Academic Writing: A Self-Assessment Strategy for Cadence, Fluency, and Vocabulary Choice

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cityu.siteSeattle
cityu.site.countryUnited States
dc.contributor.authorGray, Judith
dc.date.accessioned2016-10-21T21:36:28Z
dc.date.available2016-10-21T21:36:28Z
dc.date.issued2011
dc.description.abstractEntering 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.
dc.identifier.urihttp://hdl.handle.net/20.500.11803/511
dc.language.isoen
dc.publisherCreateSpace
dc.publisher.institutionCity University of Seattle (CityU)
dc.relation.ispartofAuthentic Instruction and Online Delivery
dc.relation.ispartofseriesProven Practices in Higher Education
dc.rightsAttribution-NonCommercial-NoDerivs 3.0 United States
dc.rightsopenAccess
dc.rights.urihttp://creativecommons.org/licenses/by-nc-nd/3.0/us/
dc.subjectacademic writing improvement
dc.subjectself-assessment in academic writing
dc.subjectstudent writing assessment activities
dc.subject.lcshAcademic writing--Evaluation
dc.subject.lcshAcademic writing--Study and teaching (Higher)--Evaluation.
dc.titleAcademic Writing: A Self-Assessment Strategy for Cadence, Fluency, and Vocabulary Choice
dc.typeBook Chapter
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