Writing Instruction and Mentor Text Habits of Mind: A Review of Writing With Mentors: How to Reach Every Writer in the Room Using Current, Engaging Mentor Texts

2017 ◽  
Vol 61 (2) ◽  
pp. 229-231
Author(s):  
Kristine Rodriguez Kerr
Keyword(s):  
Writing Instruction ◽  
Habits Of Mind ◽  
Mentor Texts

Writing About the Self as a Vital Component of Preparing Doctoral Students to Write for Research and Publication

2021 ◽  
pp. 212-231
Author(s):  
Mellinee K. Lesley
Keyword(s):  
Writing Instruction ◽  
Doctoral Students ◽  
Habits Of Mind ◽  
Discourse Community ◽  
Writing Ability ◽  
Disciplinary Discourse ◽  
The Social ◽  
Vital Component ◽  
Writing Identity ◽  
Authorial Voice

Although many faculty express concern about the writing ability of doctoral students, research on writing instruction at the graduate level in the social sciences has not been given sustained attention and, consequently, tends to be disjointed in scope and focus. Thus, this chapter synthesizes research over writing instruction with doctoral students to identify trends in approaches and methods that help students become “insiders” as researcher—writers in a disciplinary discourse community. Framing scholarly writing through an introspection-exposition continuum, the chapter explores ways to support doctoral students' development of a writing identity as scholars. Three techniques of narrative, montage, and vignette writing are described as ways to cultivate students' authorial voice, dispositions, and habits of mind as scholarly writers.

Targeted writing instruction for professional translators

Fachsprache ◽  
2017 ◽  
Vol 39 (1-2) ◽  
pp. 20-42
Author(s):  
Iris Schrijver ◽  
Leona Van Vaerenbergh ◽  
Mariëlle Leijten ◽  
Luuk Van Waes
Keyword(s):  
Writing Instruction

Habits of Mind as a Framework for Assessment in Music Education

2019 ◽  
pp. 201-224
Author(s):  
Jillian Hogan ◽  
Ellen Winner
Keyword(s):  
Music Education ◽  
Arts Education ◽  
Habits Of Mind ◽  
Public High School ◽  
Student Agency ◽  
Thinking Dispositions ◽  
Music Classroom ◽  
Music Ensembles ◽  
School Music ◽  
High School Music

Music making requires many kinds of habits of mind—broad thinking dispositions potentially useful outside of the music room. Teaching for habits of mind is prevalent in both general and other areas of arts education. This chapter reports a preliminary analysis of the habits of mind that were systematically observed and thematically coded in twenty-four rehearsals of six public high school music ensembles: band, choir, and orchestra. Preliminary results reveal evidence of eight habits of mind being taught: engage and persist, evaluate, express, imagine, listen, notice, participate in community, and set goals and be prepared. However, two habits of mind that the researchers expected to find taught were not observed: appreciate ambiguity and use creativity. These two nonobserved habits are ones that arts advocates and theorists assume are central to arts education. The chapter discusses how authentic assessment of habits of mind in the music classroom may require novel methods, including the development of classroom environments that foster additional levels of student agency.

Re-thinking morbidity and mortality

Diagnosis ◽  
2020 ◽  
Vol 0 (0) ◽  
Author(s):  
Sumner Abraham ◽  
Andrew Parsons ◽  
Brian Uthlaut ◽  
Peggy Plews-Ogan
Keyword(s):  
Cognitive Biases ◽  
Diagnostic Errors ◽  
Dual Process ◽  
Morbidity And Mortality ◽  
Dual Process Theory ◽  
Habits Of Mind ◽  
Thought Processes ◽  
University Of Virginia ◽  
Self Reflection ◽  
The University

AbstractDespite the breadth of patient safety initiatives, physicians talking about their mistakes to other physicians is a difficult thing to do. This difficulty may be exacerbated by a limited exposure to how to analyze and discuss mistakes and respond in a productive way. At the University of Virginia, we recognized the importance of understanding cognitive biases for residents in both their clinical and personal professional development. We re-designed our resident led morbidity and mortality (M&M) conference using a model that integrates dual-process theory and metacognition to promote informed reflection and analysis of cognitive diagnostic errors. We believe that structuring M&M in this way builds a culture that encourages reflection together to learn our most difficult diagnostic errors and to engage in where our thought processes went wrong. In slowly building this culture, we hope to inoculate residents with the habits of mind that can best protect them from harmful biases in their clinical reasoning while instilling a culture of self-reflection.

Effective Writing Instruction for Diverse Learners

1994 ◽  
Vol 23 (3) ◽  
pp. 392-405 ◽  
Author(s):  
Marcy Stein ◽  
Steve Isaacson ◽  
Robert C. Dixon
Keyword(s):  
Writing Instruction ◽  
Diverse Learners
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