Insight in Academic Writing Transformation

 


Rakovic, M., Marzouk, Z., Chang, D., Winne P. (2019, March). Towards knowledge-transforming in 

writing argumentative essays multiple sources: A methodological approach. Companion Proceedings 

9th International Conference on Learning Analytics & Knowledge (LAK19), pp. 1-7.ResearchGate. 





In this paper, Rakovic, Marzouk, Chang and Wine (2019) delve into the challenges post-secondary 

students face from knowledge telling to achieve knowledge transforming in academic writing. In this 

analysis, they introduce a methodological approach with coded argumentation schemes based on the 

linguistic model which establishes the difference between the features of writing as knowledge telling 

and writing as knowledge transformation. Furthermore, Bloom’s taxonomy of the cognitive domain, 

Sadker & Sadker (2006) is used to develop a computational tool in order to generate writing analytics 

aimed to scaffold writers towards more knowledge transforming processes. Bloom’s comprehension, 

application, analysis, synthesis and evaluation categories reflect Bereiter and Scardamalia's (1987) 

knowledge transforming categorization where writers coordinate and create knowledge.





References

Sadker, M. & Sadker, D. (2006). Questioning skills. In J. Cooper (Ed.), Classroom teaching skills (8th ed., pp. 104 – 150), Boston, MA


Bereiter, C., & Scardamalia, M. (1987). The psychology of written composition. Routledge.

 


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