Catalogue Search | MBRL
Are you sure you want to remove the book from the shelf?
{{itemTitle}}
22,456
result(s) for
"Writing process"
Sort by:
Project cost recording and reporting
\"Communication is a vital part of project management, and reports are one of the preferred vehicles for transmitting information to an intended internal or external audience. Reports are also part of the system of control and governance on projects, used to bring attention to issues and prompt action to improve project outcomes. There are countless ways of combining project information for consumption by stakeholders. This book discusses the purpose of project reports, and provides examples of the format, content, timing, and audience for various types. Using principles of stakeholders and risk management, it presents a rationale for communication plans, enabling appropriate reporting at the project, program, and portfolio level. The author also: presents tangible experience and suggestions for developing project reports, discusses project reports in context, as applicable to types of stakeholders and the project lifecycle, identifies sources and types of data required for adequate reporting, offers examples of report formats, graphics, and content, and reflects on typical challenges encountered with project reporting. It is essential reading for practitioners and students of project management, cost control and accountancy\"-- Provided by publisher.
Book
Debugging the Writing Process: Lessons From a Comparison of Students’ Coding and Writing Practices
Since the 1960s, a group of educators and researchers have championed the idea that learning coding and learning to read and write are, in some sense, part of the same skill set, but the grounds for asserting that similarity have continually shifted. Some have argued that as texts increasingly integrate digital components, expertise in coding will become a central part of reading in the 21st century. Others seem to use the word literacy simply to mean an important skill, without necessarily asserting a deeper similarity. In this study of novice writers and programmers in a second‐grade classroom, the authors explored a third hypothesis: that there is a fundamental relation between the activities involved in creating a written story and in creating a computer program. The findings of this research suggest that teachers can use a combination of coding and writing to reinforce students’ acquisition of the writing process.
Journal Article
Scaffolding Students’ Writing Processes Through Dialogic Assessment
With dialogic writing assessment, teachers can scaffold students’ writing processes in ways that are flexible and responsive to students’ individual needs. Examples of teachers using this conference‐based method of classroom writing assessment illustrate how to practice assessment that is dynamic and relational rather than static and standardized, by allowing teachers to vary their support for student writers based on students’ unique needs. These examples also suggest that teachers’ epistemologies for writing instruction can influence how they practice dialogic writing assessment. The authors conclude with a discussion of how dynamic and responsive scaffolding can support an equity‐focused model for teaching academic writing and how teachers’ expertise may be a factor in how they apply dialogic writing assessment.
Journal Article
Research-Based Writing Practices and the Common Core
In order to meet writing objectives specified in the Common Core State Standards (CCSS), many teachers need to make significant changes in how writing is taught. While CCSS identified what students need to master, it did not provide guidance on how teachers are to meet these writing benchmarks. The current article presents research-supported practices that can be used to meet CCSS writing objectives in kindergarten to grade 8. We identified these practices by conducting a new meta-analysis of writing intervention studies, which included true and quasi-experiments, as well as single-subject design studies. In addition, we conducted a meta-synthesis of qualitative studies examining the practices of exceptional literacy teachers. Studies in 20 previous reviews served as the data source for these analyses. The recommended practices derived from these analyses are presented within a framework that takes into account both the social contextual and cognitive/motivational nature of writing.
Journal Article
A Critical Inquiry Approach to Mentor Texts: Learn It With EASE
Fourth‐grade students were introduced to a detailed process approach to examining mentor texts and then transferring their newfound knowledge of author craft to their own independent writing. The EASE strategy was created as a way to scaffold students from merely noticing the exceptional moves that authors make to adeptly applying these techniques. In an effort to read like writers and then write like readers, students were taught to closely examine powerful writing craft and assess why the author may have chosen to write in that particular way. They were also required to suggest other ways to write the excerpt and envision where they might use a similar move in a current or upcoming writing project. Through small‐group writing conferences and writing samples, students showcased how they made direct connections between mentor texts and their narratives and reports.
Journal Article
“How Emotional Do I Make It?”: Making a Stance in Multimodal Compositions
For literacy educators, there is a need to understand students’ pathways into composition and mediate contemporary, multimodal compositional pathways with more academic ones. In an effort to mediate between middle and high school students’ schooling and curricular demands and their everyday interests and investments in media and communicational systems, the author offers educators a way to frame composition that attends to the potential and affordances of multiple modes of expression and representation. Combining affect theory with Arendt's writings on thinking and embodiment, the author presents a research study with adolescents who made stances in selfies, self‐portraits, and written artist statements that are indicative of new rhetorical and compositional practices. Stance, as a construct in modern compositions, represents the ways that young people interface with ideas and experiences within the world that materialize in and animate their designs. Stance provides young people with a space to tell the stories they want to tell through media and mediums of their choosing.
Journal Article
Centering Culture Through Writing and the Arts: Lessons Learned in New Zealand
Culturally relevant and sustaining pedagogy is an asset‐based approach to teaching and learning. In this way, students’ identities, languages, and cultures are centered in the learning experience, creating a sense of belonging. The authors observed culturally relevant and sustaining approaches to teaching and learning while visiting schools in New Zealand as part of a three‐week study abroad program. Specifically, the authors observed how teachers in New Zealand centered Maori and Pasifika cultures into daily instruction and learning. Together as teacher educators, an inservice teacher, and a preservice teacher, the authors examine the importance of culturally relevant and sustaining teaching and share their observations of how students’ cultures are honored through writing and arts integration in the classrooms visited in New Zealand. The authors describe how a fifth‐grade teacher applied lessons learned from her visit to New Zealand in her own classroom context in the United States.
Journal Article
Measuring non-linearity of multi-session writing processes
When (professional) authors work on their texts, they frequently 'jump' around their document to make textual changes and create new content at a wide range of locations. Currently, a range of linearity measures are available to capture this, some of which requiring time-intensive manual coding. Linearity metrics are commonly calculated based on the leading edge and are mostly used for short texts and single writing sessions. However, especially for longer, multi-session writing processes, text can often be created at various spaces, not necessarily including the leading edge. Accordingly, the leading edge is not enough to distinguish between linear production and non-linear text alterations. Therefore, in the current study, we propose a novel, more flexible, automatized non-linearity analysis, which does not solely rely on the leading edge. In this approach, all backwards and forwards cursor and mouse operations from the point of utterance are extracted from keystroke data, and characterized both based on duration and distance. This results in a detailed list of characteristics per writing episode, allowing us to compare and group episodes of writing at various scales. We illustrate this approach by analysing the writing process of a complete novel based on close to 400 writing sessions totalling 276 h of writing. The results show that the current non-linearity analysis allows us to successfully cluster writing sessions using the non-linearity characteristics. This analysis can be used to find patterns in non-linearity over time, allowing us to chart interactions with the text-produced-so-far and session management strategies in multi-session writing.
Journal Article
Revisiting Teacher Feedback in EFL Writing from Sociocultural Perspectives
While research on teacher feedback has largely been influenced by second language writing and second language acquisition perspectives, little attention has been paid to the contextual and sociocultural dimension of teachers' work. Overall, there is a dearth of discussion on teacher feedback that is influenced by sociocultural perspectives. Drawing on mediated learning experience (MLE) theory, this article discusses the limitations of conventional feedback approaches in English as a foreign language school contexts and underscores the need to replace these approaches with more effective practices typical for the process-oriented writing classroom, so that feedback can mediate student learning. Informed by activity theory (AT), the article further suggests that providing MLE as a new object of the feedback system and introducing other innovations can lead to more effective feedback and help students improve learning. The article concludes with suggestions for research informed by MLE and AT perspectives.
Journal Article
A Conceptual Framework for Authentic Writing Assignments: Academic and Everyday Meet
The author provides a conceptual framework that illustrates the spectrum of authentic writing assignments and operationalizes authenticity, in an effort to guide practitioners toward crafting writing assignments that are meaningful for students by reflecting and replicating the kinds of writing that occur outside of the academic context. The author outlines the research on authentic writing assignments and examines latent authenticity and functional authenticity while providing examples to illustrate differences between the two. The author also discusses the mixing of different elements to create both latent and functional authentic writing assignments.
Journal Article