Writing to Learn, Learning to Write - English for Academic Purposes

  Annotated Bibliography Rakovic, M., Marzouk, Z., Chang, D., & Winne, P. (2019). Towards knowledge-transforming in writing argumentative essays from multiple sources: A methodological approach. Companion Proceedings 9th International Conference on Learning Analytics & Knowledge (LAK19) (pp. 267-272). Arizona: Society for Learning Analytics Research (SoLAR). Retrieved from https://www.solaresearch.org/wp-content/uploads/2019/08/LAK19_Companion_Proceedings.pdf   Exhibits the results of a research study made to differentiate students who write to generate knowledge-transforming texts from those who generate knowledge-telling texts. Describes categories of classification of sentences to develop sentences coding.   Presents the quantitative data obtained in the process whilst exposing the adjustments made to pursue accuracy.   Anticipates the way in which the research is set to continue.

  Outline of the article: Rakovic, M., Marzouk, Z., Chang, D., & Winne, P. (2019). Towards knowledge- transforming in writing argumentative essays from multiple sources: A methodological approach.  Companion Proceedings 9th International Conference on Learning Analytics & Knowledge (LAK19)   (pp. 267-272). Arizona: Society for Learning Analytics Research (SoLAR). Retrieved from  https://www.solaresearch.org/wp-content/uploads/2019/08/LAK19_Companion_Proceedings.pdf   ·          Purpose: To present the results of a methodological approach to identify knowledge  transforming in evidential sentences situated in disciplinary argumentative essays generated by post- secondary students. ·          Thesis statement: Writing analytics can be generated to help struggling writers move from  knowledge telling toward knowledge transforming. ·    ...

This vignette is an experience obtained from a class observation, which took place in the third year of secondary school with more than forty 14-year-old students, sitting in benches, in twos. Having been born in Brazil, the teacher, Ms. De Souza, had a huge language barrier –she spoke very little Spanish– and she seemed to have very little experience in front of a class. Hence, the heads of the institution only received complaints from both parents and students about her performance as a teacher –this is the reason why the observation of the class occurred. The class began like many others, with noisy teenagers minding their own business. The teacher started asking for silence to be able to start with the class. Once a barely acceptable silence had been achieved, she started with the topics she had in mind for that class. The previously mentioned language barrier made it almost impossible for the teacher to communicate with her class, which resulted in the students not paying attentio...