Exploratory Summary

The survey result Berrett includes shows that students see writing as “basically a performance”. Berrett also introduced an argument from the “Framework for Success in Postsecondary Writing” report, which claims that writing is not a “linear process”. The author states that successful writing requires various processes, habits and experiences, such as “curiosity, flexibility, persistence and metacognition”. Since for most highschoolers, writing is ‘’framed as preparation of tests”, they do not have the opportunity to “develop ideas or raise prose”. The author suggests the students require change in their mindset of writing. However, the only evidence the author provides is from a students’ self-reported survey, instead of actual writing assignments. This rather subjective evidence results in a less convincing argument. Despite this flaw in logic, I personally agree with the author. I find the transformation of writing from high school to university is challenging. The main reason is that my writing experience back then was more about “following directions”. The format and structure of the writing assignment was provided, and all the information I need was spoonfed to me. As a result, there was no researching and developing my own idea, and in the first week of university, when I was asked to write a lab report with my own theory, I brainstormed for hours before eventually generated one. Nevertheless, I hold onto the hope that improvements on creativity in writing can be made as I gradually develop my “curiosity, flexibility, persistence and metacognition”. In general, although I agree with the author’s opinion, I felt his claim lacks

Writing can be a daunting task for students in any grade. Teachers have to implement new basic components for those struggling to write. Finding new methods and being able to execute them requires teachers to design lesson plans that help

Writing is an essential tool and has been noted as a precursor for great speaking by teachers at all grade levels. However, with writing being an important aspect throughout one’s academic career and beyond, it is one of the most tedious tasks to teach. It sounds like a cliché, but in order to get better at something, one has to keep completing the task and each time, accomplish something different while maintaining prior knowledge. There are various ways that enhance a student’s writing abilities and the focus of these research strategies will prove that encouraging students to write enhances writing.

Instead of focusing on the different types of writing styles they will encounter in college and the workforce, most of the writing instruction students receive in their underclassman English courses at Carrizo Springs High School is primarily focused on preparation for the English Language Arts Texas Assessment of Knowledge and Skills Written Composition test, which has standards that are different than the outcomes they will be expected to accomplish in their dual credit English class and future college writing courses. Therefore, there must be a method implemented at Carrizo Springs High School and Southwest Texas Junior College to help students become more successful in dual credit English before they even step foot in that class. Students must understand that how they perform in that class will have an effect on their

Teachers, parents, and friends often tell students exactly what the writing process should entail and how long it should take. However, the older I get, the more I realize that the writing process varies not only from person to person, but also from one writing project to the next. Throughout my years of life, I have written countless papers, ranging from a persuasive speech to an extensive research paper, and each project requires an altered version of my personal writing process. While each individual has his own writing process, there can be many similarities between different writing processes. Finding one’s individual writing process takes trial, error, and repetition. When an individual finally uncovers his unique writing process, better thought, work, and writing is produced.

After hypothesis testing was completed, the results led me to look into several other areas. The CTQ, being composed of three different types of adverse stimuli, physical, emotional, and sexual, was split up into its respective areas in order to investigate if there was any significance within the CTQ compared to the ROI. The physical abuse and physical neglect were added together to create the total physical CTQ score, and the same was done to the emotional category. The sexual abuse category was not investigated further because often there is little variability as well as the fact that the mean score for the group was not much higher than the minimum possible score.

In the article, Inclusive leisure experiences of older adults with intellectual disabilities at a senior center (2014), Brenda Rossow-Kimballa and Donna L. Goodwin provides insightful knowledge by explaining to the reader the importance of leisure experiences for older adults who acquire impairments and who actively attend a community-based senior citizens recreation center. The researchers go into depth about the meaning of recreation and the meaning given to those experiences. An exploratory interpretative phenomenological analysis (IPA) study was used to conduct research (Rossow-Kimballa & Goodwin, 2014). The study captured the leisure experiences of four older adults with intellectual impairments; four ‘mainstream’ older adults and three

Reflecting at my own writing process and using my experiences as a way to shape my future practice as an English teacher, has brought light to the concepts of style, providing opportunities for multiple forms of writing, creating low-stakes writing opportunities, addressing authentic audiences, and establishing non-judgmental/safe space classrooms. Based on the theory that Milner et al. outline in the "Process Model," (2012, p.339) I would almost explicitly follow this pedagogy as a way to help students explore writing. For example, I would focus on the steps relating to revision (step 2), teaching multiple forms of writing (step 3), creating opportunities for teacher conferences (Step 4), and providing students with authentic, and divers audiences

Your children are your pride and joy. As they get older, you start considering a return to the job market. While you want to reenter the job market, you now have a time gap on your resume. In reality, this time gap can actually be a benefit if you use it right. If you format your resume properly, you can turn your family life into an advantage.

This study was a part of an exploratory analysis of a sample of COPD patients evaluating the relationship between fatigue and serum biomarkers of autoimmunity.

Another study, similar to the design research project, showed how revision and self-regulation can essentially improve a student’s writing. This study included 17 students taking a 13-week course on “Women and Leadership” at Brescia University College at Western University in Ontario, Canada. “Students received detailing assignment instructions and a grading rubric covering writing, information gathering and presentation, and quality of ideas” (Feltham and Sharen, 114). The students received six hours of classroom instruction, which consisted of: library research, critical thinking, writing, giving and receiving feedback, and revision strategies. To determine whether the attitudes, beliefs, or behaviors of the subjects changed, a pre and post

A study conducted in December 1st, 2015 constructed by Pallavi Nishith, Kim T. Mueser and Gary A. Morse, analyzed individuals who suffer from PTSD (posttraumatic stress disorder) and have serious mental illness, but the problem is that the people who suffer from this disorder are not treated or diagnosed with PTSD. Nishith, P., Mueser, T. K., Morse, A. G., (2015) coordinated a trial called the Brief program, "This program involves 12–16 weekly 1-hr sessions, with the primary treatment components including teaching breathing retraining and education about PTSD (3 sessions) and cognitive restructuring (9 –13 sessions)" (Pallivi et al., 2015, pg. 314). The purpose of the study was to have other options aside from the Cognitive behavior therapy

Kellogg, R. T., & Raulerson, Bascom A., I.,II. (2007). Improving the writing skills of college students. Psychonomic Bulletin & Review (Pre-2011), 14(2), 237-42. Retrieved from http://search.proquest.com/docview/204931203?accountid=458

This selection of the Analects revolves primarily around the importance of virtue tradition and the characteristics of a junzi or “ideal gentleman”. The introduction of this selection of the analects defines the key term of ren as “true happiness” or “humanity” and states that it is a necessary characteristic that must be possessed by a junzi. Book One of the Analects explores the origin and characteristics of junzi and explains that before one can become a junzi, one must first fulfill their role in the family. Book Two of the Analects highlights the need for a leader to have virtue, stating that virtue is preferable to other modes of control because virtue, unlike alternative methods, will enable the people to retain a sense of shame, which can be useful in reforming an individual. Book Three emphasizes the need for ritual, using the success of the Chinese Zhou dynasty as a testament to ritual’s effectiveness. Finally, Book Four of the Analects continues to emphasize the importance of ren, connecting ren to

In the survey, ten respondents from the University of Mary Hardin-Baylor were asked a series of questions involving writing and the teaching of writing. Of the 10 respondents surveyed, there were eight females, and two males. One of the male respondents was a faculty member; all other respondents were