Reasons to Write in Grade 6 and Their Association With Writing Quality.
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ABSTRACT:
SUBMITTER: Rocha RS
PROVIDER: S-EPMC6771002 | biostudies-other | 2019
REPOSITORIES: biostudies-other
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Project description:Motivational beliefs, such as writing self-efficacy and attitude toward writing, are believed to foster or hinder writing by influencing if one chooses to write, how much effort is committed to writing, and what cognitive resources writers apply. In the current study, we examined self-efficacy for writing self-regulation and attitude toward writing of 2,124 Grade 2 Norwegian students (1,069 girls; 1,055 boys). We investigated if there were differences in each of these beliefs between girls and boys and students who differed in their language status (Norwegian first language, Norwegian and another language both first language, or language other than Norwegian first language). We further tested if each of these writing motivational beliefs made statistically unique contributions to predicting the quality of students' writing. In each of these analyses, we controlled for variance related to individual- and school factors. Girls were more positive about writing than boys, and they were confident about their abilities to self-regulate writing. Students with Norwegian and another language both as first language ("bilingual" students) had a more positive attitude toward writing than the other two language groups. Efficacy for writing self-regulation and attitude toward writing both made statistically significant unique contributions to predicting the quality of students writing, although these two writing beliefs collectively accounted for just 2% of the variance in writing quality scores once individual- and school-factors were controlled. Recommendations for future research and implications of the finding are discussed.
| S-EPMC10616524 | biostudies-literature
Project description:Systematic reviews, which were developed to improve policy-making and clinical decision-making, answer an empirical question based on a minimally biased appraisal of all the relevant empirical studies. A model is presented here for writing systematic reviews of argument-based literature: literature that uses arguments to address conceptual questions, such as whether abortion is morally permissible or whether research participants should be legally entitled to compensation for sustaining research-related injury. Such reviews aim to improve ethically relevant decisions in healthcare, research or policy. They are better tools than informal reviews or samples of literature with respect to the identification of the reasons relevant to a conceptual question, and they enable the setting of agendas for conceptual and empirical research necessary for sound policy-making. This model comprises prescriptions for writing the systematic review's review question and eligibility criteria, the identification of the relevant literature, the type of data to extract on reasons and publications, and the derivation and presentation of results. This paper explains how to adapt the model to the review question, literature reviewed and intended readers, who may be decision-makers or academics. Obstacles to the model's application are described and addressed, and limitations of the model are identified.
| S-EPMC3262986 | biostudies-literature
Project description:IntroductionThe act of writing is widely acknowledged to be a complex and challenging activity, and in parallel, we know that student motivation to write is a predictor of writing performance. So understanding what characteristics of the writing classroom support or foster motivation remains a salient concern. Research has shown that UK teachers are more likely to see themselves as readers than writers, which may affect how they teach writing.MethodsThis paper reports on student focus group interview data from a study which sought to strengthen teachers' sense of themselves as writers, and to examine the impact of this on students' classroom experience of writing and their writing outcomes. The participant teachers experienced a creative writing residential, which established a writing community led by two professional writers, with the goal of changing teachers' professional practice in their own writing classrooms. The study was mixed methods, comprising a randomized controlled trial and a comprehensive qualitative dataset collating data from both the residential and the classroom. This paper presents the qualitative analysis of 32 interviews with 16 student focus groups, exploring their responses to their teachers' changed practices and how it connected with their motivation to write.ResultsThe interview analysis shows how many students responded positively to new teaching practices which gave them greater autonomy and choice, and established a more collaborative way of working. This led to increased confidence in and motivation to write.DiscussionThe study highlights the importance of the classroom environment in supporting and sustaining motivation to write, and underlines that motivation is not simply an internal characteristic of an individual but is situated within the context of a community of writers.
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Project description:Reading-to-write is an essential skill in academic writing, and reading-writing tasks have been widely adopted in standardized English tests. Much more recent literature on integrated reading-writing tasks has focused on writers' use of source texts or the validity of integrated writing assessment, while little is known about whether the nature of the types of reading texts has any bearing on integrated reading-writing tasks. This study examines whether the types of reading texts (i.e., similar views or opposing views on a debatable issue) have any influence on second language (L2) students' argumentative writing in terms of the use of argument elements and its overall quality. Fifty-four Chinese second-year university students majoring in English language teaching were asked to write an argumentative essay after reading texts with either similar views or opposing views. Results show that students reading texts with opposing viewpoints presented more data and higher overall quality of argumentative essays than students reading texts with similar viewpoints, although the latter group presented more counterargument data. Pedagogical implications on teaching argumentative writing are discussed.
| S-EPMC8017206 | biostudies-literature
Project description:Learning the tools and conventions of expert communication in the sciences provides multiple benefits to bioscience students, yet often these skills are not formally taught. To address this need, we designed a writing-intensive microbiology course on emerging infectious diseases to provide upper-division students with science-specific writing skills along with disciplinary course content. The course followed the guidelines of our university's Writing Intensive Curriculum (WIC) program. Students wrote a press release, a case study, a controversy/position paper, and a grant prospectus, and revised drafts after feedback. To assess the course, in 2015 and 2016 we administered pre-post surveys and collected writing samples for analysis. Students reported on their experience, training, skills, and knowledge before taking the course. They then rated the extent to which the assignments, lectures, in-class activities, and writing activities contributed to their attainment of the learning outcomes of the course. Students entering the class were inexperienced in tools of science writing and the specific genres covered by the class. Their confidence levels rose in both skills and knowledge. Feedback from instructors was cited as most helpful in the majority of the areas where students reported the most gains. The survey provided evidence that discipline-specific knowledge had been acquired through writing activities. Teaching science writing by allowing the students to write "fiction" (e.g., a case report about a fictional patient) was effective in maintaining a high level of interest, both in learning the conventions of the genre and in seeking out detailed information about emerging infectious diseases. Both the course structure and the specific assignments would be useful at other institutions to teach science writing.
| S-EPMC5969401 | biostudies-other
Project description:Acute stress impairs working memory (i.e., the ability to update and keep information in mind). Although that effect is well established, the boundaries around it are not. In particular, little is known about how recalling an unresolved stressor might influence working memory, or about how stress-or recalling a stressful event-influences the processes underlying working memory task performance (e.g., sustained/controlled attention vs. capacity). We addressed these issues in the present study (N = 171) by randomly assigning participants to write about an unresolved, extremely stressful experience (stressful writing condition; n = 85) or the events of the prior day (control condition; n = 86), and, subsequently, both measured change detection task performance and used computational cognitive modeling to estimate the processes underlying it-namely, attention, capacity, and bias. We found that, relative to the control task, writing about a stressful experience neither impaired performance on the change detection task nor altered any of the processes underlying performance on that task. These results show that the effects of writing about an unresolved, stressful episode do not parallel effects of acute stress on working memory, indicating that experiencing a stressor may have very different cognitive effects than recalling it at a later time. (PsycINFO Database Record (c) 2020 APA, all rights reserved).
| S-EPMC6702094 | biostudies-literature
Project description:Students' writing constitutes a topic of major concern due to its importance in school and in daily life. To mitigate students' writing problems, school-based interventions have been implemented in the past, but there is still a need to examine the effectiveness of different types of writing interventions that use robust design methodologies. Hence, the present study followed a longitudinal cluster-randomized controlled design using a multilevel modeling analysis with 370 fourth-grade students (nested in 20 classes). The classes were randomly assigned to four conditions: one comparison group and three writing types of writing interventions (i.e., week-journals, Self-Regulation Strategy Development (SRSD) instruction and SRSD plus Self-Regulated Learning (SRL) program using a story-tool), with five classes participating in each condition. Data supports our hypothesis by showing differences between the treatment groups in students' writing quality over time. Globally, the improvement of students' writing quality throughout time is related to the level of specialization of the writing interventions implemented. This is an important finding with strong implications for educational practice. Week-journals and writing activities can be easily implemented in classrooms and provides an opportunity to promote students' writing quality. Still, students who participated in the instructional programs (i.e., SRSD and SRSD plus story-tool) exhibited higher writing quality than the students who wrote week-journals. Current data did not find statistical significant differences between results from the two instructional writing tools.
| S-EPMC6638999 | biostudies-literature
Project description:IntroductionEnglish argumentative writing (EAW) is a 'problem-solving' cognitive process, and its relationship with critical thinking has drawn attention in China. This is because fostering EAW proficiency is a crucial element but a challenging task for Chinese high school English teaching and learning. The present study examined how critical thinking is related to Chinese high school students' EAW performance. The study identified eight critical thinking disposition (CTD) subscales and aims to determine whether EAW and CTD are correlated.MethodsA questionnaire modified from the Chinese Version Critical Thinking Disposition Inventory (CTDI-CV) and the Evaluation Criteria for English Argumentative Writing (ECEAW) were employed in this study. Both instruments were administered to 156 students from Grade 12. A purposive sampling of high school students was used in this study. Student EAW performance was scored by two experts based on the Evaluation Criteria for English Argumentative Writing.ResultsA significant relationship was found between students' CTD and EAW abilities. Furthermore, among the eight CTD subdispositions, cognitive maturity, truth-seeking, analyticity, and justice were found to be positively correlated with EAW, and they all were found to be the main predictors of EAW proficiency among high school students.ConclusionZhangzhou high school students' CTDs were overall positive, and students' EAW performance correlated significantly with the overall CTD and its four subdispositions of cognitive maturity, truth-seeking, analyticity, and justice. These four subdispositions showed a significantly predictive validity on EAW performance as well.
| S-EPMC10666613 | biostudies-literature
Project description:BackgroundWe identified that Stanford Health Care had a significant number of patients who after discharge are found by the utilization review committee not to meet Center for Mediare and Medicaid Services (CMS) 2-midnight benchmark for inpatient status. Some of the charges incurred during the care of these patients are written-off and known as Medicare 1-day write-offs. This study which aims to evaluate the use of a Best Practice Alert (BPA) feature on the electronic medical record, EPIC, to ensure appropriate designation of a patient's hospitalization status as either inpatient or outpatient in accordance with Center for Medicare and Medicaid services (CMS) 2 midnight length of stay benchmark thereby reducing the number of associated write-offs.MethodWe incorporated a best practice alert (BPA) into the Epic Electronic Medical Record (EMR) that would prompt the discharging provider and the case manager to review the patients' inpatient designation prior to discharge and change the patient's designation to observation when deemed appropriate. Patients who met the inclusion criteria (Patients must have Medicare fee-for-service insurance, inpatient length of stay (LOS) less than 2 midnights, inpatient designation as hospitalization status at time of discharge, was hospitalized to an acute level of care and belonged to one of 37 listed hospital services at the time of signing of the discharge order) were randomized to have the BPA either silent or active over a three-month period from July 18, 2019, to October 18, 2019.ResultA total of 88 patients were included in this study: 40 in the control arm and 48 in the intervention arm. In the intervention arm, 8 (8/48, 16.7%) had an inpatient status designation despite potentially meeting Medicare guidelines for an observation stay, comparing to 23 patients (23/40, 57.5%) patients in the control group (p = 0.001). The estimated number of write-offs in the control arm was 17 (73.9%, out of 23 inpatient patients) while in the intervention arm was 1 (12.5%, out of 8 inpatient patient) after accounting for patients who may have met inpatient criteria for other reasons based on case manager note review.ConclusionThis is the first time to our knowledge that a BPA has been used in this manner to reduce the number of Medicare 1-day write-offs.
| S-EPMC10868014 | biostudies-literature
Project description:Processing and maturation of precursor RNA species is coupled to RNA polymerase II transcription. Co-transcriptional RNA processing helps to ensure efficient and proper capping, splicing, and 3' end processing of different RNA species to help ensure quality control of the transcriptome. Many improperly processed transcripts are not exported from the nucleus, are restricted to the site of transcription, and are in some cases degraded, which helps to limit any possibility of aberrant RNA causing harm to cellular health. These critical quality control pathways are regulated by the highly dynamic protein-protein interaction network at the site of transcription. Recent work has further revealed the extent to which the processes of transcription and RNA processing and quality control are integrated, and how critically their coupling relies upon the dynamic protein interactions that take place co-transcriptionally. This review focuses specifically on the intricate balance between 3' end processing and RNA decay during transcription termination. This article is categorized under: RNA Turnover and Surveillance > Turnover/Surveillance Mechanisms RNA Processing > 3' End Processing RNA Processing > Splicing Mechanisms RNA Processing > Capping and 5' End Modifications.
| S-EPMC6570551 | biostudies-literature