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Grit, character and academic success: thoughtlessness, part 3 « Granted, but…
7 Things You Should Know About Social Content Curation | EDUCAUSE.edu
Video para explicar a los alumnos la comunicación verbal
- - By Susana plana
- - By Susana plana
- - By Susana plana
The evolution of Multiple memory systems
- - By janeallon
Kountze in the News: Effing the Ineffable (An East Texas Revery) | text2cloud
For teachers working with memoir and teachers interested in archival research, this might be of interest: a multimedia composing project that works with the journals and correspondence of a southern writer who spent much of his life recollecting, in ever finer detail, his childhood during the Depression in East Texas. I teach creative nonfiction and I'm always trying to push myself to think about the possibilities new media composing affords that my students could explore.
- - By Richard Miller
Motivation and Engagement: Hey Managers – Get Out of the Way
"The research Pink references shows that, once basic financial needs are met, autonomy, mastery and purpose – not money – are better motivators of performance. Pink points out that engagement and motivation come from a sense of self-direction – of trust, and of ownership. The message for managers here is that it’s time to get out of the way."
- - By Roland Gesthuizen
- Unless you’re some kind of mentalist, you’re not going to know what motivates your employees unless you ask them.
- it’s always important to look at how your talent management practices support employee engagement.
Teachlr is building a completely state-of-the-art platform that enables anyone anywhere in the world to teach and share knowledge online. It's the virtual place to solve your needs and get real answers from real people. It's fun and educational because you get to ask questions on any topic and take classes on any matter. You can also help people out by answering others' questions or becoming a teacher. It's all about sharing what you know and what you want to know.
- - By Thieme Hennis
- students’ difficulties with the academic genre should be considered to be the norm, rather than the exception.
- mechanical errors r
- errors in the microstructure of writing
- inconsistencies in writin
- macrostructure of writing
- quality and clarity of purpose
- substantive general writing errors
- publication, authorship, training and fairness
- plagiarism
- formal writing courses and reading lists, writing activities, and peer writing groups
- Ideally, the supervisor provides a writing role mode
- fallacious to assume that supervisors are necessarily scholarly writers
- apprenticeship model can be ineffective
- a passive role in improving their writing
- tudents and supervisors need to master a range of writing task
- benefit of naming what will be attended to and framing its context accrues through the process of planning, action and reflection
- implicit contractual relationship between my students and me
- supervisor
- provide feedback
- conceptu
- methodological
- I conceived postgraduate students’ writing as similar to that of an academic co‐author.
- initially corrected all errors
- ttle emphasis to these errors in subsequent interactions
- explored whether these were careless errors or whether the students had difficulty with particular aspects of writin
- students assumed some responsibility for proofreading
- cholarly writing in a thesis involves much more than a set of discrete writing tasks
- heightened awareness of individual differences in students as writers
- dependent writer
- ‘writer’s block’ that could be overcome by breaking writing down into subtasks
- copious notes
- detailed note‐taking limited her interaction
- brief summary of the key points on my written response to her drafts
- action plan
- writing block initially posed a major ethical dilemma for me because the ethical guidelines of authorship restrict the writing that should be undertaken by a superviso
- not writing per se that underpinned Denise’s writing block but a lack of knowledge about the content and organization of a particular writing task.
- confident writer
- published during his doctoral studies
- nadvertently engaged in unethical writing behaviour by including me as a co‐author without my permission
- difficulties with all aspects of the macrostructur
- epeat sections of writing from earlier chapters
- replace repeated text with concise summaries or use cross‐referencing
- tendency to rush through corrections, which often resulted in many issues identified on a previous draft remaining unresolved
- writing was often submitted and returned electronically using the ‘comments’ and ‘track changes’ tools in Microsoft Word.
- resistant writer
- acknowledged herself to be a poor write
- writing supp
- oral and written feedback
- email guidance, sessions where writing was modeled and her writing scaffolded, and handouts on writing style.
- specialist assistance
- r lack of commitment to improving the quality of subsequent drafts
- argumentative stance towards writing feedback
- my colleague and I decided that we were no longer prepared to supervise Rita.
- imited writing progress
- , Rita had failed to adequately demonstrate her writing capability as a doctoral candidat
- sporadic writer
- repeatedly failed to meet negotiated deadlines
- supervisor, it was difficult to maintain interest in and respond to Sherry’s work because of the time lag between each piece of writing
- enlisted an experienced supervisor to act as my mentor
- forewarned
- Sherry’s approach to writing was likely to result in a lengthy completion time and she needed to accept the responsibility for managing her writing tasks.
- emotional excitement of writing up a thesis and the ensuing motivation
- lacked
- This trail of documentation
- importance of
- highlighted student‐centred writing issues
- dentified broader issues that also needed to be accommodated in supervision
- confidence in writing does not necessarily equate with capability.
- uture directions
- upport students
- ncouraging them to participate in activities designed to support scholarly writing,
- community of support for each othe
- Technology
- virtual community of student writers
- Ethical writing
- cant attention in postgraduate training to ethical practices in writing
- explore the ethical standards that are in operation in our local academic community.
- underpinned by a performance‐orientation
- ssues of concern related to students’ scholarly writing were identified.
- eper understanding of the breadth of issues related to the supervision of postgraduate writing
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