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Showing 1 to 15 of 164 results Save | Export
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Zamin, Nadia Francine – Across the Disciplines, 2019
Responding to the call for the contemplative teaching of writing initiated by O'Reilley (1993) and extended by Kirsch (2008; 2009), Kroll (2013), Kroll (2008), Wenger (2015), and Harrison (2012), among others, this article explores the theoretical considerations, practical components, challenges, and adaptability involved in teaching a…
Descriptors: Research Reports, Technical Writing, Writing Instruction, Writing Skills
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Kinane, Karolyn – Across the Disciplines, 2019
Contemplative pedagogy is part of the larger emerging field of Contemplative Studies. Louis Komjathy (2018) has observed three characteristics shared by various aspects of Contemplative Studies: practice commitment, critical subjectivity, and character development. This paper uses these three characteristics to describe and define a…
Descriptors: Teaching Methods, Metacognition, Perception, Writing Instruction
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Consilio, Jennifer; Kennedy, Sheila M. – Across the Disciplines, 2019
Mindfulness, or present-moment awareness, and its associated qualities of calm/relaxation, nonjudgment, intentionality, concentration, and compassion, are increasingly being used to help cultivate self-awareness, attention, and optimal learning experiences. After defining mindfulness and selecting key concepts, we apply the construct and features…
Descriptors: Metacognition, Perception, Attention, Intention
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Chaterdon, Kate – Across the Disciplines, 2019
According to a growing body of research, fostering a metacognitive awareness of the writing process is integral to the development of strong writers. Writing scholars (e.g., Driscoll & Wells, 2012; Yancey, Robertson, & Taczac, 2014; Gorzelsky, Driscoll, Pazcek, Jones, & Hayes, 2017) suggest that developing this awareness can improve…
Descriptors: Metacognition, Perception, Writing Instruction, Writing (Composition)
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Nicholes, Justin – Across the Disciplines, 2019
Framed by future-selves motivational theory, the present study explored intersections of STEM (science, technology, engineering, mathematics) students' evaluations of everyday and disciplinary quantitative literacy (QL) and how students imagined their STEM-related, future career selves. A quantitative design using data setappropriate Spearman's…
Descriptors: STEM Education, Majors (Students), Career Choice, College Students
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Ives, Lindsey; Gokhale, Jayendra S.; Barott, William C.; Perez, Michael V. – Across the Disciplines, 2019
This article evaluates the use of biweekly deadlines called "Sprints" to scaffold the development of conference papers in graduate-level courses in econometric modeling and electrical engineering through analysis of faculty assessment reports, observation notes, and transcripts of two audio-recorded class sessions. Data were analyzed to…
Descriptors: Engineering Education, Graduate Students, Scaffolding (Teaching Technique), Conference Papers
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Croft, James; Benjamin, Michael; Conn, Phyllis; Serafin, Joseph M.; Wiseheart, Rebecca – Across the Disciplines, 2019
This study examines student perceptions about (i) whether writing in undergraduate disciplines contributes to the development of student pre-professional identity (PPI) and (ii) how writing in such disciplines affects PPI relative to other classroom activities. The study was conducted at St. John's University in New York, which has a very diverse…
Descriptors: Undergraduate Students, Content Area Writing, Writing (Composition), Self Concept
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Hoang, Thi Van Yen; Ma, Lai Ping Florence – Across the Disciplines, 2019
Writing for publication in English-medium refereed academic journals can be a challenging task for doctoral students who use English as an Additional Language (EAL). Limited research, however, has been conducted in the Australian context to explore this practice among EAL doctoral students. Adopting a qualitative research approach with…
Descriptors: Foreign Countries, Doctoral Students, Writing for Publication, English (Second Language)
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Egege, Sandra; Vered, Karen Orr – Across the Disciplines, 2019
It is commonly accepted in the academy that developing a critical thinking capacity and related capabilities will make students more effective thinkers and writers, and that these are desirable traits for graduates to have no matter what path they take after graduation. While most academics agree that critical thinking is an essential component of…
Descriptors: Foreign Countries, Critical Thinking, Abstract Reasoning, Inquiry
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Percy, Alisa – Across the Disciplines, 2019
This paper engages with the central theme of this special issue, "From the Margins to the Centre," as a particular kind of narrative that occupies the imagination of literacy educators in the academy, particularly those who are located in the "centre," but whose experience ironically finds them "pinned to the margins"…
Descriptors: Reflection, Literacy Education, Foreign Countries, Teaching Methods
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Johnson, Andrew – Across the Disciplines, 2019
This paper considers the relevance and application of Writing About Writing (WAW) (Downs & Wardle, 2007; Wardle, 2009) and Threshold Concepts of Writing (TCW) (Adler-Kassner & Wardle, 2015) in the Australian higher education context. These approaches to literacy and writing curriculum development have been developed in the United States…
Descriptors: Freshman Composition, Writing Instruction, Academic Language, College Credits
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Gerrard, Hannah – Across the Disciplines, 2019
This article offers an overview of a first-year writing course in Aotearoa New Zealand, Tu Kupu: Writing and Inquiry, which forms part of a core Bachelor of Arts (BA) curriculum with "citizenship" as a key theme. I situate the course in the context of the tertiary sector in Aotearoa New Zealand, and the social and political contexts for…
Descriptors: Writing Instruction, Foreign Countries, College Freshmen, Inquiry
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Thomas, Susan – Across the Disciplines, 2019
While a national agenda seeks to make Australian higher education more inclusive for an increasingly diverse student population, the contribution that writing instruction can make to achieving these goals has been overlooked. This article outlines the rationale, development, and growth of the Writing Hub at the University of Sydney to advocate for…
Descriptors: Writing Across the Curriculum, Laboratories, Writing (Composition), Writing Instruction
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Baird, Neil; Dilger, Bradley – Across the Disciplines, 2018
Writing transfer scholarship is more systematically investigating the influence of dispositions, which are internal qualities that influence how individuals react to learning contexts. In this article, we consider dispositions in science laboratories, which are important contexts for WAC/WID instruction, especially at institutions where these…
Descriptors: Writing Across the Curriculum, Content Area Writing, Transfer of Training, College Students
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Driscoll, Dana Lynn; Jin, Daewoo – Across the Disciplines, 2018
This article draws upon Bergmann and Zepernick's (2007) metaphor of the box under the bed to investigate the relationship between students' epistemologies and their learning transfer in diverse contexts over undergraduate years. We present a systemic analysis of 13 students' interviews and writing samples over a five-year period, through which we…
Descriptors: Undergraduate Students, Writing Across the Curriculum, Content Area Writing, Epistemology
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