Mawlawi Diab, Nuwar, 2010: “Effects of peer- versus self-editing on students’ revision of language errors in revised drafts.” System 38, 85–95. Ballweg, Sandra, 2015b: „Was hilft Studierenden, das wissenschaftliche Schreiben in der Fremdsprache zu lernen? Aziz, Liliane J., 1995: A Model of Paired Cognitive and Metacognitive Strategies: Its Effect on Second Language Grammar and Writing Performance. Zweitsprachenunterricht: Zum Verhältnis von Motivation und schriftlichem Feedback.“ Zeitschrift für Interkulturellen Fremdsprachenunterricht 20(1), 201–214. This dialogue will help students craft a portfolio that truly represents the work they've completed. Moreover, the data show in detail which prerequisites make portfolio work positive and useful to learners and to the teacher (Ballweg 2015a: Chap. Even though this effect is strongly related to the teacher’s use of the portfolio in this study, it has to be acknowledged that, generally, the addition of elements to teaching and assessment in most cases inevitably leads to the subtraction of others. Often the sample is the applicant’s master’s thesis to demonstrate their ability to do sustained scholarly work. As it is assumed that the monitoring and control of the writing process does not automatically develop with writing experience (e.g., Aziz 1995: 22), portfolio-based writing instruction also includes the adoption of new writing strategies. Hayes, John R., 2012: “Modeling and remodeling writing.” Written Communication 3, 369–388. 0000001665 00000 n
A Practical Guide through Qualitative Analysis. Calfee, Robert C., 2000: “Writing portfolios: Activity, assessment, authenticity.” In: Indrisano, Roselmina / Squire, James R. (eds): Perspectives on Writing. In assessment, there is an additional aspect to be considered: As has been stated previously, the new opportunities that portfolio-based assessment offers and the holistic view of learners mean that the focus of assessment shifts from the learning outcome to the learner (see Section 3). Berlin: De Gruyter Mouton, 141–158. See our User Agreement and Privacy Policy. History, Society, School, Individual, Text. You draw the reader in on your "line" by setting the context for your educational portfolio or what it is going to be about. The poster graphic on the top pops out his visual skills. Only in one group, the students started discussing their portfolios and their questions with each other. The role of feedback and interaction with peers in the writing process and in writing portfolios as mentioned above can be illustrated using a writing process model by Becker-Mrotzek & Böttcher (2006: 27). Four of them were female, three were male. ). ← 167 | 168 →. Die Entstehung von Texten aus dem Bedürfnis nach Überlieferung.“ In: Assmann, Aleida / Assmann, Jan / Hardmeier, Christof (eds): Schrift und Gedächtnis. Geburtstag. The broad understanding of learning outcomes discussed above, and also described by these authors as a major benefit of portfolio use (i.e., the student’s individual development, their individual writing process, self-assessment, and reflection), is not represented in the studies, as eventually only text quality rather than personal development, the individual process and adjacent factors is measured. 6 All data excerpts have been paraphrased or translated from the original German into English in line with the language policy of the volume. Moreover, the teacher asked the students to add a learner’s ← 163 | 164 → biography (UB 1, 246–248), which made the portfolio a very personal document. Conacher, Jean E. / Kelly-Holmes, Helen, 2007: “Thinking beyond the technology. You can change your ad preferences anytime. The teacher had similar doubts when she stated that she was trying to be fair but was finding it difficult because due to the personal nature of the portfolios, she rather had the feeling she was judging a person instead of assessing their achievements (I_LP IV, 212–222). Ziel dieser Studie ist es, den Umgang einer Lehrerin und einer Gruppe von Studierenden mit dem Portfolio sowie ihre Wahrnehmungen hierzu im Kontext der fremdsprachlichen Schreibförderung zu ergründen, um mit der Aufdeckung von Mustern Portfolioarbeit besser zu verstehen. 0000006261 00000 n
University of Texas, Austin, Texas. You have a great idea for the thesis topic and have a burning desire to do original research and scholarly writing. ← 166 | 167 →. Delett, Jennifer S. / Bernhardt, Sarah / Kevorkian, Jennifer A., 2001: “A Framework for Portfolio Assessment in the Foreign Language Classroom.” Foreign Language Annals 34(6), 559–568. It must be considered that portfolio-based assessment may cause difficulties: it is time-consuming and work-intensive for teachers and learners (Legutke 2002: 108) as well as difficult to integrate into a system with an institutional and curricular need for grades. 0000003403 00000 n
In general, portfolios in L2 writing instruction offer a multitude of opportunities that cannot all be used at the same time. Construct a table of contents page to organize the portfolio. In general, peer feedback is considered a useful supplement to teacher feedback as it focuses on comprehensibility rather than on correctness. Another relevant result of the study refers to the affective dimension of portfolio-based assessment. It is not a matter of introducing a portfolio with all aspects or not using it at all. Aydin (2010: 481) presents the following findings from a study with 39 future teachers of English in Turkey: “[P]ortfolio keeping has beneficial effects on the improvement of vocabulary, grammar, reading and research skills, organization of paragraphs and compositions, punctuation and capitalization, giving and receiving feedback, paragraph and composition development methods and techniques, and qualifications of paragraphs and compositions” (Aydin 2010: 481). If you continue browsing the site, you agree to the use of cookies on this website. Hamburg: Edition Körber Stiftung, 20–26. And, unlike most other essays, you can actually write the portfolio essay in the first person (unless your teacher says otherwise). This book addresses the questions of how both academic and professional writing skills can be fostered under these conditions and how the development of writing skills can be measured. Her actions were guided by the general idea that portfolios, learner autonomy and individualized learning are positive but she did not have more profound knowledge on how to adapt these broad concepts to her teaching. While these aspects of writing processes and feedback apply to first- and second-language writing, there is a specific feature to L2 writing portfolios: As the first language is considered a crucial part of second-language writing processes (Börner 1989; Grießhaber 2006; Krings 1989), it might be assumed that L2 writing portfolios are bi- or multilingual (Ballweg 2015a: 109). When you pick a portfolio medium, be intentional about your choice. : Sage, 1–28. It is interesting to note that the teacher’s lengthy and repeated explanations on these benefits hardly changed the students’ attitudes: Those students who were open to this approach right from the start were more positive. Next, you will need to establish how you are going to grade the portfolio. 9). B O R D E R C R O S S I N G A border crossing between China and the former SSR Kazakhstan… FALL 1992, UNIVERSITY OF COLORADO 4. It seems that the personalization and individualization of writing classes through the use of portfolios collides with traditional ideas of assessment in the institutional set-up at a university. This focus made students aware of their writing process and induced them to reflect on writing strategies and text quality and to use peer feedback to stress the writer-reader relationship. http://www.ielts.org (last accessed: 31 January, 2015). For this reason, the portfolios that the students submitted for grading at the end of the semester differed significantly in length. This how-to article will tell you how to write a successful thesis proposal in 5 simple steps. How does the teacher use the portfolio to promote and assess writing skills? Once you have a thesis proposal completed, contact a suitable faculty member to see if that individual has the time, expertise, and interest to serve as your thesis advisor. J O N C O L L I A N D E R ARCHITECTURAL PORTFOLIO S T U D E N T W O R K 2. To understand the students’ perceptions of the portfolio, the first step of data interpretation must focus on how the teacher used the portfolio. Read the thesis guidelines posted in the SLIS website. Data that have been segmented during the phase of the open coding are put together again. 9). This essay doesn't need to be overly formal and should feature a narrative description of how you became interested in your field or developed your unique perspective on it. The students were asked to keep a portfolio with several drafts of texts. at Tekcole Engineering & Associates, OOP Engineering/Eiffel Nigeria(Eiffage Construction Metalic. For example, you could say, “My name is Steve Johnson, and my portfolio is a representation of all that I've learned and accomplished as a science and engineering student." However, only one student made use of this opportunity. Portfolio-based assessment seems to be an opportunity to transfer recent ideas of teaching, which are characterized, among others, by concepts of flexibility, diversity and equality (Conacher/Kelly-Holmes 2007: 28), into assessment. Include a statement on your teaching philosophy. 1 I would like to thank Clive Earls, Martha Gibson, Claudia Riemer, Helen Kelly-Holmes, Antoinette McNamara, Lorraine Barron and the anonymous reviewers for their helpful comments on an earlier version of this article. The study was conducted in the context of a course on “Writing in an Academic Context” in German as a Foreign Language for 16 engineering students at a German university. Bonzo, Joshua D., 2005: Who is in Control? Classes were used to give input on how to write a good text and to prepare for the writing assignments. First, you need to decide what the purpose of the portfolio is. Wherever you are right now in the world of student portfolios, be kind to yourself. (doctoral thesis). However, in practice only few teachers in Germany using writing portfolios have actually been prepared to use them. It is interesting to note that the teacher’s insecurity was related to portfolio activities and, in the data, did not show with regard to other aspects of language teaching and classroom management. : Sage. that’s a bit not fair” (I_Atena III, 231–237; cf. Some employers expect or encourage LIS professionals to conduct research and publish books and articles as part of the job requirements. ): Schreiben(d) lernen. ← 143 | 144 → Dabei liegt das Hauptaugenmerk auf der tatsächlichen Verwendung des Portfolios und dessen Wahrnehmung. This is particularly true in academic and research libraries. Schoonen, Rob / Glopper, Kees de, 1996: “Writing performance and knowledge about writing.” In: Rijlaarsdam, Gert / van den Bergh, Huub / Couzijn, Michel (eds): Theories, Models and Methodology in Writing Research. They are used in early childhood education, in all types of schools and educational settings, as well as in teacher training. Also, know why thesis proposals are the most important proposals in the world in the article below. Bräuer, Gerd, 1997: „Schreiben im Fremdsprachenunterricht?“ Die Unterrichtspraxis/Teaching German 1, 1–7. Similar findings were made by Khodadady & Khodabakhshzade (2012) for 59 learners of English in Iran. 0000054791 00000 n
For L2 writing, language skills, knowledge of culturally specific features of text types and intercultural competence need to be added to the list. Rahimi, Mohammad, 2013: “Is training student reviewers worth its while? While portfolio conferences can have a wide range of foci, for this specific conference, the teacher asked the students to prepare general questions on the organization of their portfolios and to present their most recent versions of them. Mehr Sprache(n) lehren. Tübingen: Narr. • The benefits of introducing writing portfolios in the L2 classroom should outweigh the necessary efforts and subsequent cut-backs on important contents and aims that this introduction might bring for the whole group as well as for individual learners. The diverse specializations of SLIS’s faculty can make it a challenge to find people with appropriate expertise to serve on a thesis committee. 0000082465 00000 n
For a list of tenure-track faculty, see: Start reading! 0000019366 00000 n
The order of documents can vary, but the objective is to include all the relevant information that you possibly can. Take LIBR 285 (research methods) and enroll in a section that focuses on the subject matter and/or methodology that interests you. Essential essay structure: How to write a thesis | Essay writing Part 1. The results of this study highlight the gain-loss effect of portfolio use but should not be reduced to it. Academic literacy used to be considered a complex set of skills that develop automatically as a by-product of academic socialization. 7 This phenomenon also shows in Grittner’s study of portfolios in a Montessori primary school (Grittner 2009: 181). Paulson, F. Leon / Paulson, Pearl R. / Meyer, Carol A. The others sent in two texts or even fewer. Eine empirische Studie zu Schreibportfolios im DaF-Unterricht. Paderborn: Schöningh, 15–31. Ball, Arnetha F. / Ellis, Pamela, 2008: “Identity and the writing of culturally and linguistically diverse students.” In: Bazerman, Charles (ed. From a post-process theorist’s point of view, successful writing instruction should be more flexible and individual and should include creating manifold learning opportunities, offering opportunities for interaction and the negotiation of meaning and facilitating the development of language awareness (Carstens 2008: 86–92), stressing many features portfolio-based instruction includes with its profoundly individual, situational and context-bound view on writing (Ball/Ellis 2008: 504–510). For this purpose, interviews with individual students and the teacher as well as videography of classroom activities and portfolio conferences were used to gain insight into processes, the underlying assumptions and the individuals’ perceptions of portfolio work. 0000006011 00000 n
Helping students to arrange the portfolio also became the major focus of the portfolio conference and of the last classes. This kind of negotiation between writer and reader can immediately help writers to improve the texts on which they are working. Remember, you’re writing a book! Aachen: Shaker, 73–96. After transcription, the data were coded in accordance with Grounded Theory.4 The first step was the open coding of the data from the classroom ← 156 | 157 → observations and from the interviews for which initially codes close to the data, or in-vivo codes, were used, which means that the wording used by an informant was used in a code itself or that the codes were very close to the literal meaning with a minimum of interpretation and abstraction. In most cases, the students took turns reporting on their work with the teacher giving feedback to each of them while the others were listening. The teacher’s focus clearly was the students’ reflection on their individual writing processes and their knowledge about writing and texts. This article first focuses on the potential uses of portfolios and will then investigate a teacher’s and her students’ perceptions of portfolio work as well as the underlying assumptions that motivate their actions. I would like to thank Clive Earls, Martha Gibson, Claudia Riemer, Helen Kelly-Holmes, Antoinette McNamara, Lorraine Barron and the anonymous reviewers for their helpful comments on an earlier version of this article. Aydin, Selami, 2010: “A qualitative research on portfolio keeping in English as a foreign language writing.” The Qualitative Report 15(3), 475–488. Only few of the studies cited in this article that show the positive effects of portfolio use in the L2 classroom describe how portfolios were actually used in the classroom and thus which aspect of the portfolio has ultimately led to these positive effects. Bad Heilbrunn: Klinkhardt, 189–204.
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