scholarly journals Board 27: Improving Student Writing with Research-based Instruction: Results from the Civil Engineering Writing Project

2020 ◽  
Author(s):  
Susan Conrad ◽  
Timothy Pfeiffer ◽  
Kenneth Lamb
Keyword(s):  
Civil Engineering ◽  
Student Writing ◽  
Writing Project ◽  
Engineering Writing ◽  
Based Instruction

Register in English for Academic Purposes and English for Specific Purposes

2019 ◽  
Vol 1 (1) ◽  
pp. 168-198
Author(s):  
Susan Conrad
Keyword(s):  
Academic Writing ◽  
Engineering Students ◽  
Civil Engineering ◽  
English For Academic Purposes ◽  
English For Specific Purposes ◽  
Student Writing ◽  
Workplace Writing ◽  
Writing Project ◽  
Register Variation ◽  
English Grammar

Abstract Susan Conrad, Professor of Applied Linguistics at Portland State University (USA), contributes this article on the applications of register research to English for Academic Purposes (EAP) and English for Specific Purposes (ESP). Her research focuses on topics including academic register variation, discipline-specific language, student and workplace writing, and grammar and writing pedagogy. Since the 1990s, her work has advocated for and exemplified the ways in which register-based descriptions can facilitate language teaching, including building awareness of register variation in learners and novice writers themselves. This focus is illustrated in her book Real Grammar: A Corpus-Based Approach to English (Conrad & Biber 2009, Pearson Longman), which takes many of the major register-based patterns of variation in English grammar (described in the Longman Grammar of Spoken and Written English, Biber et al. 1999) and translates them into practical grammar lessons for language learners, making explicit how grammar use is mediated by register. Her applied focus is also evident in her work as Principal Investigator for the Civil Engineering Writing Project <http://www.cewriting.org/>. The project, funded by the National Science Foundation, addresses the writing needs of Civil Engineering students through corpus-based register comparisons (of university student writing, practitioner workplace writing, and published academic writing), applying the results to the development and evaluation of pedagogical materials that improve students’ preparation for writing in the workplace.

scholarly journals Exploring the Relation Between Teacher Factors and Student Growth in Early Writing

2020 ◽  
Vol 53 (4) ◽  
pp. 311-324
Author(s):  
Britta Cook Bresina ◽  
Kristen L. McMaster
Keyword(s):  
Teacher Knowledge ◽  
Instructional Coaching ◽  
Student Growth ◽  
Student Writing ◽  
Early Writing ◽  
Writing Teachers ◽  
Use Of Data ◽  
Intensive Intervention ◽  
Teacher Factors ◽  
Based Instruction

Data from a small randomized control trial of teachers’ use of Data-Based Instruction (DBI) for early writing were analyzed to determine the influence of teacher knowledge, skills, and treatment fidelity on student Curriculum-Based Measurement (CBM) slope. Participants included 11 elementary grade teachers who delivered intensive intervention in early writing and their students ( n = 31), all identified as either at risk for or with disabilities that affect their writing. Teachers received professional development and ongoing coaching to support the implementation of DBI for improving their students’ early writing skills. Results from a multiple regression analysis suggest that teacher knowledge and skills in DBI was strongly related to student CBM slope in early writing ( p < .01) and a small but significant relation between fidelity of writing instruction and student CBM slope ( p < .01). Implications for instructional coaching and improving student writing progress are discussed.

Motivating Engineering Students to Publish

1972 ◽  
Vol 2 (2) ◽  
pp. 139-146
Author(s):  
Herman A. Estrin
Keyword(s):  
Engineering Students ◽  
Civil Engineering ◽  
Technical Writing ◽  
Science Literature ◽  
Science And Engineering ◽  
Technical Report ◽  
Writing Course ◽  
Engineering Writing ◽  
College Of Engineering

In a technical writing course, students analyze the classics of engineering literature, prepare annotated bibliographies of articles concerning engineering writing, write an in-depth technical report on a civil engineering topic, and analyze the various articles in science and engineering magazines. To acquaint the students with the different magazines to which they may submit manuscripts, they also analyze a professional magazine. In this way, they are prepared for publication. After having reviewed science books for children, the students prepare their own manuscripts of science literature and submit them to consultants at the Writers' Conference held annually at Newark College of Engineering during April.

scholarly journals Challenge-based Instruction for a Civil Engineering Dynamics Course

2020 ◽  
Author(s):  
Matthew Lovell ◽  
Sean Brophy ◽  
Sensen Li
Keyword(s):  
Civil Engineering ◽  
Based Instruction

Digital Partnerships for Professional Development

2011 ◽  
pp. 153-163
Author(s):  
William P. Banks ◽  
Terri Van Sickle
Keyword(s):  
Professional Development ◽  
Collaborative Work ◽  
Student Writing ◽  
Writing Project ◽  
Online Technologies ◽  
Professional Development Workshop ◽  
Digital Environments ◽  
School Community Partnership ◽  
The Impact

The following case study explores the impact of a university-school-community partnership developed in an online environment in order to address the immediate need of high school teachers in North Carolina to become more knowledgeable about responding to student writing in online and digital environments. Using a grassroots, teachers-teaching-teachers model fostered by the National Writing Project, members of the Tar River Writing Project, in partnership with a university faculty member and an administrator from a local public school district, developed and implemented an online professional development workshop to improve teacher response practices. This study demonstrates one method for using online technologies to engage community and university partners in the collaborative work of improving writing instruction and suggests a series of benefits inherent in such partnerships.

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