. Differing definitions and lack of empirical evidence make it difficult to help students develop these skills. Purpose This research seeks to understand what it means to have professional skills in an industrially situated capstone project and, by extension, in engineering. We also aim to demonstrate the influence on those skills of the feedback provided to students. Design/Method Our ethnographic study employs discourse analysis to focus on professional skills. Using the construct of communities of practice, we describe and analyze conversations between a coach and four student teams as the coach provided feedback, and conversations among students as they worked in teams. Results Approximately half the discussion addressed the following professional skills: communication, documentation, teamwork, the economic impact of engineering solutions, and project management. Development of professional skills promotes students' enculturation into both a disciplinary community (chemical engineering) and an industrial community (semiconductor industry). Feedback on professional skills generally was given in the context of technical aspects, and we found an interplay between the teams' participation in professional skills activities and participation in more technical activities. Conclusions Participation in engineering design projects provides students opportunities to practice both professional and technical skills. Feedback on professional skills helps students recognize how to simultaneously represent themselves as legitimate members of multiple communities of practice.

show abstract

“…These guiding principles reflect a non-interventionist ideology (Clark 2001) and advocate a non-directive or minimalist tutoring approach (Ashton-Jones 1988;Brooks 1991;Bruffee 1984;Harris 1986;Thompson 1997). More recently, however, research has challenged the hands-off approach on the grounds of student needs and effective tutoring (Blau, Hall, and Strauss 1998;Carino 2003;Clark 2001;Davis et al 1988;Kiedaisch and Dinitz 1993;Mackiewicz 2004;Thonus 2001;Wolcott 1989). Studies suggest that the concept of directiveness be viewed as a continuum and writing centers develop 'asymmetrical reciprocity' in which learning occurs in mutual and transforming ways, while the difference in power and knowledge is fully acknowledged and utilized (Clark 2001;Grimm 1999;Thompson 2009).…”

Section: Writing Centers and Peer Tutoringmentioning

confidence: 99%

Stepwise advice negotiation in writing center peer tutoring

Park

2014

Language and Education

View full text Add to dashboard Cite

While the delivery and reception of advice is a practice integral to a wide range of settings, little attention has been given to the detailed practices of advice resistance and how it leads to advice negotiation. Based on 7 hours of videotaped tutoring interactions among 6 tutors and 11 tutees, this conversation analytic study examines the interactional practices of advice negotiation in peer tutoring at an undergraduate writing center. In particular, the study focuses on advice negotiation sequences in which students initially resist tutors' advice. The findings are in line with the current knowledge that advice resistance is presented and treated as interactionally dispreferred. In addition, the analyses contribute to further specifying the stepwise interactional practices through which advice resistance is produced and managed in a way that it results in successful advice negotiation with the more tailored advice forwarded by the tutor. The study shows how the context of tutoring is a site not only for knowledge development but also for the negotiation of epistemic rights and their interactional management by both participants.

show abstract

The Effects of Tutor Expertise in Engineering Writing: A Linguistic Analysis of Writing Tutors' Comments

Cited by 48 publications

References 11 publications

Improving the academic outcomes of undergraduate ESL students: the case for discipline‐based academic skills programs

Improving the academic outcomes of undergraduate ESL students: the case for discipline‐based academic skills programs

Feedback on Professional Skills as Enculturation into Communities of Practice

Stepwise advice negotiation in writing center peer tutoring

Contact Info

Product

Resources

About