東華大學圖書館 |

Language: English

Help

回圖書館首頁

手機版館藏查詢

Back

Switch To: Labeled | MARC Mode | ISBD

Best Practice: Bringing the Elements...

Green, Jonathan.

Linked to FindBook

Google Book

Amazon

博客來

Best Practice: Bringing the Elements of Effective Practice to the College Writing Classroom.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Best Practice: Bringing the Elements of Effective Practice to the College Writing Classroom./
Author:	Green, Jonathan.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2018,
Description:	273 p.
Notes:	Source: Dissertation Abstracts International, Volume: 79-09(E), Section: A.
Contained By:	Dissertation Abstracts International79-09A(E).
Subject:	Rhetoric. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10813553
ISBN:	9780355911978

Best Practice: Bringing the Elements of Effective Practice to the College Writing Classroom.
Green, Jonathan.

Best Practice: Bringing the Elements of Effective Practice to the College Writing Classroom. - Ann Arbor : ProQuest Dissertations & Theses, 2018 - 273 p.

Source: Dissertation Abstracts International, Volume: 79-09(E), Section: A.

Thesis (Ph.D.)--University of Arkansas, 2018.

Studies of college writing students suggest that many students associate writing ability with innate talent rather than sustained, deliberate practice. As a result, these students may lack the motivation to improve their writing abilities, leading to a vicious cycle in which they come to increasingly resent writing as a curricular and extracurricular activity. This dissertation argues that the elements of effective practice as outlined by cognitive psychology are equally applicable to writing as they are to skills such as music and that convincing students of the "practice-ability" of writing may improve their motivation to improve their writing abilities.

ISBN: 9780355911978Subjects--Topical Terms:

516647
Rhetoric.

Best Practice: Bringing the Elements of Effective Practice to the College Writing Classroom.
LDR:02976nmm a2200325 4500 001 2164844
005 20181127124955.5
008 190424s2018 ||||||||||||||||| ||eng d
020 $a 9780355911978
035 $a (MiAaPQ)AAI10813553
035 $a (MiAaPQ)uark:12995
035 $a AAI10813553
040 $a MiAaPQ $c MiAaPQ
100 1 $a Green, Jonathan. $3 1993649
245 1 0 $a Best Practice: Bringing the Elements of Effective Practice to the College Writing Classroom.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2018
300 $a 273 p.
500 $a Source: Dissertation Abstracts International, Volume: 79-09(E), Section: A.
500 $a Adviser: Patrick J. Slattery.
502 $a Thesis (Ph.D.)--University of Arkansas, 2018.
520 $a Studies of college writing students suggest that many students associate writing ability with innate talent rather than sustained, deliberate practice. As a result, these students may lack the motivation to improve their writing abilities, leading to a vicious cycle in which they come to increasingly resent writing as a curricular and extracurricular activity. This dissertation argues that the elements of effective practice as outlined by cognitive psychology are equally applicable to writing as they are to skills such as music and that convincing students of the "practice-ability" of writing may improve their motivation to improve their writing abilities.
520 $a The dissertation discusses the methodology and results of a study to determine how well the five "elements" of effective practice could be incorporated into a first-year college writing curriculum. More specifically, it examines the author's design and teaching of "Perfect Practice and Writing," a course centered on the five elements: setting effective goals, maintaining appropriate challenge, appreciating error and failure, evaluating feedback, and thinking metacognitively. Course discussions and assignments were designed to engage students with all five of these essential components of effective practice, ideally leading students to conceive of writing as a skill that could be practiced and improved upon like any other.
520 $a The results suggest that a first-year writing course premised on the elements of effective practice can successfully reorient students' attitudes about writing as a practice-able skill; however, some elements are more difficult to incorporate into the typical first-year writing classroom than others. The more difficult elements are those which require an especially individualistic approach, which may be logistically problematic for larger classes. The dissertation concludes with potential strategies for overcoming these obstacles, as well as implications for further research.
590 $a School code: 0011.
650 4 $a Rhetoric. $3 516647
650 4 $a Pedagogy. $3 2122828
690 $a 0681
690 $a 0456
710 2 $a University of Arkansas. $b English. $3 3180548
773 0 $t Dissertation Abstracts International $g 79-09A(E).
790 $a 0011
791 $a Ph.D.
792 $a 2018
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10813553