Download or read book Personality and Collaboration in the College Composition Classroom written by Jeffrey Mark Krakow and published by . This book was released on 2004 with total page 314 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Collaborative Learning and Writing written by Kathleen M. Hunzer and published by McFarland. This book was released on 2014-01-10 with total page 237 pages. Available in PDF, EPUB and Kindle. Book excerpt: Although most writing instructors know the benefits of collaborative learning and writing in college writing classes, many remain unsure how to implement collaborative techniques successfully in the classroom. This collection provides a diversity of voices that address the "how tos" of collaborative learning and writing by addressing key concerns about the process. Fresh essays consider the importance of collaborative work and peer review, the best ways to select groups in classes, integration of collaborative learning techniques into electronic environments, whether group learning and writing are appropriate for all writing classes, and ways special populations can benefit from collaborative activities. Despite its challenges, collaborative learning can prove remarkably effective and this study provides the advice to make it work smoothly and successfully.
Download or read book Collaboration and Communication in the College Composition Classroom written by Heidi Ann Skurat and published by . This book was released on 1999 with total page 272 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Personality Theory in the Composition Classroom written by Kelly Renee Webb and published by . This book was released on 2001 with total page 124 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Personality and the Teaching of Composition written by George H. Jensen and published by Ablex Publishing Corporation. This book was released on 1989-01-01 with total page 224 pages. Available in PDF, EPUB and Kindle. Book excerpt: Researchers seem to have made little progress toward better understanding the nature and importance of individual differences. The authors present a paradigm to explain such differences so that researchers will be better able to study the wide variety of approaches that students employ. The volume synthesizes and expands the large body of research on individual differences, and shows how personality theory can explain the kinds of individual differences found in writing processes, written products, teaching styles, and other areas. The authors discuss how personality theory can be used to help students develop their writing skills in a process more suited to their personality type, and demonstrate how teachers' responses to student writing is to some extent a reflection of their personality type.
Download or read book Hearing Ourselves Think written by Ann M. Penrose and published by Oxford University Press, USA. This book was released on 1993 with total page 227 pages. Available in PDF, EPUB and Kindle. Book excerpt: In Hearing Ourselves Think, cognitive process research moves from the laboratory to the college classroom, where its rich research tradition continues and an important new set of instructional approaches emerges. Each chapter moves from research results to classroom action, providing a direct and important link between research, theory, and practice. The book develops the concept of the research-based classroom in which students actively examine the processes and contexts of reading and writing and then turn their observations into principles for practice. Hearing Ourselves Think contributes to a lively new tradition of socio-cognitive research in writing and reading, exploring the dynamics of cognitive processes as they interact with dimensions of the academic context.
Download or read book Class in the Composition Classroom written by Genesea M. Carter and published by University Press of Colorado. This book was released on 2017-12-01 with total page 370 pages. Available in PDF, EPUB and Kindle. Book excerpt: Class in the Composition Classroom considers what college writing instructors should know about their working-class students—their backgrounds, experiences, identities, learning styles, and skills—in order to support them in the classroom, across campus, and beyond. In this volume, contributors explore the nuanced and complex meaning of “working class” and the particular values these college writers bring to the classroom. The real college experiences of veterans, rural Midwesterners, and trade unionists show that what it means to be working class is not obvious or easily definable. Resisting outdated characterizations of these students as underprepared and dispensing with a one-size-fits-all pedagogical approach, contributors address how region and education impact students, explore working-class pedagogy and the ways in which it can reify social class in teaching settings, and give voice to students’ lived experiences. As community colleges and universities seek more effective ways to serve working-class students, and as educators, parents, and politicians continue to emphasize the value of higher education for students of all financial and social backgrounds, conversations must take place among writing instructors and administrators about how best to serve and support working-class college writers. Class in the Composition Classroom will help writing instructors inside and outside the classroom prepare all their students for personal, academic, and professional communication. Contributors: Aaron Barlow, Cori Brewster, Patrick Corbett, Harry Denny, Cassandra Dulin, Miriam Eisenstein Ebsworth, Mike Edwards, Rebecca Fraser, Brett Griffiths, Anna Knutson, Liberty Kohn, Nancy Mack, Holly Middleton, Robert Mundy, Missy Nieveen Phegley, Jacqueline Preston, James E. Romesburg, Edie-Marie Roper, Aubrey Schiavone, Christie Toth, Gail G. Verdi
Download or read book Facilitating Students Collaborative Writing Issues and Recommendations written by Bruce W. Speck and published by Jossey-Bass. This book was released on 2002-05-07 with total page 172 pages. Available in PDF, EPUB and Kindle. Book excerpt: Collaboration is interwoven in the writing process in both obvious and subtle ways--from a writer using the language that he or she inherited, to referring to the works of other writers both explicitly and implicitly, to writing together with a colleague. In this book, the author explains that collaborative writing can be a useful pedagogical tool professors can use to help students actively learn about the subject matter and about themselves.
Download or read book The Meaning of Collaborative Writing in a College Composition Course written by Mara Casey and published by . This book was released on 1992 with total page 828 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Resources in Education written by and published by . This book was released on 2001 with total page 756 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Understanding the Role of Personality Type Theory in the High School Composition Class written by Tamera S. Vickers and published by . This book was released on 1998 with total page 184 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Understanding Literacy written by Alice S. Horning and published by Hampton Press (NJ). This book was released on 1997 with total page 328 pages. Available in PDF, EPUB and Kindle. Book excerpt: This work focuses on current theoretical research concerning the uses of personality type in understanding human language behaviour - in reference to personality type theory and language and literacy development. It seeks to contribute to our understanding of how people interact with languange.
Download or read book Composition Classroom Narratives of Teaching and Learning written by and published by . This book was released on 2008 with total page 133 pages. Available in PDF, EPUB and Kindle. Book excerpt: This was an action research study examining 1) narratives community college writing students had about themselves as writers in a college-level writing course and 2) the connection between those narratives and student experience of collaborative learning activities. The study of narrative is particularly useful in determining how people make meaning of experiences in their lives. The class utilized three types of teaching and learning to explore the writing process, including lecture, discussion groups and collaborative learning activities. Students and teacher used a social-constructionist approach to conversation that implemented a process of reflective dialogue about writing and writers' strategies. At the end of the course, which began with thirty students, nineteen students out of twenty anonymously volunteered to participate in the study. A neutral third party randomly selected twelve names for final participation. The researcher conducted a phenomenological analysis of audio taped entrance and exit interviews of the twelve students. The study also utilized relevant examples from student journals and researcher field notes. Data analysis yielded themes that the researcher subjected to metaphorical analysis. Findings revealed what narratives students had about themselves as writers upon entering and exiting the course. Results showed that using collaborative learning activities in the writing classroom influenced student narratives of themselves as writers. Students experienced interpersonal and technical gains from participation in social-constructionist-oriented classroom dialogue about writing and from certain, specific aspects of a learning environment that incorporated collaborative learning activities. Conclusions linked the use of collaborative learning in the college writing classroom to the creation of a "novelesque" and process-oriented class experience that lent itself to the meaning-making of college writing. There were additional implications from this study concerning composition studies and student retention of college freshmen.
Download or read book Co authoring in the Classroom written by Helen Dale and published by . This book was released on 1997 with total page 120 pages. Available in PDF, EPUB and Kindle. Book excerpt: ETHS alumna, class of 1962.
Download or read book Collaboration in a Composition Classroom written by Irina Antonenko and published by . This book was released on 2014 with total page 116 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study examines introverts' perspectives in regards to collaborative composition classroom pedagogy. More specifically, this research focuses on how introverted students respond to peer review workshops, group work, class discussions and group writing in a first-year composition class. Findings indicate that while introverted students' comfort and level of assimilation may vary, collaborative learning is an effective learning approach to implement in a composition classroom.
Download or read book Writing Groups Inside and Outside the Classroom written by Beverly J. Moss and published by Routledge. This book was released on 2014-04-04 with total page 271 pages. Available in PDF, EPUB and Kindle. Book excerpt: This unique collection considers the nature of writing groups inside and outside the academic environment. Exploring writing groups as contextual literacy events, editors Beverly J. Moss, Nels P. Highberg, and Melissa Nicolas bring together contributors to document and reflect on the various types of collaborations that occur in writing groups in a wide range of settings, both within and outside the academy. The chapters in this volume respond to a variety of questions about writing groups, including: *What is the impact of gender, race, and socioeconomic class on power dynamics in writing groups? *When is a writing group a community and are all writing groups communities? *How does the local community of a writing group impact the participation of group members in other local or global communities? *How does the local community of a writing group impact the participation of group members in other local or global communities? *What actions contribute to a strong community of writers and what actions contribute to the breakdown of community? *When and for whom are writing groups ineffective? *What is it about belonging to a community of writers that makes writing groups appealing to so many within and beyond the academy? Each chapter highlights how writing groups, whether or not they are labeled as such, function in various spaces and locations, and how collaboration works when writers from a variety of backgrounds with diverse interests come together. Writing Groups Inside and Outside the Classroom illustrates that writing groups outside of the academy are worthy of study and serve as important sites of writing and literacy instruction. Offering significant insights into the roles of writing groups in literacy and writing practice, this volume is appropriate for scholars and teachers of writing, rhetoric, composition, and literacy; for writing center administrators and staff; and for writing group participants.
Download or read book Learning and Personality written by William K. Lawrence and published by Cambridge Scholars Publishing. This book was released on 2015-09-04 with total page 120 pages. Available in PDF, EPUB and Kindle. Book excerpt: How does an introverted student with a visual or auditory learning preference find success in a classroom built for extroverted kinesthetic learners? While student discussion in the classroom is invaluable, it also presents an issue for many students, not only in how they feel in the class setting, but in how they ultimately learn. Given the emerging understanding of differing personality types and learning preference, it is questionable whether all students are served by socially active methods that mandate students to speak. Learning and Personality documents how introverted and intrapersonal students are being subjected to uncomfortable situations in schools today. This book focuses on the classroom experience of students who have been identified as learning best through reflection and observation. The author uses an American college writing class as the setting to explore the in-depth experience of common first year students. The results of this primary qualitative study reveal a glaring conflict within mainstream educational theory. With more than five years of research and over one hundred references cited from sources that span two centuries, this book calls attention to a mass misunderstanding of introversion, as well as the effects of instructional methods that appeal to only one type of personality.
