10 Views of Basic Writing

10 Views of Basic Writing Values, skills come first, online journalist says Ideas “you are expected to multi-task, have good communication skills and be able to present ideas online under time pressure,” The online problems could include sources verification and reporting as against making comments on issues What is written in social networks like Facebook and Twitter are now sources of news. http://www.sunstar.com.ph/cebu/local-news/2011/09/22/values-skills-come-first-onlin-jo...

10 Views of Basic Writing Writing Center helps students succeed The Writing Center was specifically created to support the basic writing course for students who did not test into English 101, which is now called Writing Based Inquiry Seminar. According to Crystal Mueller, the director of the Writing Center, said many times over the course of a semester students will come back for writing help. “We’re always stressing that it’s important to come back and important to come early,” he said. “It’s nice to have students return because it makes us feel like we’re making a difference.” (Kyle Vonruden). We like to stress our approach as being very broad. http://www.advancetitan.com/news/writing-center-helps-students-succeed-1.2604990

10 View of Basic Writing Text teens can’t do joined-up writing as they learn to type before putting pen to paper Pupils’ handwriting is deteriorating amid growing reliance on computers and poor teaching, it has been revealed. Examiners complain some A-level and GCSE scripts are illegible, while pupil referrals to occupational therapists are now ‘widespread’. ‘Practicing handwriting helps children learn letters and shapes, and can improve the creation and expression of ideas and help to develop fine motor skills, much more so than using a keyboard.’ Teacher Nardia Foster has witnessed deteriorating standards in children’s handwriting during a career spanning 26 years. She said: I’ve come across children who have gone through primary, secondary and got to A-levels and they’re still not forming their letters properly. They say, “I don’t like to do joined-up writing. It’s too hard, I’m not going to do it”.’ http://www.dailymail.co.uk/news/article-2038410/Text-teens-t-joined-writing-learn-type-p....

10 Views of Basic Writing Newstraightstimes: Ensure students master the basic 3Rs at primary level Mohd Ali urged the government to closely monitor any student who failed to master the 3Rs and organise appropriate remedial measures. “We must also emphasise on students’ proficiency of the English language. The teaching methods may need to be revamped,” he said, adding that teachers could be given additional incentive to hold extra classes for the weaker students. National Union of the Teaching Profession (NUTP) secretary-general Lok Yim Pheng said the issue of illiteracy should be addressed early on. http://www.nst.com.my/nst/articles/Ensurestudentsmasterthebasic3Rsatprimarylevel/Article/

10 Views of Basic Writing Utah Valley University Using Open Educational Resources in the Basic Composition Classroom Open Educational Resources The open educational resources movement consists of freely accessible electronic access to course materials, but it also involves other aspects such as open access to books and library materials, and access to modules of educational information instead of complete courses. Essentially, it is teaching, learning and research resources, conntent or otherwise, which reside in the public domain or have been released under an intellectual-property license that permits their free use or repurposing by others. Connexions, as an example of a learning object repository, can be found at http://cnx.org/ and was founded by Rice University.

Opencourseware The openCourseWare (OCW) aspect of the open learning initiative was dedicated to the development of freely available, stand-alone college-level online course and teaching materials informed by the best current research. Massachusetts Institute of Technology (MIT) has perhaps the most well known OCW project known to date at http://OCW.mit.edu/ and has been creating OCW materials fro longer than most. MIT’s OCW is visited over 1.2 million times per month from individuals around the globe with the help of nearly 80 mirror sites on university campuses around the world including 54 in Africa and 10 in East Asia. Current Users of MIT OCW Of the visitors of the MIT OCW, 49% are self-directed learners, 32% are students, and 16% are educators from around the world, with 61% of OCW use originating from outside the United States (Carson, 2006). http://works.bepress.com/anne_arendt/4

10 Views of Basic Writing Literacy coaching as a component of professional development This is a program which aids teachers with different teaching methods of basic writing. They take into account teachers’ views about their school climate, as these might influence their response to professional development activities. Results showed no differences in teachers’ attitudes toward the professional development, the support of their principal, or opportunities for collaboration with other teachers. http://www.springerlink.com/content/nqx2646284w282g5

10 Views of Basic Writing Supporting Teachers’ Use of Technology in Science Instruction through Professional Development: A Literature Review Professional development is critical in supporting teachers’ use of technological tools in classrooms. http://www.springerlink.com/content/5236581154278676/

10 Views of Basic Writing Integrating technology into K-12 teaching and learning: current knowledge gaps and recommendations for future research Although research studies in education show that use of technology can help student learning, its use is generally affected by certain barriers. In this paper, we first identify the general barriers typically faced by K-12 schools, both in the United States as well as other countries, when integrating technology into the curriculum for instructional purposes, namely: (a) resources, (b) institution, (c) SUBJECT CULTURE, (d) attitudes and beliefs, (e) knowledge and skills, and (f) assessment. http://www.springerlink.com/content/b85322485mw2w162/