Literaturnachweis - Detailanzeige
| Autor/in | Word, Miriam F. |
|---|---|
| Titel | A Personalized Developmental Model for the Teaching of Communications I. A Practicum Report. |
| Quelle | (1990), (60 Seiten) |
| Beigaben | Tabellen |
| Sprache | englisch |
| Dokumenttyp | gedruckt; Monographie |
| Schlagwörter | Hochschulschrift; Praktikumsbericht; Academic Achievement; Community Colleges; Surveys; Two Year Colleges; Writing Apprehension; Writing (Composition); Writing Difficulties; Writing Evaluation; Writing Exercises; Writing Improvement; Writing Instruction; Writing Skills |
| Abstract | In 1989, a project was undertaken to improve the student success rate in a writing course (Communications I) at a Florida multi-campus institution. Of the 489 students who had taken the course, 18% were unsuccessful in completing it in one semester. Three observed student behaviors which contributed to poor writing performance were an inability to stay on task, frustration caused by the inability to communicate thoughts, and lack of competent writing techniques. The target group was a Communications I class of 17 students enrolled in fall 1989. The instructional approach used, entitled "Type-Writing," was designed to account for each student's preferred learning style, as identified by the Myers-Briggs Type Indicator. The target group was tested using a pre-writing assignment to determine writing skill level, a pre-writing awareness survey, and the Myers-Briggs Type Indicator. The students were identified as having S type characteristics (linear learner) or N type characteristics (global learner), or both. Tasks during the semester involved grammar reviews, development of awareness of S and N characteristics, cooperative learning, improving research skills, and writing assignments. Students were retested at the end of the 12-week semester, and results were compared. Results included the following: (1) all 17 students improved in all writing skill areas; (2) students became aware of their individual writing approaches; (3) all students passed with a grade of C or better; and (4) 10 of the 17 students showed improvement in the writing awareness survey. Appendixes contain the instructor survey, pre- and post-writing assignments, the student writing awareness survey, information on a student self-critique activity, an instructor check sheet used for grading assignments, and Myers-Briggs Type descriptions. (WJT) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2004/1/01 |
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