Creative writing english coursework

Students pursue knowledge and understanding — their symbols of the institution are the library, the seminar group and teaching staff with the same inclinations. The non-conformist culture differs from other cultures in its detachment from the college. Students are involved with ideas and learning but their points of reference are off-campus groups.

There exists in this distinctive student style a somewhat aggressive non-conformism and critical detachment from the college. Clark and Trow summarized this typology of sub-cultures in terms of two main dimensions — the degree to which students are involved with ideas — and the extent to which creative writing english coursework students identify with the college or institution. Involvement with Ideas much little ACADEMIC COLLEGIATE NONCONFORMIST VOCATIONAL Types of Orientations of Four Most Distinguishable Student Subcultures.

What are their aims and purposes in undertaking a course of study? With adult students, these questions are particularly important because of the voluntary nature of the education they are engaged in. However, there are problems with the use of this concept. Secondly, it has been used as an explanation of behaviour, which may not take account of the conscious control of learners over how and what they study. Where motivation is seen as a drive, students are viewed as essentially passive, being driven by factors out of their control.

Similarly, some goal direction theories tend to view students as responding to stimuli, rather than actively constructing their own behaviour patterns. The focii of traditional studies are the motivational factors which push and pull students towards particular goals: e. However, such theories of motivation are based on theories derived from other contexts and Imposed on student learning without consideration of their validity.

More recent work on motivation, in relation to study processes (e. Orientation assumes that students have an active relationship with their study.

The creative writing english coursework first three of these types of orientation could be divided into two sub types according to whether the student was directly interested in the content of the course or whether they were studying the course merely as a means to an end. These sub-types were labelled intrinsic and extrinsic, respectively.

Taylor found that the concerns that a student had while studying at university were intimately connected to the type of orientation they had and that these orientations and their concerns helped to make sense of the amount of effort the student made on different aspects of the course and university life (see Table 10. Extrinsic Qualification Recognition of worth of qualification Academic Intrinsic Follow intellectual Room to choose interest stimulating lectures Extrinsic Educational progression Grades, academic progress Personal Intrinsic Broadening or Self-improvement Challenge, interesting material. Extrinsic Compensation or Proof of capability Passing course, feedback Social Extrinsic Having a good time Facilities for sport and social activities.

The Complexity of Educational Orientations Although we have separated out please write my essay these orientations into categories and sub-categories they are idealized extremes and not descriptions of the types of students in the sample.

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For example, many of the Open University students could clearly be seen to be mainly personally orientated but many of these help me write a descriptive essay had evidence of other vocational or academic orientations.

Well I hope to stop myself from turning into a complete cabbage — and to widen my views on life and the problems — eventually I hope to get a degree and possibly that will help me to get a job one day which I creative writing english coursework would like to do. But I custom essay writing help think that that is very much a secondary consideration. This quote shows clearly the personal aims and the secondary vocational aims of this student.

A student who is personally orientated but also academically orientated might be interested in personal development, but more in terms of the ideas to be explored in the subject than in becoming more capable in a general way. I got a bit from doing the A-level last year and I hope that I get an awful lot more from doing the Social Science Foundation Course this year. In this quote one cannot distinguish clearly between the two orientations — they seem to mingle together as one orientation.

They are intellectually interested in the subject and are interested to Study at a higher level. They want to follow up aspects of the subject beyond the defined syllabus. One student at Surrey University had taken this to in extreme, 172 THE EXPERIENCE OF LEARNING 1 fV" 1 wanted to do sociology... So , the main concern of these intellectually orientated students is to be allowed to follow their own intellectual interests.

In the interviews, these students often mentioned particular lectures which had fired their enthusiasm for parts of the course and they particularly appreciated parts of the course which allowed them freedom to choose their own topic, e. They tend to criticize parts of the course where this sort of choice was restricted.

Academic Orientation — Extrinsic (Educational Progression) In this category students are primarily interested in progression through the educational system. Within this category, students are interested primarily in passing the courses and getting the degree. They tend to be competitive and to lay great stress on getting good grades.

The students with this orientation prefer to have clear guidelines as to what is required for assessments and to criticize parts of the course where there is little guidance. Vocational orientation — intrinsic (Training) One of the courses studied at Surrey University was a degree in Hotel and Catering Administration, and, as one might expect, many of the students who were studying the course were vocationally orientated.

There was, however, a profound difference in the concerns of students according to whether their aim was to get a qualification in order to get a job in the industry or whether their aim was to be trained as hotel managers. The latter were intrinsically interested in the course and were critical of any parts of it that they thought were irrelevant to their future careers. They tended to place emphasis on the practical side of the course and to like the industrial year best of all.

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