Multiple Strategies Including a Proven Student-Centric Approach to Sentence-Level Error.
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| Title: | Multiple Strategies Including a Proven Student-Centric Approach to Sentence-Level Error. |
|---|---|
| Authors: | Scholl, Richard J.1 |
| Source: | Virginia English Journal. Fall2016/Winter2017, Vol. 66 Issue 2, p14-33. 20p. |
| Subject Terms: | *Sentences (Grammar), *Revision (Writing process), Linguistic errors |
| Abstract: | This article addresses what is arguably the single most important and common weakness in students' (and most people's) writing: sentence-level error, i.e., in grammar, punctuation and spelling. The article presents multiple scholars' approaches to the correctness conundrum including collaborative sentence revision workshops in which students in small groups identify and resolve common errors in their own writing frequently throughout a semester. The repetitive aspect is based on the idea that common errors are deeply ingrained in the student-author, so repetitive workshops are needed to systematically replace bad with good writing habits. Recent informal surveys of more than 200 students show that 93.1% of students believe that the workshops are highly effective or effective in helping to identify weaknesses and make improvements in their writing, and 92.6% state that the workshops are highly valuable or valuable in helping them to become better and more confident writers. The article explains the workshops in considerable detail including setup, execution, and student comments. [ABSTRACT FROM AUTHOR] |
| Copyright of Virginia English Journal is the property of Virginia Association of Teachers of English and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
| FullText | Links: – Type: pdflink Text: Availability: 0 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 121286313 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Multiple Strategies Including a Proven Student-Centric Approach to Sentence-Level Error. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Scholl%2C+Richard+J%2E%22">Scholl, Richard J.</searchLink><relatesTo>1</relatesTo> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Virginia+English+Journal%22">Virginia English Journal</searchLink>. Fall2016/Winter2017, Vol. 66 Issue 2, p14-33. 20p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Sentences+%28Grammar%29%22">Sentences (Grammar)</searchLink><br />*<searchLink fieldCode="DE" term="%22Revision+%28Writing+process%29%22">Revision (Writing process)</searchLink><br /><searchLink fieldCode="DE" term="%22Linguistic+errors%22">Linguistic errors</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: This article addresses what is arguably the single most important and common weakness in students' (and most people's) writing: sentence-level error, i.e., in grammar, punctuation and spelling. The article presents multiple scholars' approaches to the correctness conundrum including collaborative sentence revision workshops in which students in small groups identify and resolve common errors in their own writing frequently throughout a semester. The repetitive aspect is based on the idea that common errors are deeply ingrained in the student-author, so repetitive workshops are needed to systematically replace bad with good writing habits. Recent informal surveys of more than 200 students show that 93.1% of students believe that the workshops are highly effective or effective in helping to identify weaknesses and make improvements in their writing, and 92.6% state that the workshops are highly valuable or valuable in helping them to become better and more confident writers. The article explains the workshops in considerable detail including setup, execution, and student comments. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Virginia English Journal is the property of Virginia Association of Teachers of English and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=121286313 |
| RecordInfo | BibRecord: BibEntity: Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 20 StartPage: 14 Subjects: – SubjectFull: Sentences (Grammar) Type: general – SubjectFull: Revision (Writing process) Type: general – SubjectFull: Linguistic errors Type: general Titles: – TitleFull: Multiple Strategies Including a Proven Student-Centric Approach to Sentence-Level Error. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Scholl, Richard J. IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 09 Text: Fall2016/Winter2017 Type: published Y: 2016 Identifiers: – Type: issn-print Value: 0504426X Numbering: – Type: volume Value: 66 – Type: issue Value: 2 Titles: – TitleFull: Virginia English Journal Type: main |
| ResultId | 1 |
