Top PDF Writing In College: From Competence to Excellence

Writing In College: From Competence to Excellence

Writing In College: From Competence to Excellence

Embodiment is fundamental to bridging reality and spirituality. The concept dem- onstrates how religious practice synthesizes human experience in reality—mind, body, and environment—to embed a cohesive religious experience that can recreate itself. Although religion is ostensibly focused on an intangible spiritual world, its traditions that eventually achieve spiritual advancement are grounded in reality. The texts, symbols, and rituals integral to religious practice go beyond merely distinguishing one faith from another; they serve to fully absorb individuals in a culture that sustains common experiential knowledge shared by millions. It is important to remember that human senses do not merely act as sponges absorbing external information; our mental models of the world are being constantly refined with new experiences. This fluid process allows individuals to gradually accumulate a wealth of religious multimodal information, making the mental representation hyper-sensitive, which in turn contributes to religious experiences. However, there is an important caveat. Many features of religious visions that are attributed to embodiment can also be explained through less complex cognitive mechanisms. The repetition from religious traditions exercised both physically and mentally, naturally inculcates a greater religious awareness simply through familiarity. Reli- gious experiences are therefore not necessarily caused by embedded cues within the environment but arise from an imbued fluency with religious themes. Embodiment proposes a connection between body, mind, and the environment that attempts to explain how spiritual transcendence is achieved through physical reality. Although embodied cognition assuages the conflict between science and religion, it remains to be seen if this intricate scientific theory is able to endure throughout millennia just as religious beliefs have.
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A Survey of the Present Situation and Problem Analysis of College English Writing—From the Perspective of Passive Voice

A Survey of the Present Situation and Problem Analysis of College English Writing—From the Perspective of Passive Voice

In order to make sure the accuracy of the results of researches, it is vital to make a distinction between mistakes and errors, which are two different phenomena in linguistics. “An error is a noticeable deviation from the grammar of the native speaker, reflecting the inter-language competence of the learner.” (Brown, 2006: 75). If someone commits errors, it means a lack of competence. However, the mistake can be made by anyone. As the phenomenon of the slip of the tongue is very common and understandable. That is, the native speaker or the EFL can have a bad performance when they speak due to the language processing problems and communication strategies. For instance, both the native speakers and EFL learners may misname an acquaintance, or can omit “be” because of being nervous and can revise that immediately.
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English/Writing: ENGL-100: Essay Writing ENGL-101: College Writing ENGL-105: Advanced College Writing

English/Writing: ENGL-100: Essay Writing ENGL-101: College Writing ENGL-105: Advanced College Writing

Major in English Literature and Communications with Secondary Education Co-Major and Special Education Minor The Secondary Education Certification Preparation Program in English (Grades 7 -12) is available to English Literature and Communications Ma- jors seeing Pennsylvania Department of Education (PDE) Certification. The Program integrates educational theory and practice with field experiences that include practicum and student teaching, as well as opportunities to develop teaching competence through inno- vative and effective approaches to the educational process with focus on students at the Secondary Level. Students interested in the Co- Major/Minor should contact the Coordinator of Undergraduate Education at 215.248.7129.
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MAPPING THE LEVEL OF COMMUNICATION COMPETENCE AND PERFORMANCE OF COLLEGE STUDENTS OF PONDICHERRY

MAPPING THE LEVEL OF COMMUNICATION COMPETENCE AND PERFORMANCE OF COLLEGE STUDENTS OF PONDICHERRY

Data for the research was collected by conducting a survey among the random stratified sample among the student population of Puducherry using a survey questionnaire. The survey tool used contained items to measure all four components of communication viz; writing, reading, listening and speaking. The reading and writing components of communication in English language was measured by measuring the performance of the sample by using appropriate items, and components of listening and speaking were measured by measuring behavioral competencies for listening and speaking by using self disclosure type statements which included statements reflecting the behavior that would influence either positively or negatively the effective listening and speaking of the respondents 8 , and the respondents were required to choose their likely behavior on a five point scale. Although the measurement of performance in writing component was qualitative in nature, numerical values were assigned for the responses based on the criteria developed for assessment of the performance and competence. The data was analyzed by performing independent t-test to find out if there is any relationship between performance and competence and variables like gender, demography and medium of instruction up to higher secondary level. Correlation analysis was performed to find out if there is any relationship between competence and performance. Statistical package ANOVA was used to perform statistical analysis.
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Essays on Teaching Excellence. In the Name of the Student... What is Fairness in College Teaching?

Essays on Teaching Excellence. In the Name of the Student... What is Fairness in College Teaching?

A disturbing trend in education is letting students choose their own course content or "create" their own exams. Professors from several universities, in disciplines from education to history, let students give personal "interpretations" of exams, such as writing poetry, singing songs, or in one case, by turning in a blank sheet of paper. (This student was given an A.) Why do we, as college professors, not give ourselves credit for being professionals? Why do we assume that the students' ideas of what is important are as valid as ours? Are we not as legitimate experts as other professionals? We do not expect our physician to ask us what procedure to use to treat our illness. Yet, some act as if student input into the course content is as valid as ours. Students do not want or expect to choose their own course content. Of course, students should be actively involved in the
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Developing Competence in Basic Writing Skills:  Perceptions of EFL Undergraduates

Developing Competence in Basic Writing Skills: Perceptions of EFL Undergraduates

The ever-increasing need to enhance academic writing skills in EFL undergraduate contexts requires researchers to un- cover the perceptions of those active and passive learners who regularly interact with their course materials. The per- ceptions that these learners carry along with them during the on-campus and off-campus writing activities influence their motivational levels. Whenever, these EFL undergraduates are assigned tasks and activities, their past, and current ex- periences of writing English language words and sentences either motivates or demotivates their approach to a given writing task or activity. An understanding of their percep- tions on a broad range of writing tasks or activities gives necessary guidance to the language teachers to take nec- essary steps and deliver the needed input in EFL contexts. Hazarika and Taj (2016) points out that though all the skills are equally important in language, writing is considered to be used more in academic disciplines and in the classroom teachers can use it as a means to examine the performance or achievement levels of students in their concerned fields of study. The prominence of writing skills in everyday class- room activities necessitated the researchers to undertake this study to elicit EFL students’ self-perceptions that hinder or shape their attitudes toward a variety of academic writing activities. It is a requirement for all the first level of arts and science students pursuing undergraduate courses at Aljouf University to pass the courses offered in English writing skills at the entry level of college education. Also, students specializing in English language courses are required to have adequate proficiency to construct appropriate syntac- tic structures as well as making it semantically relevant to
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INSTE BIBLE COLLEGE. Student Handbook Excellence in character, knowledge and ministry

INSTE BIBLE COLLEGE. Student Handbook Excellence in character, knowledge and ministry

INSTE does everything possible to admit only those who are capable of doing the required work. If, however, a student’s GPA at the end of the four semesters is below the required 2.0, he/she will have one semester to raise the GPA. If at the end of the fifth semester the student has made satisfactory progress, academic probation will be removed. If not, the student will be allowed to continue after academic counseling with a faculty advisor, his/her group leader and ministry mentor. Depending on the circumstances after counseling, the student may be dismissed. The Academic Dean will notify the student, group leader, and ministry mentor, in writing, of the dismissal.
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Communication Competence Of College Administrators: Characteristic Of Good Leadership And Management

Communication Competence Of College Administrators: Characteristic Of Good Leadership And Management

Leaders and managers should be skilled in communicating to convey information and knowledge within the organization. The following are the communication abilities as conferred by Hynes (2005): Managerial Writing. This has two unique characteristics which are (1) collaboration when creating documents, and (2) documentation in managerial works. Managerial Writing includes routine messages such as memos, notices, electronic messages, and managerial reports and proposals (Hynes, 2005). Reports are among an organization’s most important communications. They appear in a variety of forms, carry out a number of functions, and ensure the efficient transfer of data within an organization. Managerial reports should be well - organized and objective, and they transfer verifiable information that addresses some purpose or problem. Internal reports can contribute to the management functions. Reports are essential to managers’ ability to control organizational actions. Managers are required to plan, organize, execute, evaluate, and improve, and they need some media for carrying out these tasks (Wayne and Scriven, 1991). Understanding Messages. Understanding messages includes active listening and understanding nonverbal and intercultural communication. Active Listening includes identifying the main or supporting points, organizing, summarizing, visualizing, personalizing the message, and taking notes. For Denney (2003), active listening occurs when a manager has little opportunity to directly respond to the speaker which includes identifying the main or supporting points, organizing, summarizing, visualizing, personalizing the message, and taking notes. In 1992, Brownell preferred to call it Interactive listening because managers can verbally interact ________________________
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CItA: an L1 Italian Learners Corpus to Study the Development of Writing Competence

CItA: an L1 Italian Learners Corpus to Study the Development of Writing Competence

Table 2: Distribution of typologies of prompts. The students were asked to respond to different writing prompts that can be grouped into five textual typologies: reflexive, narrative, descriptive, expository and argumen- tative corresponding to different communicative language abilities and different writing skills. As shown in Table 2, there are some differences over the two considered years and the seven schools. First of all, it can be noted that the number of prompts differs among the seven schools: teach- ers of the schools located in the city center tend to give a higher numbers of prompts than their colleagues in the sub- urban schools. Secondly, if reflexive prompts are the most frequent textual type in the two years, from the first to the second year the distribution of narrative prompts are halved while the expository and argumentative ones are doubled. This different distribution follows from the approach to teach writing adopted by teachers: writing a narrative es- say is considered simpler, i.e. it requires simpler cognitive and writing skills, than writing an argumentative or expos- itory essays where more complex linguistic and discourse– structuring competences are required. As we will discuss later, this different distribution of prompts is also related to the different distribution of some categories of errors made by students.
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Competence in lexical boosters and nativeness in academic writing of English: The possible relation

Competence in lexical boosters and nativeness in academic writing of English: The possible relation

Chen (2012) conducted a contrastive analysis of epistemic expressions in native and non-native Chinese writers of English by analysing written documents obtained through examinations. Based on the examination of the corpus, the study showed a great similarity between native and non-native Chinese writers in the total number of epistemic devices. Regarding non-native Chinese writers of English, Chen suggested that there should be an improvement in the knowledge of appropriate commitment use. Akin to Chen‟s study, Kim and Suh (2014) made a study to investigate epistemic rhetorical stance of L1 and L2 (Korean) students‟ English writing. Based on the consideration that a writer‟s argument should be delivered with an appropriate degree of assertion and mitigated expression, their study aimed to examine whether positioning statements was with a balanced qualification, whether certainty statements remained a challenge for L2 writers, and whether there was any difference between Korean writers of English and native writers in using the expression of certainty. The findings indicated that Korean writers of English took a stronger stance in their claims compared to their Anglophone counterparts. Furthermore, Korean writers‟ lexical diversity was narrow with simpler constructions. The study provided almost exactly the same results with Chen‟s, who examined Chinese students. It seems that Korean and Chinese writers, both from Far East, have similar authorial voices -assertive- in their English reports.
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Partner for. Excellence. Administration of Donations CHU HAI COLLEGE OF HIGHER EDUCATION

Partner for. Excellence. Administration of Donations CHU HAI COLLEGE OF HIGHER EDUCATION

For donation acceptance letters/agreements (Chapter 4.3) that have not included an agreed budget for the project/programme sponspored, TEIs should encourage the responsible officers to prepare a budget for approval by the budget controller of the user departments/offices (or one level higher if the responsible officers are themselves the budget controllers) and to send a summary of approved expenditures for the donors’ information. As recommended in Chapters 3.3 – 3.5 of the Module on Financial Reporting of the Guide, the Finance Office should closely monitor the expenditures to ensure compliance with the budgets, while virements between individual budget items (e.g. from “personal emolument” to “equipment” or vice versa) may only be allowed if justified and properly approved. Any major changes to the budget should also be reported to or, if so required by the donation agreements/acceptance letters, approved by the donors.
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PLEASURE READING IN A FOREIGN LANGUAGE AND COMPETENCE IN SPEAKING, LISTENING, READING AND WRITING

PLEASURE READING IN A FOREIGN LANGUAGE AND COMPETENCE IN SPEAKING, LISTENING, READING AND WRITING

The consistent correlations found between reported free reading and speaking, listening, reading and writing competence provide not only a replication and confirmation of the “Comprehension Hypothesis,” but also indicate that self-selected reading has an impact on speaking. The results also have practical implications: Before we rush off to invest in expensive and uninvestigated technology, we need to make sure our students have access to interesting and comprehensible reading material.

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The Intrinsic Factors that Influence Successful College Writing

The Intrinsic Factors that Influence Successful College Writing

Writing has proven a difficult skill to master. The traits that students possess beyond classroom instruction can prove vital to student success and, therefore, warrant deeper exploration. Kristine Hansen, a writing professor at BYU has staunchly advocated for a framework for establishing elements that can help determine college readiness. In part, she espouses that critical thinking, rhetoric, and the writing process will actually allow for more accurate measurements and determinations (541). She also professes that college teachers, not bureaucrats, AP readers, or IB readers are qualified to determine this level of knowledge and expertise proclaimed through tests. At the core of her convictions are elements beyond mere grades or scores. “Possession or the lack of the right habits of mind can make or break a young person in graduate school or a workplace, especially when intellectual prowess alone will not suffice” (Hansen 540). These traits, that I am deeming intrinsic qualities, provide the opportunity to conduct a constructivist-based qualitative analysis to discover more about these elements that help propel collegiate writers to success.
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Brescia University College. Writing 1020G-531 Introduction to University Essay Writing

Brescia University College. Writing 1020G-531 Introduction to University Essay Writing

All members of the Brescia University College community have a right to work and study in an environment that is free from any form of sexual violence. Brescia University College recognizes that the prevention of, and response to, Sexual Violence is of particular importance in the university environment. Sexual Violence is strictly prohibited and unacceptable and will not be tolerated. Brescia is committed to preventing Sexual Violence and creating a safe space for anyone in the Brescia community who has experienced Sexual Violence.

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Bauer College of Business Writing Style Guide

Bauer College of Business Writing Style Guide

intended to be comprehensive. Instead, it includes suggestions to help you improve your professional writing and, in so doing, to improve the likelihood that your communication will be received positively by your audience. We ask that you follow these guidelines when preparing class writing assignments, unless instructed otherwise.

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Assessment of Writing at New College of Florida, 2006

Assessment of Writing at New College of Florida, 2006

In selecting 15 of the 23 characteristics on the CLAQWA to assess, the readers sought to identify only those writing characteristics that were common to both the thesis excerpts and the application essays. For example, correct use of documentation format was not assessed as application essays usually do not include scholarly documentation. In the subsequent projects, the same 15 CLAQWA characteristics were used to maintain data consistency. (For a description of the 15 CLAQWA characteristics, see Appendix A: Writing Assessment Scoring Guidelines and Explanation of CLAQWA Characteristics.) Each CLAQWA characteristic was quantified on a 1-5 scale. (For the established scoring guidelines, see Appendix A.) For example, assessing the prompt about details, a score of 1 means that, regardless of the value of the main idea, the idea is unsubstantiated; a score of 2 means that the details are too few and/or too vague to support the thesis; a score of 3 indicates that there are some good details, but not enough; a score of 4 means that there are almost enough good details; and, a score of 5 means that the thesis is sufficiently supported. In keeping with the scoring methodology of the CLAQWA, each of the 15 writing characteristics measured by the amended CLAQWA (including the scores for the four central characteristics: Assignment Objective, Organization and Development, Language, and Grammar and Mechanics) was evaluated separately; scores for different writing characteristics were not totaled or averaged.
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Communicative Competence by Learners of Arabic  as a Second Language  (the Writing Skill as a Model)

Communicative Competence by Learners of Arabic as a Second Language (the Writing Skill as a Model)

Communicative Competence is a basic concept in teaching Arabic for speakers of other languages. Both learners and instructors of Arabic who speak other languages alike have to master it so that the educational process can be successfully completed. Therefore, the study attempts to uncover how to achieve communicative competence in the writing skill among the learners of Arabic as a second language by untangling the overlapping between communicative competence and other similar concepts. After that, the elements of communicative competence will be explained as well as finding out obstacles that hinder the acquisition communicative competence by learners of Arabic as a foreign language. Finally, the study will attempt to put forward solutions that contribute to solving these problems.
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COLLEGE. Briefings HOLIDAY HOURS. Contact the College: Continuing Competence Program is going online! IN THIS ISSUE:

COLLEGE. Briefings HOLIDAY HOURS. Contact the College: Continuing Competence Program is going online! IN THIS ISSUE:

Doug Cook, Registrar of the College of Dietitians of Alberta and PDEP Co-Chair suggested that “This work will set clear examples for regulators across Canada which will be used to determine safe, effective and ethical dietetic practice. Through this project regulators will continue to ensure that Canadians receive dietetic services from competent professionals.”

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Classroom Approaches and Japanese College Students\u27 Intercultural Competence

Classroom Approaches and Japanese College Students\u27 Intercultural Competence

The results of this study that indicated that students did not avoid conflicts align with the results of Günsoy, Cross, Uskul, Adams, and Gercek-Swing’s (2015) study. Günsoy et al. (2015) demonstrated that people from a collectivistic culture tended to confront others verbally instead of using other conflict management strategies, like avoiding or giving way to stronger opposition (Günsoy, Cross, Uskul, Adams, & Gercek- Swing, 2015). In fact, Ogihara, (2017) found that while collectivistic values in the form of respect for parents exist in Japan, individualism is increasing, creating independence and freedom. Ogihara (2017) explored factors, such as family structure (divorce rate and household size), naming practices, words in books, and social values in both the United States and Japan. Although Ogihara’s study was limited to two countries, the results indicated that cultures change with time, and stereotyping cultures could constrain not only students from voicing their thoughts freely through discussions or debates but also educators from creating teaching materials to foster students’ development.
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Optimizing Multicultural Competence: Influence of Language Programs on College Students

Optimizing Multicultural Competence: Influence of Language Programs on College Students

The foreign language curriculum plays an essential part in the learning process through shaping learners’ perceptions of the target language (Tikiz & Çubukçu, 2013). Although instructors of foreign languages usually have the freedom to modify the curriculum, the textbook is still an important roadmap for instructional practice. Raising the issue of cultural components in foreign language curricula, Colarossi (2009) stressed the need for content analysis of popular foreign language textbooks to reveal their potential for conveying a positive cultural component that meets the expectations of the National Standards and raises the cultural competence of foreign language learners. Therefore, an examination of the curriculum cultural components may shed some light on whether these are enough to bring about a transformation of student cultural perceptions or not.
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