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Study skills and academic performance
Relevance of study skills
Study skills and academic performance
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All middle school students, grades 6-8, are required to develop well-written compositions. According to the Louisiana Depart of Education (2008), to meet the demands of the comprehensive curriculum, these students are required to write complex multi-paragraph compositions with a clearly focused main idea and developed with relevant ideas, organization patterns, and structure that communicates clearly to the reader. The grade-level expectation also states that the students are required to use a variety of sentence structures, voice and word-choice to meet the audience’s expectations, and proper grammar and mechanics.
Besides being able to effectively communicate in written form in their curriculum, middle school students are expected demonstrate their writing abilities by writing a composition in response to a prompt, an exposition or a narrative in various forms, on the state-wide standardize assessment, LEAP for the eighth grade or iLEAP for the sixth and seventh grade, in the spring of each year. These compositions are scored with a rubric in four areas: selected vocabulary, selected information, sentence diversity, and tone and voice. In order to achieve maximum points the students need to have, among other things, consistent control in all these areas with appropriate, relevant word choices, vivid and power verbs and stylistic techniques, with information that is relevant and appropriate to audience, with a variety of sentences, and with a clear, vibrant tone and voice that engages the audience. (Louisiana Department of Education, 2008).
Scholars from the Institute of Research on Learning at the University of Kansas (Schumacker & Deschler, 2009), writing about the demands of writing for students stated: “according to thei...
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with learning disabilities. Learning Disabilities: A Contemporary Journal 5(1), 77-93.
Louisiana Department of Education. Retrieved October 21, 1010 from
http://www.doe.state.la.us/lde/saa/1915.html
Louisiana Department of Education. Retrieved October 21, 1010 from
http://www.doe.state.la.us/lde/uploads/14851.pdf
Mason, L., & Graham, S. (2008). Writing instruction for adolescents with learning disabilities:
Programs of intervention research. Learning Disabilities Research & Practice, 23(2), 103–112.
Saddler, B, & Asaro-Saddler, K. (2010). Writing better sentences:
Sentence-combining instruction in the classroom. Preventing School Failure, 54(3), 159–163.
Schumaker, J.B., & Deshler, D. D. (2009). Adolescents with learning disabilities as Writers: Are we selling
them short? Learning Disabilities Research & Practice, 24(2), 81-92.
In Downs and Wardle’s article, they argue and identify the flaws in teaching writing in college. Demonstrating the misconceptions that academic writing is universal, but rather specialized in each case. Citing studies and opinions from esteemed professionals, Downs & Wardle state their points and illuminate the problem in today’s many colleges.
According to Runciman, there are many plausible reasons that students and other people don’t enjoy writing. Evidence, assumptions, and language and tone are the basis for which Runciman makes his argument. Overall, this argument is effective because reliable and well known sources are used in a logical fashion. Also, the assumptions made about the audience are accurate and believable. Runciman used his assumptions wisely when writing his claim and in turn created a compelling, attention capturing argument. The article was written so that students and teachers at any level could understand and easily read it. This argument is interesting, captivating, relevant through its age, and can relate to students and teachers at almost every academic level.
In Patricia Limerick’s article “Dancing with Professors”, she argues the problems that college students must face in the present regarding writing. Essays are daunting to most college students, and given the typical lengths of college papers, students are not motivated to write the assigned essays. One of the major arguments in Limerick’s article is how “It is, in truth, difficult to persuade students to write well when they find so few good examples in their assigned reading.” To college students, this argument is true with most of their ...
Several people have trouble writing college level essays and believe that they are unable to improve their writing skills. In “the Inspired Writer vs. The Real Writer,” Sarah Allen argues how no one is born naturally good at writing. Sarah Allen also states how even professional writers have trouble with the task of writing. Others, such as Lennie Irvin, agree. In Irvin’s article “What is ‘Academic’ Writing?” states how there are misconceptions about writing. Furthermore, Mike Bunn’s article “How to Read Like a Writer” shows ways on how one can improve their writing skills. Allen, Bunn, and Irvin are correct to say how no one is born naturally good writers. Now that we know this, we should find ways to help improve our writing skills, and
Sills, Caryl K. "Success for learning disabled writers across the curriculum." College Teaching 43 (Spring 95): 66-72.
Intellectual quality is embedded through the elements of deep knowledge and understanding and substantive communication (NSW DET, 2003, p. 10). Throughout the lesson, focus is sustained on key concepts such as cursive writing, spelling, grammar, punctuation and vocabulary. Students are then given opportunities both orally and written, to express and demonstrate their understanding and competency. Extension options are also available for students where they can use digital technologies to publish their work or write in calligraphy once the set task is completed. (NSW DET, 2003, p. 11). For students to achieve higher quality outcomes, they need to be highly engaged and willing to participate (NSW DET, 2003, p. 10). This can be achieved through establishing challenging learning goals within each students’ proximal development and providing work that is intellectually stimulating, relates to real life and meet the needs of each student in order to gain confidence first (AITSL, 2011; Berk, 2013, pp. 267-268).
Writing can be a very difficult process for those who do not know how to go about constructing
Students in Eleventh Grade College Preparatory English classes will be able to read a writing prompt and understand what it is asking them to do. They will demonstrate this by being able to restate the prompt into a topic sentence and articulate their response with an appropriate thesis statement. In addition they will be able to organize their paper and support their ideas with evidence from the text provided.
Academic writing is a very discouraging topic that most young writers do not even want to begin to think about or imagine doing. Throughout college everyone will be asked to write multiple academic essays regardless of their major. We have read two sources in class that have helped clear up some common myths and also helped make academic writing not seem so foreign. The two sources we read were “What is Academic Writing?” and the first chapter of the book “From Inquiry to Academic Writing”. Many young students seeking a college degree are fearful about the amount of work needed to be done in order to survive their college courses. Academic writing is a challenging topic that many young people struggle to get a grasp on. Once the skill of
While the difficulties in teaching students not only to be good writers, but also to enjoy writing are easy to complain about, they are not immediately changeable. Consequently, as a teacher of young writers, one must find a way to make the system work. Ross Borden found a way with me, and I feel I have found a way with many of my students, but not all of them. So I continue to read, and I continue to write, and I continue to teach, though I also continue to struggle with the many problems surrounding the field.
Writing is an important part of everyone’s life, whether we use it in school, in the workplace, as a hobby or in personal communication. It is important to have this skill because it helps us as writers to express feelings and thoughts to other people in a reasonably permanent form. Formal writing forms like essays, research papers, and articles stimulates critically thinking. This helps the writer to learn how to interpret the world around him/her in a meaningful way. In college, professors motivate students to write in a formal, coherent manner, without losing their own voice in the process. Improving your writing skills is important, in every English class that’s the main teaching point; to help students improve their writing skills. Throughout my college experience I have acknowledge that
Many of our students are just learning to "trust" themselves as writers.Most haven't had the opportunity in high school to explore what writing can do for their thinking; they have been taught that "writing" is a product produced for a teacher.Student-centered pedagogy seeks to de-center teacher authority, and has moved away from traditional methods such as the lecture format to more group discussion.
American literacy curriculums focus largely on reading, analyzing, and critiquing other people’s work, but as low literacy scores show, this approach is not effective in teaching students to read and write English proficiently. The system would benefit greatly from the addition of a creative writing focus to English classes nationwide at an early grade level, since a personalized approach to teaching will engage students and allow them to learn about broader subjects while practicing their writing skills. Multiple organizations off the mainstream curriculum have already tested successful models for increasing creativity, self-confidence, and communication skills in children. These models would be beneficial to the nation’s teachers and school systems in remodeling curricula to focus on the students and their experiences to teach core subjects more effectively.
In the modern world of communication, writing is more than just putting pen to paper, is the window for students with intellectual or disabilities to broaden their modes of communication and creative expression and the door to help them to access a variety of employment and social opportunities that they may have otherwise overlooked, avoided, or dismissed in our advanced technological society.(Joseph & Konrad, 2009) Because written expression is a complex process and students do not develop it naturally, teachers struggle with how to best facilitate their students’ execution of the writing process. The differences between students with disabilities and their same age peers without disabilities can be observed both in their writing quality
Grades nine and ten: Students might choose to engage the reader by setting out a problem, situation, or observation. They might also establish multiple points of view. Events and experiences should be relayed in a smooth progression. Writing should convey a vivid picture of the experiences, events, setting, etc.