Structured Peer Collaboration: Teaching Essay Revision to College Students Needing Writing Remediation

Kinsler, Kimberly

doi:10.1207/s1532690xci0704_2

Cited by 14 publications

(13 citation statements)

References 12 publications

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“…This testimony illuminates the diverse literacy and schooling experiences of CPUT students and how they impact on their academic performance. Good quality academic writing in higher education is expected to reflect students' ability to read critically, interpret, analyse and synthesise ideas as well as use writing as a discursive space for constructing social identities (Perin, Keselman & Monopoli, 2003;Gambell, 1987, Kelder, 1996Kinsler 1990). However, very often the academic writing projects of these students do not meet these expectations.…”

Section: The Academic Writing Challenges Of Cput Undergraduate Studentsmentioning

confidence: 99%

The Academic Writing Challenges of Undergraduate Students: A South African Case Study

Pineteh¹

2013

IJHE

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This article discusses the academic writing challenges of undergraduate students at Cape Peninsula University of Technology (CPUT), South Africa. It examines challenges such as lack of a mastery of academic writing conventions, analysis of writing topics, using writing to construct social identities; ability to research and apply knowledge across different context and poor sentence skills. It also focuses on the implications of these challenges for students’ academic development and possible strategies to address these challenges. The article draws on sustained interviews with twenty 2^nd year students, 1^st year student reflections and discussions with four Communication lecturers. The data revealed that academic writing challenges of students in universities of technology are consequences of students’ linguistic and general literacy backgrounds, their attitudes toward academic writing and the privileging of middle-class literacy practices in South African higher education. To mitigate these challenges, this article proposes the following strategies: the integration of academic literacies in disciplinary curricula, the promotion of multimodalities of the teaching and assessment as well as collaboration between language lecturers and core course specialists. It also recommends intensive academic reading and writing workshops, and increased formative feedback.

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Section: The Academic Writing Challenges Of Cput Undergraduate Studentsmentioning

confidence: 99%

The Academic Writing Challenges of Undergraduate Students: A South African Case Study

Pineteh¹

2013

IJHE

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“…In addition to scaffolded lead-in tasks, middle school students might benefit from direct instruction in how to detect various reasoning flaws and unwarranted assumptions because they are still in the process of developing an epistemological understanding of argumentation and may not yet be able to assume the perspective of an objective evaluator (Kuhn, 2009;Weinstock, Neuman, & Tabak, 2004). Typically, this high-order, argumentative thinking skill does not develop naturally (Kinsler, 1990;Song & Ferretti, 2013). We believe that teaching students effective strategies would significantly improve their ability to evaluate the strengths and weaknesses in an argument, as indicated in existing studies (Nussbaum & Edwards, 2011;Song & Ferretti, 2013).…”

Section: Discussionmentioning

confidence: 99%

Examining Students' Ability to Critique Arguments and Exploring the Implications for Assessment and Instruction

Deane

Fowles

2017

ETS Research Report Series

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This study assessed 1,706 eighth‐grade students' reasoning abilities through a critique task in an integrated argumentative reading and writing test. Results indicate that the majority of students did not detect fallacious arguments or clearly explain problems in the arguments. They encountered various challenges in critiquing an argument: (a) being off‐task, (b) failing to identify fallacious arguments, (c) having difficulty explaining specific problems in reasoning, and (d) not connecting their criticisms with particular parts of the text being critiqued. Task design and instructional implications are discussed.

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“…Lack of development of other aspects of argument skill, such as reasons and evidence, will complicate instruction focused on organizing and presenting arguments. All writing instruction must provide students appropriate criteria for evaluation (Bracewell, Scardamalia, & Bereiter, 1978;Flower, Hayes, Carey, Schriver, & Stratman, 1986) and requires wellstructured protocols for peer interaction (DiPardo & Freedman, 1988;Kinsler, 1990), but in the context of argumentation, the dialogic nature of argument raises the stakes.…”

Section: Domain Analysis: Phases Of Argument Types Of Argumentation mentioning

confidence: 99%

A case study in principled assessment design: Designing assessments to measure and support the development of argumentative reading and writing skills

Deane

2014

Psicología Educativa

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Special Issue: Bringing added value to educational assessment: A shift from an audit mode of assessment to an assistence mode Número especial: Cómo aportar valor añadido a la evaluación: De la auditoría a una función asistencial en la educación Educational Psychology A Journal for Educational Psychologist 1135-755X/ A B S T R A C TThis paper presents a principled approach to assessment design in which major design decisions are structured to support teaching and learning. This approach, developed as part of a long-term research initiative at ETS, Cognitively Based Assessments of, for and as Learning (CBAL), draws upon the learning and cognitive science literatures to create richly-structured assessments that simultaneously measure critical component skills and model effective strategies for applying those skills to complex performance tasks. To illustrate our approach, we focus on an important literacy practice: argumentation. Our model seeks to measure qualitative shifts in the development of critical argumentation skills by postulating argumentation learning progressions informed by the developmental literature. These learning progressions play a critical role in guiding assessment design decisions (selecting targeted skills, developing items to measure those skills, and determining task sequences) and may have the potential to support teachers' instructional decisions that effectively scaffold the development of students' argumentation skills.Un estudio de casos en el diseño de la evaluación centrada en principios: diseño de evaluaciones para medir e impulsar el desarrollo de la argumentación en habilidades de lecto-escritura R E S U M E N Este artículo aborda la cuestión de cómo diseñar de manera fundamentada una evaluación donde las principales decisiones se toman con el fin de apoyar el proceso de enseñanza-aprendizaje. Este trabajo ha sido desarrollado como parte de un extenso proyecto de investigación en el ETS -evaluación cognitiva de, por y para el aprendizaje (CBAL en su acrónimo inglés)-y se nutre de la literatura previa sobre cognición y aprendizaje para crear evaluaciones con una estructura muy elaborada que, de forma simultánea, miden habilidades críticas y modelan estrategias eficaces para aplicar esas habilidades a tareas complejas de resolver. Para ilustrar este marco de trabajo, nos centramos en una importante práctica relacionada con la lectura y la escritura: la argumentación. Nuestro modelo trata de medir cambios cualitativos en el desarrollo de habilidades críticas de argumentación, postulando una progresión de aprendizaje para la argumentación tomada de la literatura especializada. Las progresiones de aprendizaje juegan un papel decisivo a la hora de tomar decisiones relativas al diseño de la evaluación (seleccionar las habilidades básicas, elaborar preguntas para medir esas habilidades y determinar la secuencia de las tareas) y pueden también contribuir a que los profesores tomen decisiones relativas a la instrucción que sirvan para estructurar de forma efectiva el desarrollo de la capaci...

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Structured Peer Collaboration: Teaching Essay Revision to College Students Needing Writing Remediation

Cited by 14 publications

References 12 publications

The Academic Writing Challenges of Undergraduate Students: A South African Case Study

The Academic Writing Challenges of Undergraduate Students: A South African Case Study

Examining Students' Ability to Critique Arguments and Exploring the Implications for Assessment and Instruction

A case study in principled assessment design: Designing assessments to measure and support the development of argumentative reading and writing skills

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