Writing Matters: Do Your Graduate Students Make the Grade?
PROCEEDINGS
Steve Horton, Paula Furr, Karen McFerrin, Northwestern State University, United States
Society for Information Technology & Teacher Education International Conference, in Atlanta, GA, USA ISBN 978-1-880094-52-5 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC USA
Abstract
Students in teacher education graduate programs are generally expected to be competent writers. Online courses magnify the need for effective writing skills. This paper addresses the needs of graduate students at an open admissions university who may or may not have expected literacy skills and two instructors' approaches to design courses to help students remediate weak writing and successfully complete programs. Their experiences indicate that proactively addressing writing deficiencies leads to overall better performance in all areas of objective assessment as well as improved student morale.
Citation
Horton, S., Furr, P. & McFerrin, K. (2004). Writing Matters: Do Your Graduate Students Make the Grade?. In R. Ferdig, C. Crawford, R. Carlsen, N. Davis, J. Price, R. Weber & D. Willis (Eds.), Proceedings of SITE 2004--Society for Information Technology & Teacher Education International Conference (pp. 2892-2898). Atlanta, GA, USA: Association for the Advancement of Computing in Education (AACE). Retrieved August 6, 2024 from https://www.learntechlib.org/primary/p/13287/.
Keywords
References
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