大学生の文章に見る問題点の分類と文章表現能力育成の指標づくりの試み : ライティングのプロセスにおける協働学習の活用へ向けて

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概要

• 論文の詳細を見る

• Collaborative learning activities are gradually being introduced in academic writing classes at universities. However,research findings to design an adequate course for various students who have different types of writing problems andtendencies in collaborative activities are rather limited. In order to provide more information to build up the framework ofacademic writing courses and activities, this study classified five types of problems that frequently occurred in students'essay writing samples. The content analysis of students' interactive questions and comments on the presentations madeby them also revealed different tendencies among them. Students with higher essay writing scores showed an obviouslystronger tendency for critical thinking in their comments. On the other hand, students with lower scores were likely toserve as audiences who reacted to the writers with regard to the difficulties understanding the outlines of the logicalstructure of presentations. These findings revealed that a variety of student types should be incorporated into the design ofactivities for academic writing.

• 2010-12-01

著者

• 大島 弥生

  東京海洋大学海洋科学部

• 大島 弥生

  東京海洋大学

関連論文

• 大学生の文章に見る問題点の分類と文章表現能力育成の指標づくりの試み : ライティングのプロセスにおける協働学習の活用へ向けて
• 「国語科の基礎の学び」への臨床的アプローチ
• ラウンドテーブル 大学教育における「文章表現科目」開講の具体的プロセスと連動した担当者のFD活動の提案

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