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Building Blocks of Writing

Building Blocks of Writing. CHARLES NELSON KEAN UNIVERSITY. Perception and Self-regulation. The ability to self-regulate one’s learning depends upon the ability to perceive similarities and draw connections. Perception and Transfer.

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Building Blocks of Writing

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  1. Building Blocks of Writing CHARLES NELSON KEAN UNIVERSITY

  2. Perception and Self-regulation The ability to self-regulate one’s learning depends upon the ability to perceive similarities and draw connections.

  3. Perception and Transfer In “the transfer of learning outcomes in a writing course … it is learners’ perceptions of similarity/difference … that appears to be the key” (James, 2008).

  4. Perception and Learning • “much of learning and creativity is due to recombining what is known rather than invention de novo” (Nelson, 2004). • The ability to “recombine what is known” depends upon the ability to perceive similarities/differences.

  5. DNA: Building Blocks of Life Double Helix Four Bases

  6. In academic writing, the words can’t be found.

  7. In conversation, the words flow.

  8. “They say / I say” PERCEIVING SIMILARITIES: 2 Building Blocks of Conversation 2 Building Blocks of Academic Writing

  9. “They say” Academic Writing Conversation of two • Begins with others • Quotes others • Paraphrases others • Summarizes others • “John said that you were good at writing. Could you help me on an essay?”

  10. “I say” Academic writing responds to others by Conversation (cont’d) • Agreeing • Disagreeing • Simultaneously agreeing and disagreeing • Agreeing with a difference • Responding to those who disagree • “Not really. I mean my grades are good, but I have to spend a lot of time figuring out what I want to say and how.”

  11. “They say / I say” Academic writing Conversation (cont’d) • Explains why the issue is important • To them (“They say”) • To you (“I say”) • Answers the questions • “So what?” (“They say”) • “Who cares?” (“They say”) • “Well, at least you can do it. If I don’t get a good grade on this paper, I may have to repeat the class.”

  12. Two Building Blocks of Writing: “So what?” • Relevance of conversation (“They say / I say”) for • Perception • Self-regulation • Learning • Real life examples • Ease of understanding • Transfer • From their world to academia • From one class to another • From academia to the workplace

  13. Bibliography • Chularut, P., & DeBacker, T. K. (2004). The influence of concept mapping on achievement, self-regulation, and self-efficacy in students of English as a second language. Contemporary Educational Psychology, 29, 248-263. • Graff, G., & Birkenstein, C. (2006). They Say / I Say: The Moves That Matter in Academic Writing. New York: W. W. Norton. • Holland, J. H. (1995). Hidden order: How adaptation builds complexity. Reading, MA: Helix Books. • James, M. A. (2008). The influence of perceptions of task similarity/difference on learning transfer in second language writing. Written Communication, 25, 76-103. • Nelson, C. (2004). Building blocks of learning. Complicity: An International Journal of Complexity and Education, 1, 39-55. Available at http://www.complexityandeducation.ualberta.ca/COMPLICITY1/Complicity_TOC.htm • Stoffa, R. C. (2007). Generation 1.5 immigrant students’ self-regulation and learning strategies. The International Journal of the Humanities, 5, 191-200.

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