scaffolding student research & writing in higher education
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SCAFFOLDING STUDENT RESEARCH & WRITING: A WIN-WIN SOLUTIONWriting Across the Curriculum
March 1, 2010
Elizabeth Swaggerty
Purpose of Course: The purpose of this course is to provide an opportunity for students to engage in the independent study of problems/issues/topics in the teaching of reading.
Major Objectives• To become familiar with the many and varied topics/issues associated with
reading and reading instruction.• To gain knowledge about reading topics/issues through research, reading,
writing.• To identify one (1) specific topic of choice for further study.• To gain knowledge about the selected topic.• To be able to synthesize information and develop analytical and critical
thinking skills associated with the research of a topic.• To become familiar with the electronic resources available for obtaining
information.• To gain skill in using electronic resources for the purpose of obtaining
information.
Scaffolding
Vygotsky’s ZPD
Provide scaffolding to support learning within a continuum of support
LOTS of initial support from the instructor
Reading sets/Response log papers
Thorough feedback
Read like a reading teacher AND a writer
Write a quality research paper.
Is this asking our undergraduates to do the impossible?
Timeline/Organization
Moodle
Literature Review Matrix
Source: Broemmel, A., & Swaggerty, E. (2008). “Examining the possibilities: Planning your research project.” In C.A. Lassonde & S.E. Israel (Eds.), Teachers taking action: A comprehensive guide to teacher research. International Reading Association.
I get by with a little help from my friends
Instructor University writing center consultants Peers
Revising and Editing
Revision = "see again," to look at something with a fresh, critical eye. Ongoing process of RETHINKING the paper: reconsider arguments,
review evidence, refine the purpose, reorganize, revive. TIPS:
Print the draft and work from hardcopy. Problems that seem invisible on the screen somehow tend to show up better on paper.
Read the paper out loud. Don't try to tackle all revision questions and issues in one draft. Pick a few
to tackle at a time. Ask questions and be critical when answering them. For example, are
there opposing viewpoints that you haven't considered yet? Editing = capitalization, punctuation, sentence structure,
subject/verb agreement, consistent verb tense, word usage
http://www.unc.edu/depts/wcweb/handouts/revision.html (UNC Chapel Hill Writing Center)
APA Style
There is no use hiding …
APA can be your friend.
Audience
Final drafts are posted on discussion board, read by me, and read by two peers
Summary component (commercial) is viewed by the entire class (Moodle discussion board) and publicly available
Voice ThreadJ. Baillargeon: http://voicethread.com/#u255282.b564803.i3021265Lori and David: http://voicethread.com/#u255282.b862302.i4859821
GlogsterT. Johnson: http://taichi23.glogster.com/Shame-of-a-Nation/J. Jones: http://hellojenjones.glogster.com/mosaic-of-thought /
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