To conclude, the idea of teaching writing with CALL definitely offers much in the way of learning value. Particularly the concept of giving feedback to a learner in a variety of approaches gives more potential for learning than previously ever predicted. The many different forms of feedback discussed in this assignment isolate different learning methods and responses from a student. There are two studies that look specifically into how effective online learning environments are and both indicated that automated feedback adds significance to student writing, although students do not appear to enjoy the process as much as being in a classroom. These studies identify two important points, that learning how to write should be engaging and that other real people tend to make it more so. Of these two studies, one was a huge data sample and one was …show more content…
It was found that embedded audio feedback is not as preferred by the students as written feedback, even though it offered much more detail to the specific feedback being given. This was probably to do with the technology but if students were asynchronously checking their writing, it needs to be simple and attractive for them to enjoy doing it. With written feedback, the information is present in front of the student to quickly adapt their writing. In regards to synchronous and asynchronous feedback from a teacher, synchronous was preferred whilst writing, although asynchronous does have its place. Students struggled to determine the learning value if they were not correcting their work as they wrote and returning to fix it later made the work more tiresome. Additionally, peer feedback was less preferred than teacher feedback in online settings. This is probably because peer feedback is not always trustworthy and often peers do not know how to correct what needs
Murray is insightful not only to instructors but also to learners. Murray argues that the challenge facing writing is the fact that teachers have treated it as a product rather than a process and the same concept passed on to students. The author holds that the main problem with this view is that students get to receive irrelevant criticisms that are not related to their learning goals. While I tend to agree with the author based on the arguments presented, it is notable that Murray has paid little attention to the idea of education in the contemporary world. In most learning institutions, the outcome of the writing is considered more than the process. As a teacher paying attention to the process of writing but not be consistent with the students, who are mostly driven by
To many people, writing is either considered a task, or an activity. There are also different types of writing for people to enjoy. In Josh Keller’s “Studies Explore Wether the Internet Makes Students Better Writer”, Keller describes how the internet has made students far better writers. He also describes how many students have described their dislike for academic writing but prefer their own personal blogging and/or journaling. This essay describes why struggling students often fail to write effectively because they find academic writing hard because they are not able to put their own thoughts and experiences into their essay. The idea of this essay was to describe the problems with students writing and the possible solutions for the problem. Keller mentions that the solution, that is not being pursued, is to combine academic writing with personal writing. He describes how many students write far better in their own personal writing and that these student’s personal writing
In my point of view feedback is an essential tool for learners’ progress. If the student is not assessing their work then they are not learning and given feedback are vital to ensure best practice is maintained and the learners are achieving to their full potential.
This paper analyzes part 8: Do Students Lose More Than They Gain in Online Writing Classes? in Kate Kiefer's Brave New Classrooms. She questions whether students actually gain any real benefits from an online classes. Although onnline learning is a rapidly expanding learning format that takes full advantage of today’s technology it does have its shortcomings that Kiefer addresses throughout the article. She names three principle reasons why understudies aren't learning in web based written work courses: Classroom bolster programming, understudies' opportunity requirements, and "market" models of instruction. Kiefer affirms the nonattendance of eye to eye collaboration in web based written work courses is maybe the most compelling motivation
All students enrolled in the five lab sections were invited to fill out two online surveys pertaining to their perceptions and learning through the use of annotated feedback in clinical practice. The first survey, focused on the transfer lab, contained an initial question indicating the type of feedback received during this lab, six Likert scale questions that allowed students to rate how beneficial the specific type of feedback they received for learning transfer competencies taken directly from the rubric used by the lab instructors, and one open-ended question that allowed a description of the perceived benefits and drawbacks of the type of feedback received. The transfer competencies included positioning the patient properly, proper hand position, proper body mechanics, safety, proper equipment setup, and clear direction to the
This can show vocabulary words that they have learned, concepts they have mastered, or subjects that they have studied. The teacher can refer back to these lists regularly to reinforce new concepts and build on old ideas. Specific feedback can be integrated into classroom discussions or on student papers, explaining problems or elaborating further on an idea that the student has learned. Immediate feedback can be critical because it can alter the course of the student’s thinking before they become more confused. The teacher who is observant can correct misinformation or misconceptions quickly to avoid further problems in the student’s learning process. This can be a result of classroom discussions, question and answer sessions, and call and response methods. All forms of feedback have benefits and when used together can create a cohesive picture of the student’s abilities and success. Instructional feedback for students can have several benefits ranging from motivating the student to achieve more to helping them develop more refined metacognition and also possibly giving the student a sense of control over their own educational success (Malley, 1994).
To improve my writing based on the online tools feedback and analysis I will engage in more reading and writing. The first point of reference is to utilise text book such as the Communication Skills Toolkit: Unlocking the Secrets of Tertiary Success by Grellier and Goerke (2010). In addition The Little Red Writing Book: Better Sentences (n.d.) offers another medium for writing effective sentences. The benefits of The Little Red Writing Book entail sentence structure, punctuation, and grammar and syntax where at the end of each section, there are activities for practice. Furthermore, text books and tutor’s notation for required discipline will enhance my learning in reading and writing.
Logan Pearsall Smith once said, “Fine writers should split hairs together, and sit side by side, like friendly apes, to pick the fleas from each other’s fur.” All be it an overwhelmingly disgusting image, Smith’s words are true when it comes the art and science of putting pencil to paper. In the classroom, students should be able to be vulnerable, honest, accountable and “real” in their writing so that they may grow to become better writers. It is the responsibility of the teacher to insure a quality learning environment that is conducive to these three factors. Observing the writing process and identifying the experiences within, be them personal, direct or indirect, contribute to how the educator teaches students using best practices.
Smarthinking and Paperrater.com are tremendous assets to college students. These websites offer guidance on improving writing techniques. Within Smarthinking, the student has the option to choose what areas of evaluation are needed such as: a thesis statement, introduction/conclusion, grammar, and several other options (Smarthinking.com, 2107). Even though Paperrter.com does not allow students to choose specific areas of evaluation, it is just as beneficial as Smarthinking by providing feedback on spelling mistakes, grammatical errors, sentence styles, and vocabulary suggestions (Paperrater.com, 2017).
Illich is making a bold proposal: he wants to follow the example of the U.S. in abolishing the governing of churches by government by separating school from state. One way to implement this proposal would be to forbid employers from evaluating candidates for jobs according to where they went to school.
While attending writing class, I learned about the 4 steps in writing, bases for revising, organizing, and connecting specific information, and I also learned about the different types of essays such as descriptive, narrative, process, cause and effect and argumentative essay. I have been a student at Milwaukee Area Technical College for 1 semester, and over the course of my enrollment I have grown and learned more that I knew prior to attending this writing course. Participating in this writing class has taught me so much more than stuff about literature and language, it has taught me another way of expressing myself. I have learned here how to write and express myself, how to think for myself, and how to find the answers to the things that I don 't know. Most importantly I have learned how important technique, outlines and organization are. My goal in this paper is to inform writers about how my writing skills have improved.
A learner’s ability to communicate effectively through writing to his/her target audiences is a major prerequisite for academic success. It is also a major pillar of success in one’s career across all areas of practice. Even though, writing clearly is critical to one’s academic and career success, I have not always loved writing. In fact, for a long time I despised writing. At one point, I had a feeling that my writings skills were bound to remain stagnated throughout my life. However, time has proven that I was wrong. My attitude and outlook towards virtually all genres of writing has changed positively. The various helpful methods I have been exposed to by my English teachers through different grades have helped me
Technology is a helpful tool for teaching the writing process, and Marchisan and Alber (2001) concluded that writers can be taught to write using the writing process approach paired with tools of technology, direct instruction, and committed well-trained teachers. Graham, (2008), Graham & and Perin (2007a), and Rogers & and Graham, (2008), agreed that technology makes the process of writing easier and often provides very specific types of support. Word processing provides at least four advantages: (a) revisions are easily made, (b) publishing is professional-looking, (c) typing provides an easier means for children with fine motor skill challenges to produce text, and (d) word-processing programs have software programs, such as spell and stylistic checkers designed to reduce specific types of miscues. Other tools are speech synthesis (i.e., the writer’s spoken words are transcribed to electronic text) and word-prediction programs (i.e., the computer program reduces the key strokes by predicting the writer’s next word). This is helpful for students with difficulties with spelling and the mechanics of writing. In addition, outlining and semantic mapping software can aide with the planning process, and the use of computer networks and the Internet can help to promote communication and collaboration among writers.
Effective feedback will encourage the learner to progress and by knowing what and when to give feedback is half the battle won, by choosing a moment to give feedback is as valuable as the actual feedback given. The learner basically wants to know two things what is the grade? and how can I improve? The perfect time to give this feedback is as early as possible after the assignment has been completed. Any feedback during the assignment should not interfere with the assignment in progress but instead compliment the good bits and encourage rather than
Feedback is a vital part of the assessment process as it gives the assessor an idea of if the learner has met the criteria set and if they haven’t, what action is needed to achieve the criteria.