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Assignment writing in mainstream courses: getting a better product
Southern African Journal of Applied Language Studies, 1993Principally, University lecturers try to assist students with their writing in two ways: telling them beforehand how a particular piece of writing should look, and, afterwards, giving written feedback. Unfortunately, neither of these practices has significant effects.
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Group Assignment Writing in Engineering: Some Preliminary Findings
2014Generic skills play an important role in increasing employability and credibility of a student. As for the engineering students, these skills are imparted in the learning activities given to the students. In this newer “group assignment” writing method, students are first asked to form compatible groups among them well in advance in the beginning of ...
Gururaj B. Tennalli, Laxmikant R. Patil
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The Internet and Higher Education, 2003
Traditionally, students attending university have received support for their assignment writing within a face-to-face framework. Academic writing support delivered via the Internet needs to be rendered in very subject-specific terms for the resource to be perceived as valuable.
Clerehan, R +3 more
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Traditionally, students attending university have received support for their assignment writing within a face-to-face framework. Academic writing support delivered via the Internet needs to be rendered in very subject-specific terms for the resource to be perceived as valuable.
Clerehan, R +3 more
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Supporting students’ assignment writing: what lecturers do in a Master of Education programme
Assessment & Evaluation in Higher Education, 2016AbstractTeachers’ instructional practices surrounding written assignments have been little researched, despite writing remaining the primary means of assessment in higher education, including postgraduate professional development programmes. In this paper, we report a study that explored what a sample of lecturers in a Master of Education programme at ...
Yongyan Li, Guangwei Hu
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Assignment writing handbook [PDF]
, 2001 INTRODUCTIONWriting a good assignment is a skill. And like any skill, it can be learned. To that end, this handbook will outline the major components required in an academic assignment for both undergraduate and postgraduate students. This handbook has been designed to guide you, progressively, through each stage of your assignment from the preparation,
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Prospective Teachers’ AI Literacy and Responsible Use of AI in Assignment Writing
Pakistan Journal of Life and Social Sciences (PJLSS)Generative AI tools are breakthrough technologies used in many sectors, including education. However, using these advanced technologies requires careful and responsible use that is in line with the principles of academic integrity, ethics, and responsible use to avoid inaccurate data and bias. The AI literacy with its dimensions and the responsible use
Muthukrishnan, Priyadarshini +5 more
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Lightening the Burden of Assigned Writing: Editing Guides for Self and Peer Evaluation
The History Teacher, 1982HISTORY TEACHERS OBVIOUSLY assign writing in order to evaluate students' understanding of course content. But writing also promotes an opportunity for students to organize historical information into some coherent shape and thus to understand essential relationships: "Writing to Learn," the technique is called by Barry K.
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Journal for Language Teaching
The transfer of academic literacy (AL) skills into discipline-specific modules is one of the primary goals of AL interventions. Skills transfer entails students being able to read and write at academically appropriate levels, especially with regards to assignment writing.
Linda Sparks +2 more
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The transfer of academic literacy (AL) skills into discipline-specific modules is one of the primary goals of AL interventions. Skills transfer entails students being able to read and write at academically appropriate levels, especially with regards to assignment writing.
Linda Sparks +2 more
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The Korean Society for the Study of Educational Principles
This study empirically analyzed university students’ experiences and perceptions regarding the use of text-generating artificial intelligence (AI) and examined them through the lens of the theory of education-as-the-principle(교육본위론). In particular, the study aimed to explore the impact of generative AI use in assignment writing not merely as a learning
Hui-Jeong Yun, Younhee Jeong
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This study empirically analyzed university students’ experiences and perceptions regarding the use of text-generating artificial intelligence (AI) and examined them through the lens of the theory of education-as-the-principle(교육본위론). In particular, the study aimed to explore the impact of generative AI use in assignment writing not merely as a learning
Hui-Jeong Yun, Younhee Jeong
openaire +1 more source