Assessing Rhetorically: Evidence of Student Progress in Small-Group Writing Tutorials

Autor/inn/en	Ernest, Anne; Johnson, Patrick; Kelly-Riley, Diane
Titel	Assessing Rhetorically: Evidence of Student Progress in Small-Group Writing Tutorials
Quelle	In: Learning Assistance Review, 16 (2011) 2, S.23-40 (18 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1087-0059
Schlagwörter	Freshman Composition; Small Group Instruction; Tutorial Programs; Achievement Gains; Writing Processes; Process Approach (Writing); Statistical Significance; Rhetorical Invention; Program Descriptions; Grouping (Instructional Purposes); Peer Evaluation; Instructional Effectiveness + Suchen Sie Ihr Suchwort? Tutorial programmes; Förderprogramm; Lernprogramm; Tutorensystem; Achievement gain; Leistungssteigerung; Prozessorientiertes Schreiben; Grouping; Gruppenbildung; Unterrichtserfolg
Abstract	A year-long exploratory project examined how well students could effectively respond to a piece of first-year writing using an articulated framework--Assignment, Focus, Organization, Support, and Proofreading (AFOSP). The students in these small-group writing tutorials received peer-facilitated support while they were enrolled in first-year composition. Results from a one-way repeated measures ANOVA showed statistically significant gains in students' abilities to respond to writing using the framework. The findings suggest that teaching students to use such a framework can improve their ability to critically assess writing. (Contains 2 tables.) (As Provided).
Anmerkungen	National College Learning Center Association. Web site: http://www.nclca.org/tlar.htm
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10