Assessing Rhetorically: Evidence of Student Progress in Small-Group Writing Tutorials
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| Název: | Assessing Rhetorically: Evidence of Student Progress in Small-Group Writing Tutorials |
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| Jazyk: | English |
| Autoři: | Ernest, Anne, Johnson, Patrick, Kelly-Riley, Diane |
| Zdroj: | Learning Assistance Review. Fall 2011 16(2):23-40. |
| Dostupnost: | National College Learning Center Association. Web site: http://www.nclca.org/tlar.htm |
| Peer Reviewed: | Y |
| Fyzický popis: | |
| Page Count: | 18 |
| Datum vydání: | 2011 |
| Druh dokumentu: | Journal Articles Reports - Research |
| Education Level: | Higher Education |
| Descriptors: | Freshman Composition, Small Group Instruction, Tutorial Programs, Achievement Gains, Writing Processes, Process Approach (Writing), Statistical Significance, Rhetorical Invention, Program Descriptions, Grouping (Instructional Purposes), Peer Evaluation, Instructional Effectiveness |
| ISSN: | 1087-0059 |
| Abstrakt: | A year-long exploratory project examined how well students could effectively respond to a piece of first-year writing using an articulated framework--Assignment, Focus, Organization, Support, and Proofreading (AFOSP). The students in these small-group writing tutorials received peer-facilitated support while they were enrolled in first-year composition. Results from a one-way repeated measures ANOVA showed statistically significant gains in students' abilities to respond to writing using the framework. The findings suggest that teaching students to use such a framework can improve their ability to critically assess writing. (Contains 2 tables.) |
| Abstractor: | As Provided |
| Number of References: | 19 |
| Entry Date: | 2012 |
| Přístupová URL adresa: | https://www.nclca.org/tlar.html |
| Přístupové číslo: | EJ960453 |
| Databáze: | ERIC |
| Abstrakt: | A year-long exploratory project examined how well students could effectively respond to a piece of first-year writing using an articulated framework--Assignment, Focus, Organization, Support, and Proofreading (AFOSP). The students in these small-group writing tutorials received peer-facilitated support while they were enrolled in first-year composition. Results from a one-way repeated measures ANOVA showed statistically significant gains in students' abilities to respond to writing using the framework. The findings suggest that teaching students to use such a framework can improve their ability to critically assess writing. (Contains 2 tables.) |
|---|---|
| ISSN: | 1087-0059 |