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Descriptors:
Recognition (Achievement); Attribution Theory; Psychology; Mental Retardation; Public Policy; College Faculty; Profiles; Biographies; Court Litigation; Juvenile Justice; Delinquency; Research Papers (Students)

Abstract:
Presents a short biography of the winner of the American Psychological Association's Psi Chi/APA Edwin B. Newman Graduate Research Award. The 2012 winner is Cynthia J. Najdowski for an outstanding research paper that examines how jurors' judgments are influenced by a juvenile defendant's confession and status as intellectually disabled. Through the use of a mock trial experiment, the research revealed that jurors discounted a juvenile's coerced confession and sometimes used intellectual disability as a mitigating factor. Attribution theory and the discounting principle were used to identify the psychological mechanisms underlying this effect. The paper, titled "Understanding Jurors' Judgments in Cases Involving Juvenile Defendants," was published in Psychology, Public Policy, and Law in October 2011 and was the basis for Najdowski's selection as the recipient of the 2012 Psi Chi/APA Edwin B. Newman Graduate Research Award. Bette L. Bottoms, PhD, served as faculty supervisor. Najdowski's Award citation and a selected bibliography are also presented. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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College Faculty; Writing Processes; Research Papers (Students); Humanities; College Students; Internet; Educational Technology; Technology Uses in Education; Humanities Instruction

Abstract:
In "Raiders of the Lost Ark," Indiana Jones--perhaps the last heroic professor to appear in a major Hollywood film--survives a series of adventures involving spiders, snakes, treacherous colleagues, and countless Nazis who are determined to recover the ark of the covenant for their "Fuhrer." Apparently the ark has mystical powers. Ultimately, Jones recovers the ark. But the great artifact is not displayed in a museum or used in the war effort; instead it is enclosed in a packing crate and wheeled into a vast government warehouse, never to be seen again. That is what happens to the majority of undergraduate projects in the humanities. Heroic research is undertaken, and the student suffers mightily during the writing process. But after being submitted for a grade, the results of all that work are filed away, never to be read again. Fortunately, people are living at a moment when students can undertake a far wider range of learning experiences than was possible when the traditional research paper was the gold standard of scholarly production. This author has written several columns about what the "digital humanities" movement means for scholars. But as a teacher at a liberal-arts college, what also excites him about the digital humanities is what it offers to undergraduates: Students can "build" as well as "write." The digital humanities encourages scholars and students to use the Internet to present their work to a global audience. There is no guarantee that the world will beat a path to one's online project, but at least it is available, and updatable. It is not a moribund, bound manuscript shelved in a university library's off-site storage warehouse. In what seems to be the worst of times for higher education, the digital-humanities community is cultivating an academic culture that enables new directions in research while it reduces the warehousing of neglected scholarship and the isolation of scholars. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Epistemology; English (Second Language); Research Papers (Students); Verbs; Computational Linguistics; Biology; Correlation; Morphemes; Discourse Analysis; Classification; Second Language Learning; Writing (Composition)

Abstract:
Corpus studies suggest that verb tense is a differentiating feature between, on the one hand, text pertaining to experimental results (involving methods and results) and on the other hand, text pertaining to more abstract concepts (i.e. regarding background knowledge in a field, hypotheses, problems or claims). In this paper, we describe a user experiment that investigates whether for biological readers, this tense correlation has a psychological correlate. To study this, we defined seven distinct discourse segments types and modified them either by changing the verb tense/mood (for all segment types), negation (for Problems), or presence of an epistemic matrix clause ("These results suggest...") for Implications. Regardless of the original segment type, we found that for Facts, Results and Hypothesis segments, present tense yielded more Fact classifications, past tense more Result interpretations, and modal auxiliaries more Hypothesis interpretations. Methods statements were less sensitive to verb form. Problem segments required negations to be recognized, while Implications required introductory matrix clauses. (Contains 1 figure and 11 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Theses; Content Area Writing; Writing Skills; Research Papers (Students); Writing Strategies; Teaching Methods; Best Practices

Abstract:
Writing a good thesis provides a successful foundation for composing an essay. Teaching how to do that, however, is quite another matter. Teachers often say to students, "Find a thesis," or "Get a thesis," or "Bring in a thesis statement tomorrow," as if students could order one like a pizza, command it like a pet pooch, or grasp one out of thin air like a magician. Finding the genesis for a thesis is another article--this article considers how to write one. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Active Learning; Student Teachers; Elementary Secondary Education; Research Papers (Students); Inquiry; Research Opportunities; Research Needs; Student Research; Teacher Researchers; Research Skills; Research Methodology; Undergraduate Study; Knowledge Base for Teaching

Abstract:
A disconnect exists between teaching and research; and it has become easy, if not automatic, for K-12 teachers to be enthusiastic about teaching and less supportive of research. As a student teacher, the first author found herself adopting the stereotype that research is associated with the sciences and is less pertinent to K-12 education. She never had paused to consider what counts as research and how she, as a future educator, could bridge the gap K-12 teachers consistently encounter when considering research and teaching. Then she began making connections. After spending a summer involved in an undergraduate research experience, she has had many opportunities to consider this question: What can a student teacher learn from undergraduate research? First, undergraduate research is not limited to mundane science experiments found in textbooks and required course assignments like research papers. Rather, undergraduate research is an inquiry-based learning approach that involves "asking" questions, "conducting" original experiments, "solving" real problems, "answering" questions, and "being actively involved" in the learning process. Next, efforts like undergraduate research opportunities should be promoted so that steps to narrow the gap between teaching and research can be executed. The research process is not limited to only those who participate in the sciences. Rather, it is limited because one chooses not to embrace it. Educators in the 21st century must accept that research and teaching exist mutually, not exclusively. Only then will they become truly great teachers. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Grades (Scholastic); Grading; Scoring Rubrics; Research Design; Sampling; Undergraduate Students; Research Papers (Students); Generalizability Theory; Educational Researchers; Interrater Reliability; Higher Education; Scores; Correlation; Probability

Abstract:
Background: Educational researchers have long espoused the virtues of writing with regard to student cognitive skills. However, research on the reliability of the grades assigned to written papers reveals a high degree of contradiction, with some researchers concluding that the grades assigned are very reliable whereas others suggesting that they are so unreliable that random assignment of grades would have been almost as helpful. Purpose: The primary purpose of the study was to investigate the reliability of grades assigned to written reports. The secondary purpose was to illustrate the use of Generalizability Theory, specifically the fully-crossed two-facet model, for computing interrater reliability coefficients. Setting: The participants for this study were 29 undergraduate students enrolled in an introductory-level course on Political Behavior in Spring 2011 at a Midwest university. Intervention: Not applicable. Research Design: Students were randomly assigned to one of nine groups. Two-facet fully crossed G-study and D-study designs were used wherein two raters graded four assignments for 9 student groups--72 evaluations in total. The universe of admissible observations was deemed to be random for both raters and assignments, whereas the universe of generalization was deemed to be mixed (random for two raters but fixed for four assignments). Data Collection and Analysis: The semester-long project was assigned to groups consisting of an annotated bibliography, survey development, sampling design, and analysis and final report. Four grading rubrics were developed and utilized to evaluate the quality of each written report. Two-facet generalizability analyses were conducted to assess interrater reliability using software developed by one of the authors. Findings: This study found a very high interrater reliability coefficient (0.929) for only two raters who received no training in how to use the four grading rubrics. (Contains 2 tables, 2 figures and 7 footnotes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Foreign Countries; Computer Assisted Instruction; Web 2.0 Technologies; Automation; Web Sites; Natural Language Processing; Computer System Design; Computer Software Evaluation; College Students; College Instruction; Instructional Effectiveness; Comparative Analysis; Statistical Analysis; Academic Discourse; Questioning Techniques; Writing Strategies; Writing Instruction; Literature Reviews; Concept Mapping; Student Research; Engineering Education; Research Papers (Students)

Abstract:
In this paper, we present a novel approach for semiautomatic question generation to support academic writing. Our system first extracts key phrases from students' literature review papers. Each key phrase is matched with a Wikipedia article and classified into one of five abstract concept categories: Research Field, Technology, System, Term, and Other. Using the content of the matched Wikipedia article, the system then constructs a conceptual graph structure representation for each key phrase and the questions are then generated based the structure. To evaluate the quality of the computer generated questions, we conducted a version of the Bystander Turing test, which involved 20 research students who had written literature reviews for an IT methods course. The pedagogical values of generated questions were evaluated using a semiautomated process. The results indicate that the students had difficulty distinguishing between computer-generated and supervisor-generated questions. Computer-generated questions were also rated as being as pedagogically useful as supervisor-generated questions, and more useful than generic questions. The findings also suggest that the computer-generated questions were more useful for the first-year students than for second or third-year students. (Contains 12 tables and 4 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Writing for Publication; Educational Environment; College Faculty; Research Papers (Students); Higher Education; Black Colleges; Colleges; Financial Support; Researchers; Qualitative Research; Interviews; Graduate Students; Foreign Countries; Writing Workshops

Abstract:
Research papers take a long time to write and in an academic environment where the "publish or perish" clause applies, writing retreats are a way of creating time and space to write academic articles in a concentrated period of time. This article examines ways in which academics can write more articles for publication. In particular it focuses on the writing retreat as a possible model that institutions can follow in order to increase publication output without over-burdening academic staff. The aim is to examine how the writing retreat model can be used to suit the needs of individual academics. It is often argued that academics' heavy workloads are not conducive to productivity in research. In higher education institutions (HEI) were there is an established culture of research and where there is adequate funding for research, publication output is relatively high. However, in historically black universities (HBUs), this is not the case. The problem is that research output is low and shows no trend of increasing. Therefore, this article argues for use of the "writing retreat" model to promote writing for research. The literature reviewed suggests that this type of model is commonly used at HEIs with positive impact on research output. The research conducted on writing retreats was based on the experiences of academics who attended writing retreats for various purposes. Data was collected from three sources. The first was from postgraduate students who went on a writing retreat with their supervisor; the second source was a group of 15 academic staff who attended a Ph.D. writing retreat; the third source was the personal experiences of the researcher who attended a few writing retreats aimed at women academics and postgraduate students. Data was qualitatively gathered using interviews, evaluation forms and accounts of personal experiences. The findings from the research indicated that academics and postgraduate students welcomed this model of writing for research. It was found that the respondents wrote more in a concentrated period of time; they could concentrate better without distractions; they were motivated within the group and their research progressed at a faster pace. Based on the findings, a writing retreat model is proposed. The purpose of this model is to encourage academic writing for various purposes. It is also intended to motivate writing for publication in a research environment for different groups of academics so that HEIs, and in particular HBUs, can begin to increase research activity. Finally, a writing retreat model can be used for wider purposes like encouraging excellence in writing, reading and researching. (Contains 1 figure.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Curriculum Design; Writing (Composition); Writing Processes; Course Descriptions; Research Papers (Students); Playwriting; Freshman Composition; College English; English Instruction; College Students; Higher Education; English Curriculum; Rhetoric

Abstract:
The treatment of a research paper as an isolated utterance within a composition classroom is problematic in that such papers may fail to encourage transfer of writing knowledge. In this essay, I argue that a research paper's failure to work as a utterance situated within a conversation--as critiqued through a framework constructed by Mikhail Bakhtin's notion of the utterance--often disadvantages students in their future writing endeavors. I conclude by suggesting one way to encourage students to situate their research writing as a part of--rather than separate from--an activity system. By making the research paper an integral part of a entire course sequence, students will be better equipped to understand the role that research and writing plays within a specific activity system. (Contains 2 notes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Rating Scales; Social Work; Predictor Variables; Research Papers (Students); Longitudinal Studies; Undergraduate Study; Curriculum; Writing Instruction; Statistical Analysis; Writing (Composition); Writing Evaluation; Program Implementation; Program Effectiveness

Abstract:
Presented is a longitudinal study evaluating a Bachelor of Social Work writing program. The independent variable is a BSW curriculum in which social work courses include American Psychological Association 5th edition writing modules. In 2005, a baseline was established. From 2006 to 2010, a writing program was implemented. Using a brief rating scale, the authors evaluated 86 senior capstone research papers between 2005-2010. A statistically significant difference was found (F = 13.735, df = 5, 80, p less than 0.05) in the quality of students' writing in 2008, 2009, and 2010 as compared to the baseline in 2005. Implications for social work education are discussed. (Contains 3 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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