CHI TIẾT NGHIÊN CỨU …
Tiêu đề
Deliberately integrating teaching, learning, and assessment: The signature work of the west point writing program
Tác giả
Hoppe J.O.; Eils C.G.
Năm xuất bản
2021
Source title
Teaching and Learning the West Point Way: Educating the Next Generation of Leaders
Số trích dẫn
0
DOI
10.4324/9781003138181-30
Liên kết
Tóm tắt
The West Point Writing Program (WPWP) is woven into the full breadth of the academy’s robust curriculum in the liberal arts, sciences, and engineering. Established in 2016 as part of the academy’s holistic reimagining of its academic program, the WPWP promotes the guided, iterative practice of writing across the curriculum - not only to produce more effective communicators but to foster more effective learning generally. The stated mission of the WPWP is to set, assess, and support curricular writing standards that advance the study of composition, critical thinking, academic argument, writing pedagogy, and professional communication. In many ways the hallmark of the WPWP, these events are at once the end-product of the program’s pedagogical model and valuable source material for continuing programmatic and institutional self-study. The baseline data finds that, on average, cadets perform better and are less likely to earn marginal or nonproficient scores as they progress through the curriculum. © 2021 selection and editorial matter, Morten G. Ender, Raymond A. Kimball, Rachel M. Sondheimer and Jakob C. Bruhl.
Từ khóa
Tài liệu tham khảo
Statement of WAC Principles and Practices, (2014); Gieseman D., Effective Writing for Army Leaders: The Army Writing Standard Redefned, Military Review, 95, 5, pp. 106-118, (2015); Condon W., Rutz C., A Taxonomy of Writing Across the Curriculum Programs: Evolving to Serve Broader Agendas, College Composition and Communication, 64, 2, pp. 357-782, (2012); Carter M., Ways of Knowing, Doing, and Writing in the Disciplines, College Composition and Communication, 58, 3, pp. 385-418, (2007); Principles for the Postsecondary Teaching of Writing, (1989); Reynolds J.A., Et al., Writing-to-Learn in Undergraduate Science Education: A Community-Based, Conceptually Driven Approach, Life Science Education, 11, 1, pp. 17-25, (2012); Capstones & Signature Work, (2018); Eynon B., Gambino L.M., High-Impact ePortfolio Practice, (2017)
Nơi xuất bản
Taylor and Francis
Hình thức xuất bản
Book chapter
Open Access
Nguồn
Scopus