english 6901 survey
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English 6901 Survey. Methods of Composition Research. Diagnosing Written Communication: Cross-Campus Composition Compendium. Writing defined campus wide is like viewing fine art. Its meaning & value Open to interpretation. Goals & Objectives. - PowerPoint PPT PresentationTRANSCRIPT
English 6901 Survey
Diagnosing Written Communication: Cross-Campus Composition Compendium Methods of Composition Research
Writing defined campus wideis like viewing fine art
Its meaning & value
Open to interpretation
Survey every faculty member on campus
Determine range of writing processes & products as well as kinds of writing instruction across the disciplines at YSU.
Gain an overall picture of the role of writing at YSU.
Conduct interviews with interested faculty in each department to identify problems and record solutions.
Ultimately, we hope that a more comprehensive overview of how students engage in writing at YSU will allow us to pinpoint areas of the curriculum that need improvement thereby providing students the tools necessary to put them in the driver’s seat as
they earn their degree.
Goals & Objectives
CategoriesPrewriting / Brainstorming
Multiple drafts of essays
Revision
Editing and
Proofreading Note-taking Research
Writing Bibliography /
Citations Essay Exam
Technical Writing
Survey of Writing Instruction at YSU
Using the scale below, please indicate the importance of each writing element in your undergraduate courses. We realize you may teach numerous undergraduate courses. In general, how important do you consider the following for your undergraduate students?
Place an “X” next to the appropriate number indicating the importance of each writing element in your undergraduate courses
1 = Very Important2 = Somewhat Important3 = Somewhat Unimportant4 = Not Important5 = Not Applicable
How important are the following writing processes for writing required in your
courses?
Prewriting / Brainstorming 1 2 3 4 5
Multiple drafts of essays 1 2 3 4 5
Revision 1 2 3 4 5
Editing and Proofreading 1 2 3 4 5
How important are the following types of writing for your courses?
Note-taking 1 2 3 4 5
Research Writing 1 2 3 4 5
Bibliography / Citations 1 2 3 4 5
Essay Exams 1 2 3 4 5
Technical Writing 1 2 3 4 5
Questions1. What - if any - other steps in the writing process
do you require from your students? 2. What specific types of in-class writing do you
require most frequently? 3. What specific types of out-of-class writing do you
require most frequently? 4. What kinds of writing models or examples do you
provide for your students? 5. How prepared are your students to do the
writing required in your classes? What suggestions do you have for preparing them as writers in your discipline?
Results of Research
ArtMath
HistoryPhysicsNursing
PsychologyHuman Ecology
Electrical EngineeringHealth Care Professions Mechanical Engineering Engineering Technology
Civil & Chemical Engineering
Human Performance and Exercise ScienceCommunications and Theatre
Dana School of MusicBiological SciencesCollege of BusinessForeign LanguagesPolitical ScienceMilitary Science
CriminologySocial WorkGeographyEconomics
Departments Surveyed
All Departments
Very ImportantSomewhat Important
Somewhat Unimportant
Not Important Not Applicable
Prewriting/Brainstorming 32 38 22 22 5
Multiple Essay Drafts 16 20 27 12 11
Revision 35 28 18 9 13Editing and
Proofreading 53 17 13 5 4
Note-Taking 29 22 6 4 4
Research Writing 43 29 13 5 7Bibliography/
Citations 52 28 16 6 7
Essay Exams 14 17 17 6 17Technical Writing 35 31 16 5 11
Style Guides•MLA•APA•Chicago
American Medical Association citation style
CBE (Council of Biology Editors) used by Human Performance and Exercise Science
Turabin used by History, Religion & Philosophy Departments
Physical Review Style Guide used by Physics Department
The Political Science Student Writer’s Manual
Internet Citation Book
Footnotes/end notes
No Preference- just effective writing and an appropriate referencing and bibliographic approach
APSA (American Political Science Association)
Problems with student’s writing abilities identified as:
I. Grammar & Spelling
II. Original thought
III. Editing & Organization
IV. Revisions & Integration
V. Inadequate preparation
“I feel there is a major problem with the freshman and sophomore years in that writing skills are not reinforced at these levels due to the restrictions from high enrollment classes”
“Students don't utilize opportunities to improve their writing skills once they leave classroom requirements behind”
“Writing proficiency is not helped by the sloppy techniques employed by the general population in their internet communications”
“Not prepared after 1550-1551, which may hinder them because of a completely different approach, poorly prepared, No background in tech writing”
They need to write ‘scientifically’ and not how they would speak on a daily basis—too much slang in papers
They need to learn how to use superscript, etc, on the computer
Too accustomed to using first person and contractions Sentence fragments & run-ons
No set skill level among students
Not prepared for technical writing, need to develop clear and concise thought process and transfer to paper
They need to learn to proofread
They need to review their papers and not solely rely on spell check
Not prepared to write in discipline
Fault lies with High School
Lack general writing skills
Solutions
Writing project stage development
Discipline-related use of the library
Continued exposure to college writing, and writing in classrooms will improve their work
Use of headings to organize writing
Substitute 1550 or 1551 with a technical writing class as a GER
Take a technical / professional writing course
Stronger writing requirements for all classes across the curriculum
Ana_Wetzl Josh_Mays Chad_Ries
Angel_Chan Paul_Mauch John_Hazen
Diana_Jones Ronald_Gura
Mindi_Kirchner Amelia_Sanker
Stephanie_Moore Deborah_Watkins Alyson_Eggleston
Melodie_A_ProvencherDr_Kevin_Ball_Instructor
English 6901 Survey Conducted by the Following Individuals
The End