How First-year Students Expressed Their Transition to College Experiences Differently Depending on the Affordances of Two Writing Contexts

Abstract

Drawing on theory that positions writing as a social process, this study compares how two distinct contexts influenced the linguistic features of college students’ writing over time. In one context, students blogged and received comments, while in the other context students word-processed and received no comments. Systematic qualitative and quantitative analyses of these natural language posts and comments indicated the bloggers used greater rates of cognitive and intensifying expressions in their writing over time than students who word-processed. These results suggest that the affordances of the context influenced narrators’ expressive writing over time. The current findings have significance for scholars seeking to understand connections between interactive media, writing processes, and audience, and for college programs across the U.S. that provide support for first-year students.

Turning Collective Digital Stories of the First-year Transition to College into a Web of Belonging<br /> <br /> &nbsp;

“…Specifically, the digital environment is an open-source, WordPress-based, and BuddyPress platform for teaching and learning, unique to the college (Rosen & Smale, 2015) and used by all FYLC faculty members and students. Building on previous work by Kreniske (2017a;2017b) and his findings on the effectiveness of reflecting on the college transition, FYLC faculty leaders adapted this model and launched the "Our Stories" project.…”

Peningkatan Keterampilan Menulis dengan Menggunakan Layanan Informasi Berbasis Contextual Teaching and Learning (CTL)

“…Mahasiswa di perguruan tinggi memiliki tuntutan akademik yang lebih berat (Kreniske, 2017). Memiliki keterampilan menulis akan sangat memberikan dampak yang sangat positif bagi mahasiswa zaman sekarang, yang sangat dituntut untuk memiliki publikasi artikel sebagai syarat diwisuda.…”

Role Playing in an Effort to Reduce Academic Procrastination for College Students

“…Students are said to be able to adapt to new social roles if they are able to organize themselves, especially in the academic field when dealing with lecture assignments (Fauziah, 2015). Students in higher education are always faced with various responsibilities, especially in the academic field (Kreniske, 2017). Students are required to be able to participate and undergo lecture activities effectively, one of them is by attending classically scheduled face-to-face activities and having the obligation to complete all lecture assignments given by the lecturer (Zahri, Yusuf, & Neviyarni, 2017).…”