University teachers' assumptions about writing affect the writing assignments they create and how students approach these assignments. Specifically, assignments involve cognitive and rhetorical challenges for students. Further research is needed on faculty's actual expectations for writing and how teaching practices could be improved to better support student writing development. Changes could include incorporating more writing and reading into coursework, using written prompts, and being consistent between expectations and feedback.
Dementia Support Group (In-person): Draft Approach/ Guidance Document Swapna Kishore
This detailed draft document for persons who may want to set up an in-person support group.Caregivers need support, and one very important mechanism is a support group where caregivers can meet and talk face-to-face (an in-person support group), or they can discuss a topic with an invited expert, or learn some important skill. This detailed draft document is intended for persons who may want to set up an in-person support group. Feedback/ comments may be sent to cyber.swapnakishore@gmail.com
Dementia Support Group (In-person): Draft Approach/ Guidance Document Swapna Kishore
This detailed draft document for persons who may want to set up an in-person support group.Caregivers need support, and one very important mechanism is a support group where caregivers can meet and talk face-to-face (an in-person support group), or they can discuss a topic with an invited expert, or learn some important skill. This detailed draft document is intended for persons who may want to set up an in-person support group. Feedback/ comments may be sent to cyber.swapnakishore@gmail.com
1. Introduction section Audiences Conclusion section Topics of “conversation”
University directives Methodological issues are
Faculty members brought to the fore
Researchers in HE
Topics of “conversation”
Audiences Deferred responses “pursued”
The importance of researching -More scientific writing and scholar and institutional movements in teaching disciplinary
assumptions (expectations?) of writing
Researchers in HE writing
university teachers and -Problematize the pedagogical project of this institution in which has been published to,
students and its impacts in among other issues, advocating in developing argumentative writing through the
Those scholars conceive writing teaching practices, especially in curriculum
as a sharp phenomenon the writing assignments -The current composition curriculum of the Institution is adequate in the first years, but
involved in transforming and what is achieved in those courses seem to be vanished in the actual disciplinary
meaning-making of the reality. curriculum.
Deferred responses “pursued”
- Including more reading and writing in the disciplinary subjects
- Including in teaching writing the use of written prompts for writing assignments
Further research - Changing teaching practices: more writing in the courses/using textual formats as part
University teachers should of what is demanded and assessed in the students’ texts
change their teaching practices - Faculty members should be more consistent between what they say, what they expect,
and what they do in their teaching practices
- Researching on actual expectations of the disciplinary faculty, given the problematic
Authors context in which they are proposing the writing assignments.
Authors
Strategies Theoretical frameworks
Strategies Theoretical frameworks
-Direct quotations (Carlino quoted Bogel - Adequate feedback affects
and Hjortshop and Bojacá) of theoretical positively the student writing
Indirect quotations without overt University teachers'
frameworks to point out the claim - Conducting research projects
reference to authors, theories or dates of assumptions (expectations?) involving analyzing teaching practices
-Indirect quotation without a specific
publication (illustration below) upon writing affect writing
author but claiming that reading and is difficult because it creates
assignments; and, writing resistance in the professors.
writing is important in disciplines.
assignments involved cognitive
- Indirect quotation using italic to make - an evidence of the student growth
and discursive challenges as writer might appear in textual
reference to a conceptual framework
- A explicit and direct quotation are used qualities that the text actually
to define how the authors conceive deploys and the textual qualities
"conception" in teaching practices that the student is able to declare as
important features in her/his writing
when s/he talk about it.
- In upper division, students seem to
be more aware of their own qualities
as writers as well as their teachers’
expectations
- recognizing superestructural
features (formats) in a text is part of
becoming a writer in HE
- Writing is an epistemology tool in
HE