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Bryan Kopp

Stanford Study of Writing - Research - Paul Rogers - 0 views

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    1. Participants who scored high in rhetorical awareness of audience in their freshman year showed their greatest amount of growth in subsequent years, indicating this variable as statistically significant (p>.0001). 2. Writing development is non-linear; students develop at different paces, sometimes regressing across years, particularly as they are learning the nuances of genre-specific writing within disciplines. 3. Participants reported that conversations about writing with teachers, professors, teaching assistants, and post-doctoral fellows had the greatest impact on their writing development. 4. While positive feedback appears to increase student-writers' confidence, descriptive constructive criticism may be most salient to helping students move their writing forward. 5. Students valued feedback at all stages of the writing process, but especially early on in the process when feedback clarified teacher expectations, and clearly connected to writing and revision processes.
Bryan Kopp

MY Access! Writing Instruction Software (College Edition) - 0 views

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    Each 12-month subscription to MY Access!® College Edition includes: 10 college-level writing tasks. Self-paced, on- and off-line lessons to guide you through the writing process: planning, organizing, drafting, revising, and editing. Immediate scoring and individualized feedback through a powerful, award-winning artificial intelligence scoring engine. Detailed, prescriptive revision plans that target the key traits of writing: focus, content development, organization, language use, and grammar. A writing portfolio enabling you to monitor your progress. A word processor with editing and writing tools including a thesaurus, grammar-checker, spell-checker, and word bank to help you vary and develop your vocabulary.
Bryan Kopp

The Wired Campus - Can Twitter Turn Students Into Better Writers? - The Chronicle of Hi... - 0 views

  • A number of academics believe that writing on the Internet, in all its varied forms, can improve student prose. Mark Bauerlein is not one of them. The professor of English at Emory University noted in his Brainstorm blog post on Saturday that "we don't see any gains in reading comprehension for 17-year-olds on NAEP exams, the SAT, or the ACT," referring to the battery of standardized tests taken by teenagers. If Twittering, texting, and the like really improved writing, Mr. Bauerlein argues, surely the tests would show some evidence.
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    Questioning the effects of Web 2.0 on the development of writing skills
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