academic writing centre online at nuig: teaching academic writing through peer-reviewing: dr irina...
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AWC ONLINE DR IRINA RUPPO MALONEJAMES HARDIMAN LIBRARY, NUI GALWAY
Background
Feedback&
Conclusions
Methodology
Collaboration
AN EXPLORE PROJECT (STAFF-STUDENT COLLABORATION)
Background
???
Background
STUDENTS GET WRITING TASKS AND EDITING TASKS
2 points
2 points
Methodology
STUDENTS ALSO GET RATING TASKS
They are asked to rate the usefulness of the review they received (1-5)
1 point
Methodology
Marks are based on individual effort
Not just ability or experience
The whole process is anonymous.
The AWC takes on a supportive role for the duration of the course.
Students receive weekly readings and emails.
Methodology
IN 2013-4, AFTER A PILOT RUN, AWC ONLINE BECAME PART OF THE COURSE WORK OF 175 STUDENTS OF EARTH AND OCEAN SCIENCES.
Collaboration
TOPICS FOR WRITING TASKS
Week 1. Pick something or somebody you consider to be a major influence on your life and write a short essay explaining why.
Week 2. Pick a topic that you would like to research in the future or that is based on your reading materials.
Week 3. Take your previous week's argument and make a case for an opposing view. Think about what you would consider the antithesis of your point of view and write in support of that position. (If you are not able to think of an opposing view, write an essay explaining why this is the case.)
QUESTIONS FOR EDITING TASKS: 1. Identify the main argument of the piece; if one is
missing, suggest which idea could be developed to become the main argument.
Are all the points that the author makes related to the main argument? If some points seem to be unrelated to the main argument (or to each other) you should ask the author to explain the connection to you. What do you think the connection might be? Offer a solution for the author’s consideration.
Indicate your position in relation to the author’s main argument. Do you agree or disagree? Explain why.
Pick a single sentence that you liked. What did you like about it?
Offer any other feedback; feel free to correct grammatical errors, but make sure to cite a reliable online source in support of your correction.
QUESTIONS FOR EDITING TASKS: 1. Identify the main argument of the piece; if one is missing,
suggest which idea could be developed to become the main argument.
Are all the points that the author makes related to the main argument? If some points seem to be unrelated to the main argument (or to each other) you should ask the author to explain the connection to you. What do you think the connection might be? Offer a solution for the author’s consideration.
Indicate your position in relation to the author’s main argument. Do you agree or disagree? Explain why.
Pick a single sentence that you would recommend expanding. Ask specific questions that would help the author to ‘ grow’ this sentence.
Offer any other feedback; feel free to correct grammatical errors, but make sure to cite a reliable online source in support of your correction.
QUESTIONS FOR EDITING TASKS: 1. Identify the main argument of the piece; if one is missing,
suggest which idea could be developed to become the main argument.
Are all the points that the author makes related to the main argument? If some points seem to be unrelated to the main argument (or to each other) you should ask the author to explain the connection to you. What do you think the connection might be? Offer a solution for the author’s consideration.
Indicate your position in relation to the author’s main argument. Do you agree or disagree? Explain why.
Pick a single sentence that you would recommend contracting. Is there any information that could be ‘pruned’, any repetitions, any fillers like ‘in my opinion’ or ‘I personally think’? Offer a shorter version of the sentence for the author's consideration.
Offer any other feedback; feel free to correct grammatical errors, but make sure to cite a reliable online source in support of your correction.
STUDENT FEEDBACK
I am overwhelmed and amazed at the drastic improvement in my writing skills since the beginning of this semester. I have of course this exact module to thank for this immense improvement which can undeniably be noticed by most.
Feedback
STUDENT FEEDBACK
Overall the Academic Writing [exercises] have taught me how to condense my arguments and have given me much more knowledge about the correct types of language to use when addressing different people.
Feedback
STUDENT FEEDBACK
The writing tasks [helped] to improve my academic writing skills, I learned how to convey an argument by backing up mu points with extra information and without straying away from the main argument. I also found the editing and rating tasks very helpful as they gave me an insight into how other people perceived my work and whether or not I was conveying exactly the argument I was intending to convey. … through reading another person’s texts I learned how to apply a wider range of techniques.
Feedback
PROPOSED CHANGES
Reduce pressure: module to take place over a whole year with alternative writing and editing tasks each week.
Introduce punitive points for failing to rate a student’s critique.
Include other types of exercises (including written comprehension exercises for greater variety).
Custom-made topics for specific subjects.