scholarly journals Teaching the Methods of Secondary Writing Instruction in the United States

작문연구 ◽  
2018 ◽  
Vol null (38) ◽  
pp. 35-63
Author(s):  
Kwak, Subeom
Keyword(s):  
United States ◽  
Writing Instruction ◽  
The United States ◽  
Secondary Writing ◽  
Secondary Writing Instruction

Undergraduate Psychological Writing

2016 ◽  
Vol 44 (1) ◽  
pp. 5-17 ◽  
Author(s):  
Shaziela Ishak ◽  
Nicholas P. Salter
Keyword(s):  
United States ◽  
Best Practices ◽  
Writing Instruction ◽  
Online Survey ◽  
American Psychological Association ◽  
The United States ◽  
American Psychological ◽  
Writing Assignments

There is no comprehensive guide for teaching psychological writing, and little is known about how often instructors teach the topic. We present a best practices guide for teaching psychological writing beyond just American Psychological Association style, discuss psychology-specific writing assignments, and examine psychological writing instruction. In an online survey, 177 psychology instructors across the United States reported on psychological writing instruction and their writing assignments. In general, we found that instructors reported using many best practices. Comparisons between courses revealed that instructors use course-specific writing instruction such that it becomes progressively complex across courses. However, instructors might not provide students with enough training to successfully complete assignments. Instructors assign diverse assignments, though, suggesting that students get varied practice at psychology-specific writing.

Models of Effective Writing Methods in Teacher Preparation

2022 ◽  
pp. 243-263
Author(s):  
Tracey S. Hodges ◽  
Sharon M. Pratt ◽  
Leslie La Croix ◽  
Sherry Dismuke ◽  
Carol A. Donovan ◽  
...  
Keyword(s):  
United States ◽  
Teacher Preparation ◽  
Writing Instruction ◽  
Pacific Northwest ◽  
Core Competencies ◽  
State Level ◽  
The United States ◽  
Theory And Practice ◽  
National Standards ◽  
Effective Models

To shed some light on how writing methods are currently taught in a variety of programs across the United States and continue examining high-quality writing educators, the present chapter presents five distinct models for teacher preparation. These models are the result of meeting state-level standards; national standards through the International Literacy Association (ILA); and core competencies from research, theory, and practice. The course models represent the Pacific Northwest, Midwest, Southeast, and Northeast, showing diversity across the United States. Specifically in the present chapter, the researchers (1) present effective models of writing instruction; (2) provide examples of integrated approaches to research, theory, and practice for writing instruction; and (3) examine limitations and opportunities within each model. The goal of the present chapter is to outline these models in the hopes that other programs can modify and replicate the models that best fit their unique demographics, needs, and literacy standards.

scholarly journals Writing Instruction, Academic Labour, and Professional Development

2019 ◽  
Vol 29 ◽  
pp. 133-136
Author(s):  
Heidi Darroch ◽  
Micaela Maftei ◽  
Sara Humphreys
Keyword(s):  
Writing Instruction ◽  
Special Section ◽  
Student Writing ◽  
Full Time ◽  
Post Secondary ◽  
The People ◽  
Conducting Research ◽  
Secondary Writing ◽  
Writing Instructors ◽  
Secondary Writing Instruction

As we envisioned this special section and, in turn, encouraged colleagues to contribute, we confronted one of the ironies of post-secondary writing instruction: many of the people entrusted with the responsibility of supporting student writing development are, essentially, excluded from professional conversations about effective writing pedagogy. That is, hired term-by-term, treated by their departments as fungible, and burdened with excessive teaching loads, university writing instructors may lack a sense of belonging to a profession or a discipline. College instructors, in turn, are also frequently precarious; even if working in full-time and permanent positions, they have little opportunity to engage with the profession, conducting research, as Brenna Clarke Gray points out, “off the sides of our desk.” The effect is a feeling of isolation and, for too many, despair about the sustainability of their work in higher education. This sentiment is expressed in the excellent work submitted by our contributors, who are each at differing points on their professional timelines, and, as a result, provide a range of viewpoints. We are grateful for their provocative and engaging work, and we also appreciate and acknowledge the formidable challenges of potential contributors who explained why they could not produce articles for publication--including some who struggled with how to represent their experience of academic precarity without hampering their employment prospects. We thank the editors of CJSDW/R for their patience and assistance as we completed this project amid other responsibilities.

scholarly journals "I'm Not the Only Writer in The Room": A Framework for Co-Creating Confident Writing Classrooms

2021 ◽  
Vol 23 (3) ◽  
pp. 66-84
Author(s):  
Jen McConnel ◽  
Pamela Beach
Keyword(s):  
United States ◽  
Writing Instruction ◽  
Collective Efficacy ◽  
Self Efficacy ◽  
Social Cognitive ◽  
Cognitive Theory ◽  
The United States ◽  
Classroom Culture ◽  
Structured Interviews ◽  
Teachers And Students

This study is rooted in social cognitive theory, specifically Bandura's work on self-and collective efficacy. The authors explore self reported confidence levels with writing instruction from secondary teachers across subjects in Canada and the United States by pairing a self-efficacy scale developed by Locke and Johnston (2016) with semi-structured interviews conducted via Skype. 60 teachers participated in the survey, with 25 from Canada and 35 from the United States. Although teachers report relatively strong levels of self efficacy in writing instruction, the responses of participants regarding collective efficacy are more mixed. Based on these results, coupled with six interviews (split evenly between teachers in Canada and the United States), the authors propose a framework to help teachers of all subject areas increase their confidence in writing instruction while also helping students develop their own confidence as writers. This three-pronged framework of identity, context, and authority, relies on co-creating community with students. The potential of this framework is creative, offering teachers (and students) multiple ways into a conversation about writing that will not only enhance confidence, but will create a classroom culture in which diverse writing strategies and perspectives are valued.

scholarly journals Translingualism in Three University Roles: Pedagogical Postures and Critical Cautions

2020 ◽  
Vol 10 (1) ◽  
pp. 195-202
Author(s):  
Cole Bennett
Keyword(s):  
United States ◽  
Writing Instruction ◽  
Writing Center ◽  
Writing Pedagogy ◽  
The United States ◽  
Classroom Teachers ◽  
Writing Students ◽  
Temporal Moment ◽  
Scholarly Discussion

This essay offers and develops some useful parameters toward the ongoing conversations on multilingual and multi-dialectic writing students in Europe and the United States, two settings with oft-competing views of writers’ varied language backgrounds. I present a synchronic snapshot of writing pedagogy as it relates to translingualism at this temporal moment. Specifically, I seek to link three different university roles—classroom teachers, writing center directors, and WAC directors—to certain translingual postures and their consequential applications. By introducing and elaborating upon the labels “Traditionalist,” “Allied Enthusiast,” and “Active Advocate” as they attend each role, I wish to offer helpful ways to understand the consequences of embracing these postures. This charting of stakeholders and their characteristics can more readily facilitate concrete scholarly discussion concerning translingual writing instruction as it moves forward.  I conclude with recommendations and cautions, bringing into question some of the settled assumptions remaining in our field.

Correlative microscopy in distrubuted (client/server) computing environments: tools for catalyzing the rapid dissemination of information about the cell biology of the human prostate

1995 ◽  
Vol 53 ◽  
pp. 682-683
Author(s):  
A. Hakam ◽  
J.T. Gau ◽  
M.L. Grove ◽  
B.A. Evans ◽  
M. Shuman ◽  
...  
Keyword(s):  
United States ◽  
Cell Biology ◽  
Tissue Bank ◽  
The United States ◽  
Prostate Adenocarcinoma ◽  
Correlative Microscopy ◽  
Client Server ◽  
Critical Elements ◽  
Transplant Organ

Prostate adenocarcinoma is the most common malignant tumor of men in the United States and is the third leading cause of death in men. Despite attempts at early detection, there will be 244,000 new cases and 44,000 deaths from the disease in the United States in 1995. Therapeutic progress against this disease is hindered by an incomplete understanding of prostate epithelial cell biology, the availability of human tissues for in vitro experimentation, slow dissemination of information between prostate cancer research teams and the increasing pressure to “ stretch” research dollars at the same time staff reductions are occurring.To meet these challenges, we have used the correlative microscopy (CM) and client/server (C/S) computing to increase productivity while decreasing costs. Critical elements of our program are as follows:1) Establishing the Western Pennsylvania Genitourinary (GU) Tissue Bank which includes >100 prostates from patients with prostate adenocarcinoma as well as >20 normal prostates from transplant organ donors.

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