Scaffolding tertiary students’ writing in a genre-based writing intervention.

Kuiper, Cindy; Smit, Jantien; Wachter, Lieve De; Elen, Jan

doi:10.17239/jowr-2017.09.01.02

Cited by 36 publications

(35 citation statements)

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“…This interest in the structural analysis of the text, in university contexts, is corroborated in studies that investigate the moves and steps in various types of academic texts as varied as: practice diaries [20], letters of request for admission to masters' programs [21], case resolution proposals [22], introduction to research articles [23], and research articles [24].…”

Section: Structuring the Scientific Argumentative Essaymentioning

confidence: 98%

The 2030 Challenge in the Quality of Higher Education: Metacognitive, Motivational and Structural Factors, Predictive of Written Argumentation, for the Dissemination of Sustainable Knowledge

2020

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The United Nations 2030 agenda includes quality university education, highlighting the importance of writing competence, as a basic skill for the dissemination of sustainable knowledge. However, there is little evidence of the factors that predict effective written communication to support such quality. Among these factors, the literature highlights motivation and writing metacognition, as well as the adequate structuring of the academic and/or scientific genre. The main novelty of the present research is the study of the relationships between the mentioned factors, measured with validated instruments. To this end, content analysis is first applied to determine the rhetorical moves of argumentative essays written by a sample of 72 university students. Secondly, the correlations between each of the rhetorical moves, metacognition and argumentative writing self-efficacy are calculated. The relationships are studied in depth, applying step-by-step linear regression models. Finally, the dependence of the results, observed with respect to unmeasured factors, is contrasted by means of a confirmatory analysis based on structural equations. The analyses show that it is the practical ability to express rhetorical moves—Conclusion and Bibliographic References—which predicts a students’ writing metacognition. Moreover, the minor relationship that argumentative self-efficacy shows with the expression of rhetorical moves, compared to writing metacognition, point to the need to consider another motivational dimension that is driving the learning of the argumentative essay at university level, a hypothesis that is confirmed with the structural equations model. These, and other findings, allow for the establishment of a series of educational quality criteria for the empowerment of written argumentation in academic and scientific contexts.

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Section: Structuring the Scientific Argumentative Essaymentioning

confidence: 98%

The 2030 Challenge in the Quality of Higher Education: Metacognitive, Motivational and Structural Factors, Predictive of Written Argumentation, for the Dissemination of Sustainable Knowledge

2020

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“…The result indicated that the students could master the linguistic resources characteristic of the genre better after the intervention. Genrebased intervention studies within the university also demonstrate that the quality of students' writing improved from pre-to posttest (Carstens, 2011;Chen & Su, 2012;Hussein, 2015;Kuiper, Smit, de Wachter, & Elen, 2017).…”

Section: Previous Researchmentioning

confidence: 99%

The (non)effect of Joint Construction in a genre-based approach to teaching writing

Hermansson

Jonsson

Levlin

et al. 2019

The Journal of Educational Research

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This quasi-experimental intervention study examines the effect of genre-based instructional practices on 90 primary students' narrative writing achievements and is a result of six teachers' action to meet the educational goals of the Swedish national curriculum. Specifically, the authors examine the effects of Joint Construction, the phase in the genre pedagogical model of the Sydney School known as the Teaching and Learning Cycle, in which teachers and students work together to co-construct texts. Joint Construction has been put forward as the most powerful part of the Teaching and Learning Cycle. The authors challenge this argument, presenting findings that are inconsistent with this widely held belief. Using a pretest-posttest control group design, the study shows that the Joint Construction stage did not significantly improve the quality of students' narrative writing or increase the text length of their writings.

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“…Teaching is more than just transferring the knowledge above to the students. It is also about providing proper guidance or also known as scaffolding that would help the students to be independent in learning especially in constructing their own texts individually (Kuiper et al, 2017;Kusumaningrum, 2015;Martin & Rose, 2005;Nugraha, 2013).…”

mentioning

confidence: 99%

Teaching English using a genre pedagogy to Islamic junior high school students

Aunurrahman

Hikmayanti

Yuliana

2020

JEFL

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This descriptive qualitative study aims to find out how a genre pedagogy is used to teaching the English language. A class consisted of thirty-six students of a public Islamic junior high school was selected purposefully as participants. The data collection involved participant observation, field notes, and documents, in this case, the students' works. The participant observations were conducted in four meetings. During the observations, this study collected the students’ works purposefully. The data analysis used two techniques, namely the thematic analysis to analyze the field notes and functional grammar framework to analyze the students’ independent construction texts. The findings of the study reveal that the students could practice daily life texts in pairs and write a daily life text independently, critically, and creatively as they managed to work on their own and to use specific information, expressions, and contexts in their texts as demanded by the government and the 21st century. This could be achieved as the researcher applied genre pedagogy teaching procedures, explicit teaching, and scaffolding to ensure the students could do the work effectively. This study suggests teachers apply genre-pedagogy teaching procedures and principles to ensure the students could learn English better.

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Scaffolding tertiary students’ writing in a genre-based writing intervention.

Cited by 36 publications

References 0 publications

The 2030 Challenge in the Quality of Higher Education: Metacognitive, Motivational and Structural Factors, Predictive of Written Argumentation, for the Dissemination of Sustainable Knowledge

The 2030 Challenge in the Quality of Higher Education: Metacognitive, Motivational and Structural Factors, Predictive of Written Argumentation, for the Dissemination of Sustainable Knowledge

The (non)effect of Joint Construction in a genre-based approach to teaching writing

Teaching English using a genre pedagogy to Islamic junior high school students

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