Academic Writing: A Self-Assessment Strategy for Cadence, Fluency, and Vocabulary Choice
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Authors
Gray, Judith
Issue Date
2011
Type
Book Chapter
Language
en
Keywords
academic writing improvement , self-assessment in academic writing , student writing assessment activities
Alternative Title
Abstract
Entering graduate students typically demonstrate a wide range of academic writing competencies. The purpose of the instructional practice described in this chapter is to close the writing literacy gaps and raise the standard of graduate writing overall. The practice is designed to specifically address three significant traits of writing—cadence, sentence fluency, and vocabulary choice— by introducing several activities that will generate self-assessment and self-improvement of student writing. Students perform these exercises on samples of their own writing. As a result of the critiquing and revising inherent in the process, student writing dramatically improves. Ideally instructors would introduce the strategy early in the program or course of study to establish high writing expectations and a shared language and process for writing improvement.
Description
Citation
Publisher
CreateSpace
License
Attribution-NonCommercial-NoDerivs 3.0 United States
openAccess
openAccess