Essay writing service forum

Students would benefit from having their instructors teach them how to review literature. This would include their expectations for citation of sources. This study did not look at the programs offered to first-year students nor did it gather information on the teaching processes employed by instructors. It did, however, seek to gather data from select students, recording their perceptions of the respective writing environments and modes of instruction. The general consensus among the students was that there was a profound difference between the ways in which writing was taught in high school and university. Given that a number of the students reported that they reverted to the familiar five-paragraph model when they did not understand new writing strategies or expectations, it may be more effective to begin university writing instruction from the point at which high essay writing service forum school instruction ended. The students may be better able to build on an 241 existing foundation. UNIVERSITY AND HIGH SCHOOL ARE JUST VERY DIFFERENT Recommendations for Theory Cognitive theorists believe that there are certain factors that affect the efficiency with which new material can be learned (Merriam, Caffarella and Baumgartner, 2007).

This appears to be more effective than allowing the students to impose their own meaning on new concepts. In addition, since learning is a function of the way in which information is mentally processed, teachers should be aware of both what students learn and essay writing service forum how they attempt to learn it. In this study, it appeared that students (12 of 14) were often aware of what essay writing service forum they were meant to know but not of the way in which they were meant to acquire the knowledge. In this study, students reported that their transition to the first- year writing environment was sometimes complicated by their inability to understand the change in expectations. Since new information is more easily acquired when students are able to contextualize it within their prior knowledge perhaps instructors should make more of an effort to connect the new information to information students already have on the subject. In terms of instruction, first-year instructors should take into consideration that students come to the university with prior knowledge in many areas, including writing instruction.

This knowledge can either be beneficial to students or can hinder them when they are attempting to acquire essay writing service forum new information. This is an element of the learning process that instructors should keep in mind when teaching first-year students. In secondary school it is not unusual for teachers to work with what students already understand about a topic. Cognitive theory was very useful in my analysis of the data as students (9 of 14) commented on their perceived inability to take what they already knew and apply it to the new writing environment. This essay writing service forum might have given me a greater understanding of the seemingly contradictory research findings between the quantitative data and the qualitative data. UNIVERSITY AND HIGH SCHOOL ARE JUST VERY DIFFERENT 244 Final Conclusion This study was designed to investigate the challenges faced by first-year students as they negotiated the transition from the writing environment of high school to the writing environment of first- year university.

The findings hold promise for developing a better understanding of some of the difficulties students face in making the transition. One of the advantages of the study was the opportunity to interview the same students as they moved from high school to first-year university, a circumstance that permitted me to record the similarities and differences between the perceptions.

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Urbana, IL: National Council of Teachers of English. Making the leap from high school to college writing. Urbana, IL: National Council of Teachers of English. How high school students perceive effective teachers (Unpublished paper). Faculty of Education: Memorial University of Newfoundland. UNIVERSITY AND HIGH SCHOOL ARE JUST VERY DIFFERENT 248 Downs, D. College Composition and Communications, 58 (4), 552-584. Writing in the college years: Some indices of growth. Emotional, social, and academic adjustment of college students: A longitudinal study of retention. Journal of Counseling and Development, 72 (3), 281-288. Research methods in applied settings: An integrated approach to design and analysis (2 nd eel). Writing next: Effective strategies to improve writing of adolescents in middle and high schools. Writing centres, writing seminars, writing culture: Writing instruction in Anglo-Canadian universities. UNIVERSITY AND HIGH SCHOOL ARE JUST VERY DIFFERENT 249 Gunderson, L. Journal of Adolescent and Adult Literacy, 43 (8), 692-706. West Lafayette, IN: Parlor Press and The WAC Clearinghouse. A critical investigation into approaches to learning research in higher education. Proficiency-focused learning and instruction: Colloquium on the scholarship of teaching.

Writing to learn and communicate in a data structures course.

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