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Paul Beaufait

Reflective Writing | UNSW Current Students - 0 views

student.unsw.edu.au/reflective-writing

reflection reflective practices UNSW writing mind-mapping

shared by Paul Beaufait on 10 Jun 14 - No Cached
  • Paul Beaufait on 10 Jun 14
     
    This UNSW Academic Support page is one in a series of short pages defining and exemplifying reflective writing. Topics include: What is reflective writing? How do I write reflectively? Examples of reflective writing The page entitled "How do I write reflectively?" lists resources for learning about mind-mapping.
  • Paul Beaufait on 10 Jun 14
     
    This UNSW Academic Support page is one in a series of short pages defining and exemplifying reflective writing. Topics include: What is reflective writing? How do I write reflectively? Examples of reflective writing The page entitled "How do I write reflectively?" lists resources for learning about mind-mapping.
Paul Beaufait

Writing Prompts that Motivate - 0 views

www.spellingcity.com/ing-prompts-that-motivate.html

elementary middle school high school prompts stimuli writing

shared by Paul Beaufait on 25 Jul 11 - No Cached
  • Paul Beaufait on 25 Jul 11
     
    One of many spelling, vocabulary, and writing resources on the Vocabulary and Spelling City site, this page explains, "Asking a child to write about something that matters to him [sic] right now is a powerful motivator. This is where writing prompts come in. Writing prompts are simply ideas or subjects offered as a foundation for students to build a writing assignment on" (¶3, 2011.07.25). It includes tips for preparing writing prompts as well as examples for elementary, middle school, and high school students.
Paul Beaufait

Learning Without Pressure: English Writing MOOCs for an International Audience | The Ev... - 0 views

www.evolllution.com/...g-moocs-international-audience

academic writing active learning college courses grammar online wink_students writing

shared by Paul Beaufait on 10 Nov 14 - No Cached
  • Perfecting English grammar can be a long process; this fact should not prevent students from diving into writing, regardless of their level of grammatical proficiency. Requiring students to focus constantly on grammar, and not on writing, is like requiring the novice home cook to focus constantly on knife skills, never allowing him or her to cook a meal.
  • Paul Beaufait on 10 Nov 14
     
    For a writing class with initial enrollment in the tens of thousands, as well as for a class with enrollment in the teens, Sokolik advocated "approaching writing as a method of inquiry, discovery and expression" (Acitve Learning, ¶1), and said she had identical goals, namely for students "to write well, to engage with ideas in meaningful ways and to write in a way to attract a wider audience" (Active Learning, ¶4).
Paul Beaufait

Always Learning: Business Writing Tips - Writing Effective E-Mail - Clarity and Focus - 0 views

blog.uliveandlearn.com/...tips-writing-effective_10.html

business mail rules tips wording writing wink_students

shared by Paul Beaufait on 15 Mar 11 - No Cached
  • Paul Beaufait on 15 Mar 11
     
    Ten rules for writing effective mail messages that the Writing Center, Inc., will explore in coming weeks.
Paul Beaufait

Self-Assessment and the Process of ESL Writing (TESOL Connections - March 2013) - 0 views

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academic writing essays process writing revision rewriting writing

shared by Paul Beaufait on 25 Jul 13 - No Cached
  • Paul Beaufait on 25 Jul 13
     
    Regarding revision, Sadek suggests, "One technique that can guide ESL learners while revising their draft is that of self-assessment. That is, ESL learners could use a set of criteria covering the different aspects of writing to revise their own writing" (¶3). She defines self-assessment, outline advantages, and provides sample forms as illustrations.
Paul Beaufait

SLWIS Newsletter - March 2011 - 0 views

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assessment automation ESL essays evaluation machine scoring writing

shared by Paul Beaufait on 15 Mar 11 - No Cached
  • several problems are inherent in machine scoring. First, though Ferris (2003) claimed that students will improve over time if they are given appropriate error correction and that students use teacher-generated feedback to revise things other than surface errors, students rarely use programs like MY Access! to revise anything other than surface errors (Warschauer & Grimes, 2008); paragraph elements, information structure, and register-specific stylistics are largely ignored. Second, although teachers can create their own prompts for use with the program (more than 900 prompts are built into MY Access! to which students can write and receive instantaneous feedback.), MY Access! will score only those prompts included in the program. Third, regarding essay length, in many cases, MY Access! seems to reward longer essays with higher scores; consequently, it appears that MY Access! assumes that length is a proxy for fluency.
  • Overall, students’ opinions regarding MY Access! were mixed; students found useful aspects as well as aspects they termed less helpful.
  • Some students found working with the program very helpful in discipline, encouraging multiple revision. Others liked working with the many tools provided, finding them very helpful in the revision process. On the other hand, some students, lacking basic computer skills, found the program stressful and unusable. Others were discouraged by the seeming overabundance of feedback; in some cases, writers found it overwhelming, so they tended to disregard it. Our most disheartening finding: When some of the students were unhappy with their scores, they found ways to raise them by simply inserting unrelated text to their essays.
  • ...2 more annotations...
  • They appreciated the help MY Access! offered in finding grammar errors, but they were not always sure how to fix them. Further, the program offered no positive comments about what students were doing well, which could negatively impact student motivation. In addition, after working on a prompt once or twice, many became bored and wanted to switch to another prompt. Many of the student writers used MY Access! for surface editing only and rarely used it for revision. In general, students in this study did not use features in MY Access! (e.g. My Portfolio, My Editor), possibly because their teachers did not explicitly assign them.
  • Locally controlled assessment is important; when assessments are created from within, they are specific to one context―they are developed with a very specific group of students in mind, considering what those students have learned in their classes and what they are expected to be able to do as a result of what they have learned in that context. Standardized tools such as the many machine-grading programs available today cannot address this specificity.
  • Paul Beaufait on 15 Mar 11
     
    "Though Crusan (2010), Ericsson and Haswell (2006), and Shermis and Burstein (2003) offered a more thorough treatment of machine scoring in general, in this article, I concentrate on one program―MY Access! (Vantage Learning, 2007)―briefly describing it and discussing a small study conducted in a graduate writing assessment seminar at a midsize Midwestern university in which graduate students examined second language writers' attitudes about using the program as a feedback and assessment tool for their writing in a sheltered ESL writing class" (¶2).
Paul Beaufait

How to Write a Book Review, by Mark Nichol - 0 views

www.dailywritingtips.com/how-to-write-a-book-review

books book reviews paragraphs reviews writing wink_students

shared by Paul Beaufait on 08 Dec 12 - No Cached
  • Paul Beaufait on 08 Dec 12
     
    "A book review summarizes the book's content, examines the author's intent in writing it, and expresses the reviewer's opinion about to what extent the author succeeded in conveying the intent or communicating a message. Just like any other piece of writing, a book review requires a lead paragraph that will attract the reader's attention..." (para. 4-5).
Paul Beaufait

College Writing Center: Websites on Writing - 0 views

www.potsdam.edu/...resources.cfm

college ESL resources websites writing wink_students

shared by Paul Beaufait on 30 Jun 14 - No Cached
  • Paul Beaufait on 30 Jun 14
     
    This page at the College Writing Center at Potsdam, the State University of New York, has links to numerous writing websites. For example, there's link to the Purdue OWL resource page for students and teachers of English as a second language.
Paul Beaufait

10 Reasons Why I Want My Students to Blog - Getting Smart by Susan Lucille Davis - DigL... - 0 views

gettingsmart.com/...ns-why-i-want-my-students-blog

authenticity change civil discourse discourse education engagement feedback learning media passions practices processes student voices teaching transparency wink_students writing writing practice

shared by Paul Beaufait on 11 Mar 14 - No Cached
  • Paul Beaufait on 11 Mar 14
     
    "First of all, blogging is writing, 21st-century style, plain and simple. Blogging constitutes a massive genre.  It comes in many forms, addresses myriad topics, and can certainly range in quality. For my money (which usually means free), blogging provides the best venue for teaching student writing. As bloggers, young people develop crucial skills with language, tone their critical thinking muscles, and come to understand their relationship to the world" (¶1, 2014.03.11).
Paul Beaufait

Business Writing Tips - iContact Community - 0 views

community.icontact.com/...biztips

writing tips business blogging wink_students

shared by Paul Beaufait on 27 Aug 10 - Cached
  • Paul Beaufait on 27 Aug 10
     
    Tips from the Writing Center for Effective Business Writing that may apply readily to blogging
Paul Beaufait

25 Free Sites to Teach Writing - The Writing Teacher - Tips, Techniques, and ... - 0 views

www.thewritingteacher.org/...ee-sites-to-teach-writing.html

writing resources teaching education teacher

shared by Paul Beaufait on 15 Mar 10 - Cached
  • Paul Beaufait on 15 Mar 10
     
    from thewritingteacher.org
Paul Beaufait

CCCC Statement on Second Language Writing and Writers - 0 views

www.ncte.org/...secondlangwriting

CCCC communication composition EAL teacher education writing

shared by Paul Beaufait on 05 Jan 11 - No Cached
  • Paul Beaufait on 05 Jan 11
     
    Although this entire document focuses on N. American higher education settings (Part One, ¶1), Part Two: Guidelines for Writing and Writing-Intensive Courses will interest and hopefully inform administrators, course designers, program planners, and teachers working in other regional and perhaps even global contexts as well. Part two covers: Class Size, Assignment Design, Assessment, Textual Borrowing, Teacher Preparation, and resource provisions. Part Four: Guidelines for Teacher Preparedness will interest those involved in teacher education, or pre- and in-service teacher development. Part Six comprises an extensive bibliography for further reading.
Paul Beaufait

Online Collaborative Writing: How Blogs And Wikis Are Changing The Academic Publishing ... - 0 views

www.masternewmedia.org/he-academic-publishing-process

blogs collaboration online research wikis writing collaborative writing

shared by Paul Beaufait on 21 Feb 11 - Cached
  • Paul Beaufait on 21 Feb 11
     
    "Originally written by Janelle Ward for The Broker, and first published on August 5th, 2009 as Rewriting Research" (footnote [URL revised, PB, 2011.02.21]), this article covers the following outline:   Academic BloggingBlog Types and PurposesWho Are Academic BloggersBlogging RewardsCollaborative Writing and WikisPros and Cons of Using WikisWikis['] EffectivenessWeb 2.0, Web 3.0 and BeyondThe Growing Use of Online Tools
Paul Beaufait

SLWIS Newsletter - March 2011: Introducing argumentative writing though dialogue and We... - 1 views

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argumentation CALL dialogue writing education educational technology second language writing (SLW) technology writing

shared by Paul Beaufait on 30 Mar 11 - No Cached
  • Paul Beaufait on 30 Mar 11
     
    "In this article, I first explore the pedagogical basis for dialogue writing and then explain the process for creating online dialogues" (¶1, retrieved 2011.03.30).
Paul Beaufait

Handouts on Writing - 0 views

www.potsdam.edu/...writinghandouts.cfm

college punctuation resources transitions websites writing wink_students

shared by Paul Beaufait on 30 Jun 14 - No Cached
  • Paul Beaufait on 30 Jun 14
     
    This page at the College Writing Center at Potsdam, the State University of New York, has links to numerous writing handouts. For example, there's a handout illustrating the use and misuse of apostrophes and commas, and another explaining and illustrating the use of transitions.
Paul Beaufait

Grammar resources - University of Chicago Writing Program - 0 views

writing-program.uchicago.edu/...grammar.htm

academic writing grammar resources wink_students writing

shared by Paul Beaufait on 07 Nov 14 - Cached
  • Paul Beaufait on 07 Nov 14
     
    "An annotated collection of grammar and writing resources from around the web" (deck, 2014.11.07).
Paul Beaufait

Scholarship on L2 Writing in 2011 - 0 views

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assessment corpora feedback genre identities languages motivation research scholarship technology writing writing centers

shared by Paul Beaufait on 01 Jul 13 - No Cached
  • Paul Beaufait on 01 Jul 13
     
    SLWIS Newsletter - November 2012: Scholarship on L2 Writing in 2011: The Year in Review Tony Silva, Carolina Pelaez-Morales, Crissy McMartin-Miller, and Mei-Hung Lin Crissy McMartin-Miller
Paul Beaufait

An exercise to teach students about plagiarism (Chris Willmott) - Academia.edu - 0 views

leicester.academia.edu/...each_students_about_plagiarism

academia academic writing citations exercises plagiarism sources

shared by Paul Beaufait on 01 Aug 12 - No Cached
  • Paul Beaufait on 01 Aug 12
     
    This journal article provides an example of tailor-made writing samples, and explains their use to teach students "the boundaries between acceptable and unacceptable [writing] practices" (Abstract).
Paul Beaufait

The Wrong Way to Teach Grammar - Michelle Navarre Cleary - The Atlantic - 0 views

www.theatlantic.com/...284014

TheAtlantic college education elementary school grammar languages learning instruction instructional practices research secondary schools teaching universities writing

shared by Paul Beaufait on 13 Mar 14 - No Cached
  • Paul Beaufait on 13 Mar 14
     
    "Just as we teach children how to ride bikes by putting them on ... bicycle[s], we need to teach students how to write grammatically by letting them write. Once students get ideas they care about onto the page, they are ready for instruction-including grammar instruction-that will help communicate those ideas" (¶5).
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