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Embedding the teaching of academic writing into anthropology lectures

Published on Jan 2, 2018in Innovations in Education and Teaching International1.17
· DOI :10.1080/14703297.2016.1231619
Linda Mostert2
Estimated H-index: 2
(NMU: Nelson Mandela Metropolitan University),
Rodwell Townsend1
Estimated H-index: 1
(NMU: Nelson Mandela Metropolitan University)
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Abstract
AbstractThis paper lends support to the argument that students require a variety of teaching strategies to help them improve their academic writing. The study described here took place in 2014 in the context of embedding the teaching of academic writing into anthropology modules. The strategies implemented were microthemes, peer feedback, annotated bibliographies, and, for the sake of introducing blended learning, word clouds. The findings provide an overview of what aspects of each teaching strategy were helpful and which were problematic. In this regard, differences between the perspectives of the anthropology lecturer and the students were revealed, with the lecturer’s opinion differing from that of the majority of students regarding peer feedback. The findings should be useful to lecturers who wish to help their students with academic writing, and to academic developers who are responsible for showing staff how to embed the teaching of writing into the disciplines.
  • References (16)
  • Citations (2)
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References16
Newest
Published on Jul 2, 2016in Studies in Higher Education2.85
Neil Murray10
Estimated H-index: 10
(Warw.: University of Warwick),
Shashi Nallaya1
Estimated H-index: 1
(UniSA: University of South Australia)
As the number of students entering higher education continues to increase, many English-medium universities have been looking carefully at how to more effectively ensure that those for whom English is not a first language have the opportunity to develop the academic literacies they require to successfully engage with and complete their studies as communicatively competent individuals. Their efforts, in part, reflect concern at the language problems faced by a (sometimes significant) proportion o...
Published on Jan 1, 2016in The Journal of Food Science Education
Debra S. Korte2
Estimated H-index: 2
(UIUC: University of Illinois at Urbana–Champaign),
Nicholas Reitz1
Estimated H-index: 1
(UIUC: University of Illinois at Urbana–Champaign),
Shelly J. Schmidt9
Estimated H-index: 9
(UIUC: University of Illinois at Urbana–Champaign)
Informed by the latest research on how people learn, effective teachers address both aspects of the teaching–learning equation—they engage students in the course material by implementing best teaching practices and they prepare students for learning by sharing best learning practices. The purpose of this study was to evaluate the impact of student-centered learning practices on students’ perceptions of their ability to learn, specifically in a large enrollment, introductory food science and huma...
Anna Rowe7
Estimated H-index: 7
(Macquarie University),
Julie Fitness19
Estimated H-index: 19
(Macquarie University),
Leigh N. Wood14
Estimated H-index: 14
(Macquarie University)
This paper presents results of an investigation exploring the experience and functionality of positive feelings and emotions in learning and teaching. The role of emotions in learning is receiving increasing attention; however, few studies have researched how university students and academics experience and perceive positive emotions. A prototype approach to emotion measurement is used to analyse interview data of students and lecturers at an Australian university. Themes associated with five po...
Published on Jul 1, 2014in Cryptologia0.42
Lorelei Koss4
Estimated H-index: 4
Abstract The author describes a first-year seminar in cryptology with three major assignments which were planned to help students develop information literacy, oral presentation, and writing skills.
Published on Dec 1, 2013in Linguistics and Education1.52
Christopher Stroud16
Estimated H-index: 16
(Stockholm University),
Caroline Kerfoot4
Estimated H-index: 4
(Stockholm University)
The language policy of the University of the Western Cape (2003) reflects the temperedtraces of historically and politically charged negotiations. We argue that a reinterpreta-tion of ‘policy failu ...
Published on Nov 1, 2013in Active Learning in Higher Education2.29
Kerry Hunter2
Estimated H-index: 2
(UTS: University of Technology, Sydney),
Harry Tse3
Estimated H-index: 3
(UTS: University of Technology, Sydney)
Educators and researchers are increasingly calling for the processes of writing and knowledge construction to be an integral part of disciplinary learning. This article contributes to the literature by presenting an empirical analysis of a programme that was designed to expose students to the complexities of academic practices in conjunction with disciplinary concepts. The impact of the programme was evaluated through analysis of student grades before and after its implementation and student and...
Jennifer Jensen1
Estimated H-index: 1
,
Johanna Tuñón7
Estimated H-index: 7
(NSU: Nova Southeastern University)
A number of free Web-based tools are available for distance librarians to create presentations and online assignments. The relative merits of presentation tools like Dabbleboard, Jing, Prezi, Tildee, 280 Slides, and Glogster, and classroom tools like Make Beliefs Comix, Picviewer, Photopeach, and Wordle are assessed for ease of use by distance librarians. Because most of these applications are cloud based, little or no downloading is required to use these applications from any PC. As long as one...
Frances Miley6
Estimated H-index: 6
,
Andrew Read5
Estimated H-index: 5
This article contends that although Intervention Specialists are presented with a variety of children with diverse challenges that arise from neurological dysfunction, few teacher education programs adequately prepare teachers to understand, recognize and address these needs. The University of Findlay requires candidates in the post- baccalaureate program to take a course entitled Neurobiology of Learning that was developed to offer preservice teachers of special education insights into the unde...
Published on Mar 1, 2011in Active Learning in Higher Education2.29
Ursula Wingate11
Estimated H-index: 11
,
Nicholas Andon5
Estimated H-index: 5
,
Alessia Cogo9
Estimated H-index: 9
(University of Surrey)
The benefits of embedding the teaching of writing into the curriculum have been advocated by educators and researchers. However, there is currently little evidence of embedded writing instruction in the UK’s higher education context. In this article, we present a case study in which we report the design, implementation and evaluation of an academic writing intervention with first-year undergraduate students in an applied linguistics programme. Our objectives were to try a combination of embedded...
Published on Aug 3, 2010in Language Awareness0.88
Jacques Crinon6
Estimated H-index: 6
(University of Paris-Est),
Brigitte Marin3
Estimated H-index: 3
(University of Paris-Est)
French students in grades 4 and 5 in schools around Paris wrote explanatory texts in L1 following a lesson in the Life Sciences, four times over the course of the school year. Each session included written correspondence with another student; half the students (Group G1) made suggestions about ways to improve the drafts of the other half of the students (Group G2). All students then revised their text. The results show: (1) an improvement in the quality of the texts produced over the year, even ...
Cited By2
Newest
Published on Apr 2, 2019in The British Journal of Midwifery
Alison Power5
Estimated H-index: 5
(University of Northampton),
Alison Power (University of Northampton)+ 0 AuthorsSheryl Mansfield (University of Northampton)
Pre-registration midwifery education is vocational, requiring the teaching of specific skills and knowledge in preparation for a career as a midwife. In addition to being competent and confident in...
Published on Feb 23, 2019in Higher Education Research & Development1.82
Karen Smith14
Estimated H-index: 14
(University of Hertfordshire),
John Hill1
Estimated H-index: 1
(University of Derby)
ABSTRACTBlended learning has been a feature of higher education practice and research for almost two decades. This article takes stock of current blended learning research, contributing to the growing number of meta-analyses of higher education and blended learning research more generally, through a review of ninety-seven articles relating to blended learning in higher education published in fifteen journals between 2012 and mid-2017. The review focused on where and when the articles were publis...
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