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- Håkansson, Sara, et al.
(författare)
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Active and Transformational Engagement with Writing Feedback : Using Reflection as a Tool to Access Literary Disciplinary Knowledge
- 2021
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Ingår i: NJES: Nordic Journal of English Studies. - 1654-6970. ; 20:2, s. 183-206
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Tidskriftsartikel (refereegranskat)abstract
- This article explores ways of encouraging student engagement with feedback on literature essays. In addition to standard practice of student-centred peer review coupled with feedback from teachers, we have developed a scaffolded pair of reflection tasks on an introductory-level English literature course. With a focus on our two-step model for student self-reflection, this article highlights some challenges in encouraging active and transformational student engagement with feedback they receive from their peers as well as from their teacher. Based on a study of 243 student reflections submitted during an introductory-level English literature module at a Swedish university from 2018 to 2019, we propose that scaffolding students’ reflection practices is beneficent not only for their individual development as writers of academic texts, but also for their ability to address and engage with comments from peers and teachers.
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- Källkvist, Marie, et al.
(författare)
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Enhancing students’ research and writing activities on the B- and C-levels through the use of a personal virtual learning space: examples from blended courses
- 2009
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Konferensbidrag (refereegranskat)abstract
- Since undergraduate students often feel unprepared for and apprehensive of the research component included in the degree project (examensarbete) (Akister et al, 2006; I’Anson et al, 2004; Todd et al, 2004), we trialled the use of personal virtual learning spaces to support B- and C-level students’ research activities and enhance supervision of the writing process. The personal virtual learning spaces were created through the Profile e-portfolio system (www. profile.ac.uk), giving each student a personal, password-controlled space. The space has two functions: a) interactive web-forms created by the tutors in order to structure the research and writing processes, to provide upload and download functions for essay drafts and to communicate with students, and b) a communication tool for one-to-one asynchronous written communication between each student and the tutor in order to provide individualised guidance. The personal learning spaces were used to supervise research reports produced by B-level students at Malmö University School of Teacher Education. Two case studies were carried out in this setting to investigate students’ and their tutor’s perceptions of the usefulness of the learning spaces (Källkvist et al, in press). The results show the following: a) the introduction of the learning spaces into the course was trouble-free; b) the learning spaces were successfully used to increase students’ research activities, and as a result, requirements for their B-level research report were enhanced in order to more closely mirror the research and writing requirements in the degree project; and c) students and their tutor were overwhelmingly positive towards the use of the learning spaces, in particular towards the communication tool and the structured guidance provided by the interactive web-forms. The personal virtual learning spaces were also used to enhance the structure of the bachelor degree essay course in English Literature at Lund University. In order to make students more aware of the writing process and research process, as well as increase peer collaboration and raise the pass rate on this particular course, a series of workshops and the use of the Profile electronic portfolio were added to the traditional teaching, consisting of seminars on essay writing and individual supervision. The course was strictly scheduled with deadlines for various stages of the essay drafts. At each deadline, students were asked to answer self-reflective questions on the progression of their work. Both students and the tutor were very positive towards the use of the communication tool and course format, with strict deadlines, close supervision and group work.
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- Manninen, Satu, et al.
(författare)
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Avoiding procrastination and the planning fallacy : Implementing study-plans as a strategy to increase student achievement
- 2015
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Ingår i: Proceedings från Humanistiska och teologiska fakulteternas pedagogiska inspirationskonferens 2014.
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Konferensbidrag (refereegranskat)abstract
- Within a course in academic writing, first-term students of English currently construct individualized study-plans detailing both what they should do during the term and when they should do it. Students calculate the average workload for all their courses, and include in their study-plans all the hours they should spend both in and outside the classroom on each course, totalling in 40-hour working weeks. Students also regularly evaluate their progress and revise their study-plans in peer groups. The reason why study-plans were introduced was the realization that many first-term students lack effective time-management skills and have difficulties comprehending what full-time study means. In courses where later work must build on work done at an earlier stage, the ability to plan for time is essential; the tendency among students to continuously underestimate the time each task would take created serious problems. Research shows that poor time-management skills, procrastinatory behaviour and the planning fallacy (Kahneman & Tversky, 1979) result in lower academic performance, higher dropout rates and stress (Brownshow & Reasinger, 2000; Sigall & Kruglanski, 2000). It is therefore important that such problems be addressed early. Instead of assuming that first-term students already know how to manage their time, these skills should be actively taught to them. That, in turn, can help avoid problems that affect courses with little classroom teaching and where students need to work independently and respect several deadlines. The results of our experiment with study-plans are promising: students report that they have gained a better insight into how they spend their time, in what areas they procrastinate, and how discussing their study-plans can be helpful. We also discuss how teaching students basic time-management and other skills can lead to more in-depth learning: students who can plan their studies are more focussed on course content, can foresee upcoming difficulties and know how to handle them.
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- Manninen, Satu, et al.
(författare)
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Writing across the curriculum : A course development project in English written proficiency
- 2014
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Ingår i: Proceedings Utvecklingskonferens13. ; , s. 9-12
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Konferensbidrag (refereegranskat)abstract
- Proficiency in writing is a central graduate attribute of higher education. In practice, this means that students are expected to acquire both generic and discipline-specific writing skills that will be beneficial for their professional lives. Although the learning outcomes for many courses include the ability to express oneself in writing, a predominant function of writing is that of mere testing; not enough attention is paid to the role of writing as a learning tool. At our institution, the English Unit in SOL, few undergraduate course modules involve actual writing-for-learning activities. Far too often, students’ writing activities are restricted to traditional exams where writing is assessed only in terms of the accuracy of its contents. The need for process- and learning-oriented approaches to writing is especially clear when students are writing in a language that is not their mother tongue; then, mastering the disciplinary discourse (e.g. conforming to genre conventions and using language that is both grammatically correct and stylistically appropriate) poses an additional challenge. In our presentation, we discuss a course development project within written proficiency and academic writing in English. Our point of departure is that the learning outcomes of writing courses and other courses cannot be separated: the role of writing courses is to teach transferable skills that can and should be applied extensively and systematically throughout the curriculum. We present the first steps of our project which aims at creating a WAC (Writing across the Curriculum) programme for the English Unit in SOL. We outline our redesigned first-term written proficiency course where we have over 100 students each term. In addition to teaching students the basics of academic writing, one important goal of our project is to design a course format that allows constructive feedback to be given on multiple drafts of an essay and where students apply knowledge that they have acquired on the other courses they take during the same term. A second goal is to create a clear line of progression from the first-term level up to the postgraduate level. An advantage with this course is that it will increase students’ learning opportunities regarding both discipline-specific and generic writing skills that will also be beneficial for their professional lives. We believe that implementing such a writing-for-learning approach across the curriculum will also improve students’ critical thinking, which will be important especially on the higher levels where students and supervisors need to focus more on the actual research tasks at hand. A potential difficulty when creating an integrated approach to writing is that teachers who teach writing often have no specific training in Composition Theory. In this respect, the situation in many Swedish universities is different from that in e.g. the US where writing is regularly taught by staff whose degrees are in subjects like Composition Studies or Composition and Rhetoric, and where writing teaching is done in specific writing centres instead of academic departments.
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- Manninen, Satu, et al.
(författare)
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Writing in English at University : A Guide for Second Language Writers
- 2020
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Bok (övrigt vetenskapligt/konstnärligt)abstract
- Writing is a central activity at university. Writing in English at University: A Guide for Second Language Writers is a textbook designed to accompany the MOOC Writing in English at University. It can also be used as a stand-alone handbook, with links to online resources, such as instructional videos on key aspects of academic writing provided throughout.Just like the MOOC, this textbook targets university students currently involved in writing assignments or degree projects, as well as anyone wishing to learn more about academic writing in English. Although aimed at providing guidance and useful tips and tricks to all students and writers, it has been developed specifically with learners in mind who are writing essays and research papers in second-language environments and whose native language is not English.Writing in English at University: A Guide for Second Language Writers covers central aspects of academic writing in English with a specific focus on:- common terms and concepts that all writers need to be aware of- ways of organising and structuring a text- how to read and make use of sources and previous research- practical advice on issues that second-language writers often encounter when working on their textsThe MOOC Writing in English at University and this textbook were developed at the English Unit, Centre for Languages and Literature, Lund University.
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