Жамият ва инновациялар –
Общество и инновации –
Society and innovations
Journal home page:
https://inscience.uz/index.php/socinov/index
The impact of writing on curriculum development-a study of
personality, Community Development
Gulmira JURABOYEVA
1
,
Khadicha TURSUNKULOVA
2
Samarkand State Institute of Foreign Languages
ARTICLE INFO
ABSTRACT
Article history:
Received April 2021
Received in revised form
20 April 2021
Accepted 15 May 2021
Available online
25 June 2021
The paper provides case studies of how four school members
United Nations agency teach in undergraduate and graduate
programs at the colleges of information science promote
educational acquisition throughout the course of study. The
paper describes the writing assignments in many courses, the
objectives of those assignments in enhancing the writing skills of
scholars, the pedagogic approaches utilized by the school
members and a discussion of the results. Suggestions for
assessing student writing will be provided.
2181-1415/© 2021 in Science LLC.
This is an open access article under the Attribution 4.0 International
(CC BY 4.0) license (https://creativecommons.org/licenses/by/4.0/deed.ru)
Keywords:
educational acquisition,
science,
new media,
case study,
approach.
Yozishning o‘quv dasturiga ta’siri – shaxs, jamiyat taraqqiyotini
o‘rganish
ANNOTATSIYA
Kalit so‘zlar:
ta’limni joriy qilish,
fanlar,
yangi OAV,
amaliy mashg‘ulot,
yondashuv.
Mazkur
maqola
birlashgan
Millatlar
Tashkilotining
“Axborotshunoslik”
kollejlarida
magistraturagacha
va
magistratura dasturlarida o‘qitishning qanday o‘qitishidagi
to‘rtta maktab agentliklari o‘qitish jarayonida o‘quv yilida ta’lim
olishni rag‘batlantirishini ta’minlaydi. Maqolada ko‘plab
kurslarda yozma topshiriqlar, olimlarning yozish mahoratini
oshirishni takomillashtirish, maktab a’zolari tomonidan
o‘tkazilgan pedagogik yondoshuvlar va natijalar muhokama
qilingan. Talaba yozish qobiliyatini baholash bo‘yicha takliflar
berilgan.
1
Student, Samarkand state institute of foreign languages, Samarkand, Uzbekistan.
E-mail: gulmirajuraboyeva@gmail.com.
2
Student, Samarkand state institute of foreign languages, Samarkand, Uzbekistan.
E-mail: khadichatursunkulova@gmail.com.
Жамият ва инновациялар – Общество и инновации – Society and innovations
Special Issue – 5 (2021) / ISSN 2181-1415
90
Влияние письма на разработку учебной программы - изучение
личности, развитие сообщества
АННОТАЦИЯ
Ключевые слова:
внедрение образования,
науки,
новые СМИ,
практическое обучение,
подход.
В этой статье рассказывается о том, как четыре
школьных агентства Организации Объединенных Наций
поощряют обучение в течение учебного года во время
обучения в колледжах «Информатизации», в том числе в
программах бакалавриата и магистратуры. В статье
обсуждаются письменные задания на многих курсах,
улучшение навыков письменности ученых, педагогические
подходы и результаты, полученные членами школы. Даны
предложения
по
оценке
способности
студента
к
письменности.
INTRODUCTION
Effective writing may be a talent that’s grounded within the psychological feature
domain. It involves learning, comprehension, application and synthesis of recent
information. From a college member’s perspective, writing well entails over adhering to
writing conventions.
Writing conjointly encompasses artistic inspiration, problem-solving, reflection and
revision that leads to a completed manuscript. From a student’s perspective, writing could
instead be an effortful and even dread exercise of trying to position thoughts on paper
whereas developing mastery over the foundations of writing, like writing system, citation
format and descriptive linguistics. Grammar Check
Over the past several years, it has become apparent to the faculty at Indiana
University School of Informatics, Indiana University Purdue University Indianapolis
(IUPUI) that students entering the undergraduate programs of Media Arts and Science,
Informatics and Health Information Administration as well as the Health Informatics
graduate program lack the necessary writing skills needed to become successful
communicators both during their studies and after graduation. The authors teach in
undergraduate, both undergraduate and graduate programs and purely graduate
programs, providing a broad perspective on an issue that crosses all disciplines and
educational levels. The concern for the writing abilities of students has become more
focused with IUPUI’s adoption of the Principles of Undergraduate Learning (PULs). The
first PUL, Core Communication and Quantitative Skills, encompasses the ability to “express
ideas and facts to others effectively in a variety of formats, particularly written, oral, and
visual formats”. Whatever the reasons may be, the bottom line is that the majority of
students do not possess the skills necessary to effectively communicate in a written format
that will enable them to become successful upon graduation. There is a significant need for
students at all levels not only to be good written communicators, but also to understand
the importance of good writing skills. In addition, an important facet of written
communication is being able to critically assess the writing of others, particularly at the
graduate level as well as in professional programs.
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METHODS
As educators, the key question becomes: however, will school members teach their
students to become effective writers and communicators within the short quantity of your
time that there’s to move with and influence them? The setting within which today’s school
students communicate is primarily one in every of texting and email messages. one in
every of the most issues with these communication ways is that they'll consider the
employment of abbreviations and informal language. Punctuation, capitalization, spelling,
organization and flow could also be forgotten in favor of bits and bytes. Also, attributable
to the immediacy of those communication ways, there’s very little within the means of
reflection of either what's received or what's being sent. Making ready students to speak
within the planet of labor may be a challenge for educators in educational activity. School
members should balance the availability of content whereas modeling skilled
communication skills victimization economical tools. However, writing skills should be
addressed if school members area unit to adequately prepare students for jobs that involve
over marginal levels of responsibility. The subsequent article has three goals.
The first goal is to familiarize the reader with the experiences of four faculty
members at Indiana University School of Informatics, IUPUI, in trying to bring students to
an acceptable level of writing skill before students complete their degree programs. This
will be illustrated through case studies. Second, as part of these case studies, examples of
assignments and other approaches that were used to aid the students in developing a
higher level of writing ability will be discussed. Finally, this article will provide some
suggestions, based on the experiences discussed in each case study, on how written skills
could be assessed in undergraduate and graduate courses, including both online and face-
to-face courses.
LITERATURE REVIEW
A study by the American Institutes of Research (Baer, Cook, and Baldi, 2006)
surveyed the literacy skills of college graduates of two- and four-year programs, with the
results indicating that over half of the students who responded lacked basic skills, such as
understanding and executing simple instructions or balancing a checkbook. Students face
the responsibility of developing their writing skills, specifically in the area of academic
writing. However, it is clear that many students have difficulty with writing for a number
of different reasons (Bartlett, 2003; Odell and Swersey, 2003). Another issue is how we
measure excellence in writing (Dwyer, Millett, and Payne, 2006; Hacker, Dunlosky, and
Graesser, 1998; Zamel and Spack, 1998; Zamel, 1987). Concerns about effective writing
among college man and graduate students in instruction are well documented. On the
opposite hand, MacArthur (1996) thought that computers might support writing by
students with learning disabilities by inserting special stress on applications that went on
the far side data processing. He found that the essential processes of transcription and
sentence generation, as well as writing system checkers, speech synthesis, word
prediction, and synchronic linguistics and elegance checkers provided ample support for
writing talents. Stein, Dixon, and Isaacson (1994) suggest that “many writing disabilities
may derive from too little time allocated to writing instruction or from writing instruction
inadequately designed around the learning needs of many students” (P. 392). Their study
reviewed the characteristics of students with learning difficulties and provided
recommendations for teaching writing effectively to a broad range of students. The
effective techniques cited in their study are: the concept of big ideas, strategies, scaffolding,
and review.
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RESULTS AND DISCUSSION
Trioa (2003) suggests that the problems experienced by students in writing
effective are attributable, in part, to their difficulties in executing and regulating the
processes which underlie proficient composing, planning and revisions of their work.
Another important element in achieving excellence in writing is the reflective process –
the ability to critique one’s own work as well as the work of peers. As outlined by McGuire,
Lay and Peters, this reflective aspect of writing is particularly important in the curriculum
of professional programs as a method of teaching problem-solving (McGuire, Lay, and
Peters, 2009). Holtzman and colleagues (2005), in an article about assessing the writing
skills of dental students, noted that “the ability to communicate effectively has been
recognized as a hallmark for membership in the learned professions”. (Holtzman, Elliot,
Biber, and Sanders, 2005, p. 285). Another study found that the formal attention given to
writing practice outside of the content covered was apparent in higher education. Cho and
Schunn (2007) reported that the National Commission on Writing in American Schools and
Colleges (2003) supported this claim. They cited the practice of peer review of student
writing, indicating that peer reviews can help instructors spend more time on other
aspects of teaching by reducing the instructor’s workload associated with writing activities
(Cho and Schunn, 2005; Rada, Michailidis, and Wang, 1994). Using several innovative
approaches in order to address writing practices among undergraduate and graduate
students was implemented by four faculty members at IUPUI. Their work is discussed in
the following sections.
There is a right away correlation within the school member’s on-line courses
between regular participation within the weekly discussion forums and therefore the final
course grade. Student engagement in on-line courses is one predictor of student success,
therefore this affiliation isn't shocking. In fact, students have reportable that the mixture
of weekly discussion forums and podcasts created a way of community that almost
replicated what would be found in a very ancient face-to-face course. For functions of this
paper, another advantage of the discussion forums is that students are writing each week
and are then receiving feedback on their responses. Attributable to the character of the
discussion forum queries, the number that students are needed to write down weekly will
be substantial. The queries are varied to tell apart student expertise with the subject of the
module, their comprehension of the fabric, their ability to use the fabric to varied
eventualities, their chance of mistreatment the fabric within their future careers and
whether or not there have been problems in the module that they found shocking or
attention-grabbing. It’s notably attention-grabbing to examine that students are going to
be the “first responders” to every weekly discussion forum and to watch once student
responses become a lot of strong because the semester progresses. Likewise, the great
Final Project conjointly implies that students should apply what they learned throughout
the semester to a real-world scenario. By the top of the semester, students World Health
Organization have participated frequently within the weekly discussion forums can have
already got done a substantial quantity of writing. There conjointly seems to be a
correlation between regular versus inconsistent participation in weekly discussion forums
and high and low scores on the ultimate Project. this can be somewhat to be expected, since
a student World Health Organization is engaged within the course is probably going to be
motivated to try to well on each the weekly and therefore the final course necessities.
However, it may conjointly indicate that students World Health Organization have reached
a precise level of comfort by having to write down weekly don’t seem to be as intimidated
by the prospect of a comprehensive, essay-style assignment.
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Pedagogical Approach. The pedagogical approach for these categories consisted of
the logical steps toward writing an honest analysis paper. So as for every student to attain
acceptable results the educational theories of ‘Learned by Doing’ and art movement were
used. Students were able to turn on and construct new information regarding the analysis
method because it pertained to their form of writing inside the primary period of the
course, students were asked to submit a subject proposal describing their areas of
analysis interest. Students were schooled to incorporate a sample reference list of
10-15 references. The subject proposal provided the teacher with a glimpse of meant
analysis and gave an illuminating read of every student’s current writing skill-level.
Students were then given samples of wonderful and poorly written thesis and analysis
statements. Students were asked to put in writing 5 samples of hypothesis and/or analysis
statements supported their projected analysis topic. So as to interact students during this
method, a democratic approach consisting of student peer-reviews was a weekly activity
throughout the semester. Once student analysis statements had been approved, students
were schooled on a way to develop a top level view for his or her analysis papers.
Grammar Check Re-write Again
The proposed outline for their research papers consisted of the following:
I.
Introduction
II.
Literature Review
III.
Methods
IV.
Findings
V.
Summary
VI.
References
VII.
Appendices
VIII.
Abstract
Students produced several drafts for each section of the research outline during the
semester. Student peer-reviews and instructor feedback were given for each draft
submission. In order to review papers effectively, students were given written instructions
on the review process, along with a scoring rubric (see Appendix 3). Students were
required to create and deliver a PowerPoint presentation as a succinct review of their
research efforts. Students were given 15 minutes and expected to present no less than
fifteen slides. The final slide in their presentation was to list three “unresolved issues” in
the area of research they had selected then ask for questions and comments from their
audience.
CONCLUSION
The paper provided case studies of however four college members United Nations
agency teach in collegian and graduate programs at the in colleges of science promote
educational acquisition throughout the information. The paper delineates the writing
assignments from many graduate and collegian on-line and face-to-face courses, the
objectives of those assignments in enhancing the writing skills of scholars, the education
approaches utilized by the college members and a discussion of the results. These
assignments enclosed analysis papers, weekly discussion forums, “learning by doing” and
comprehensive final comes. Many suggestions for assessing student writing were
additionally provided, together with review by peers, analysis at varied stages of the
assignment, self-reflection and feedback through weekly podcasts.
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REFERENCES:
1.
Bartlett T. (2003). Why Johnny can’t write, even though he went to Princeton.
Chronicle of Higher Education, 49 (17), A39-A40.
2.
Cho K. and Schunn C.D. (2007). Scaffolded writing and rewriting in the discipline:
A web-based reciprocal peer review system. Computers & Education, 48 (3), 409–426.
3.
Dwyer C.A., Millett C.M. and Payne D.G. (2006). A culture of evidence:
Postsecondary assessment and learning outcomes. Princeton, NJ: Educational Testing
Service.
4.
Elander J., Harrington K., Norton L., Robinson H. and Reddy P. (2006). Complex
skills and academic writing: a review of evidence about the types of learning required
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5.
Hacker D.J., Dunlosky J. and Graesser A.C. (1998). Metacognition in educational
theory and practice. Mahwah N.J.: Lawrence Erlbaum Associates.
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Holtzman J.M., Elliot N., Biber C.L. and Sanders R.M. (2005). Computerized
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