Abstract
This paper examines the long-term and short-term effects of good academic writing upon students.

Abstract
An analytical paper, examining methods of assessing student academic writing.

From the Paper
"Writing for the magazine "Technology and Learning", a staff writer noted that; "In today's climate of high-stakes testing and accountability, educators are challenged to continuously monitor student progress to ensure achievement." Formative assessment helps educators meet this challenge and to ensure achievement. Formative assessment can influence learning and support achievement, allowing teachers and students to chart a flexible course for learning. District-wide standards-aligned formative assessment allows educators to benchmark student proficiency at the beginning..."

Tags:education, assessment, writing

Abstract
This paper, which reviews Mabrito's article entitled "Writing on the Front Line: A Study of Workplace Writing", describes a model of good academic writing about business. According to the paper, business writing is effective when it is clear, concise, articulate, to the point, useful and constructive. Mabrito addresses an interesting contemporary issue, namely the need for supervisors who do not have college educations to do an increasing amount of business writing in today's technological work environment.

From the Paper
"This article is a model of good academic writing about business - clear, concise, articulate, to the point, useful and constructive. Mabrito addresses an interesting contemporary issue, namely the need for supervisors who do not have college educations to do an increasing amount of business writing in today's technological work environment. Mabrito was interested in gathering data about how these supervisors are coping with..."

Tags:business, writing, supervisors

Abstract
Arguments and debates stem from differences between people, creating various conflicts in different fields. One of the most famous composition disagreements exists through the works of David Bartholomae and Peter Elbow. The paper shows that Bartholomae believes in what he calls "writing with teachers," i.e., acknowledging the teacher's power and the need for what he calls "academic writing." Elbow, on the other hand, believes in "writing without teachers," or giving students power over their own work, which, to him, often requires using reflexive writing. The paper shows that the different beliefs of Bartholomae and Elbow serve to classify them as different types of theorists. Bartholomae is a social constructionalist because he believes in discourse communities and the notion that the historical moment one lives in affects one's language. Elbow's beliefs in reflexive writing and providing more freedom for the student, on the other hand, help to label Elbow as an "expressivist." The paper shows that when examining the argument between Elbow and Bartholomae, most people tend to ask: "Which opinion is better and why?" While it is important to consider the pros and cons of both Elbow's and Bartholomae's arguments, it is a mistake to assume that one argument is "better" than the other because both approaches can be effective ways of teaching composition.

From the Paper
"While Elbow admits that the first two conflicts may not be "true" conflicts because they are resolvable, the third conflict he proposes he feels is not as easily resolved: "But even if there is no conflict about what to read and how to read, I do see a problem when it comes to the question of how much to read" (Villanueva 491). While Elbow admits that academics are readers, his focus in a first year writing class is writing, not reading. Thus, Elbow dodges proposing a solution to this "how much to read" conflict, and instead focuses his attention explaining why he spends more time on writing. Elbow explains that putting the emphasis on writing "helps [him] coach students in various concrete practices" (Villanueva 491). Should the focus of a freshman writing class be writing or reading? In Elbow's view, because teachers are teaching students about how to write, the focus should be on developing the student's own writing skills."

Tags:freewriting, expressivist

Abstract
In this paper the author discusses the goals of academic creative writing courses. First, the paper describes how composition has been considered a more serious discipline than creative writing in higher education. Then, the author continues by showing how this has changed today. Also highlighted are the steps necessary to be a successful creative writer and the essential elements of an academic creative writing course. The paper concludes by emphasizing the importance of college and university writing centers in teaching writing skills.

From the Paper
"This approach to studying creative writing leads to an emphasis on "craft," an emphasis that helps students improve their writing but does not claim to help them become creative writers. "I once ascertained five essentials of a serious writer: desire, drive, talent, vision, and craft . . . My point here, however, is not altered whether the list is held at five, cut to three, or expanded to twenty: of the essentials, only craft can be taught" (McFarland 34). A creative writing course or a tutoring session should then have a single-minded focus on whether the student knows how to effectively employ creative writing techniques. If the answer is a resounding no, then teachers and tutors have the ability to teach technique, but cannot teach any of the other four qualities because they are innate."

Tags:writing centers, composition courses, academic course, scholars

Abstract
This paper examines the differences between research writing and writing for a non-scholarly audience. The paper points out that the most obvious difference is that the former can be very difficult to read, but the latter is almost always relatively easy to read. However, there are many subtler stylistic differences as well. This essay examines the differences between the two styles of writing, by comparing Carol S. Dweck's research article entitled "The Role of Expectations and Attributions in the Alleviation of Learned Helplessness" with her popular article "Caution - Praise Can Be Dangerous", and with John O'Sullivan's popular article "Put Gay Marriage to 'Covenant' Test". To conclude, the paper examines the reliability of academic versus popular articles. The paper maintains that the former are peer-reviewed, making them likely to be more trustworthy, while popular articles are not necessarily trustworthy.

From the Paper
"One sometimes comes across articles written by the same authors, but written in different styles in order to suit the kind of article being written. Thus, a researcher may write a research article for a scholarly publication, and also write articles for popular audiences. In this way, the researcher is enabled to communicate with a much broader audience. Thus, a researcher who believes her information is very important may make use of the popular media to communicate what she knows. Dweck is an example of such a researcher/author - she is able to write very competently for both audiences. This shows that she clearly has a finely nuanced comprehension of the different stylistic devices employed in the two different kinds of publications. It also affords the opportunity of comparing her writing style in the two different styles of writing."

Tags:academic, non-academic, layperson, popular, journalism

Abstract
The purpose of this discussion is to explore academic engagement and the effects of a token economy on students with emotional and behavioral disorders. This discourse will contain a literary review that will compare and contrast various studies that have been conducted pertaining to this topic. Academic engagement is defined as a combination of classroom activities, which include asking and answering questions, participation in tasks, writing, reading, and discussing academics.

Contents
Introduction
Literature Review
Academic Engagement
Token Economy
Discussion
References

From the Paper
"A study conducted by Bean et al (1999) found that engagement in reading and writing improved overall academic engagement skills. Studies have also found that peer relationships impact academic engagement. Watkins and Wentzel (2002) found that peer acceptance motivates students to behave appropriately in academic settings. The authors found that academic environments in which peers were encouraging of academic success, students were more likely to experience successful academic engagement. (Watkins and Wentzel (2002) Greenwood et al (2002) explains that behavior is a significant factor in determining the amount of academic engagement that can be achieved."

Tags:school, teacher, curriculum, reading, writing, study, system

Abstract
This paper provides a summary and interpretation of data collected in a case study of a middle school student showing aggressive behavior and academic problems in the areas of reading and writing. The paper shows how the aggressive behavior is not yet at a critical point, so the reading and writing issues will be addressed first.

From the Paper
"The Keystone and Hypotheses Problems and Keystone Joe has two problems poor language arts skills in the area of reading and writing possibly due to a disability requiring special education services and low-level aggressive behavior toward both peers and property. Both of these behaviors have been evidenced since grade school. The keystone problem is the reading/ writing behavior. This problem is selected because while certainly undesirable the aggressive behavior does not show the severity levels that would indicate a..."

Tags:case study, psychological consultation, behavior, academic, school, student

Abstract
This essay focuses on issues in the writing center community, but whereas previous research has focused on selling the writing center to colleagues this essay focuses on drawing students to the writing center program. The paper states that creating an open forum for writing tutors may help avoid "business as usual" in the writing center community. Further, the essay asserts that since the internal structure of the writing center has already been established, more focus on recruiting students to the center will help it become an academic force in its own right.

From the Paper
"As writing programs become established--our own UNCW's Writing Center included--selling the Writing Center becomes its own new niche; an enthusiastic administrator will have a new challenge for fellow staff and tutors. In effect, we have already looked in upon the writing center program, methods have been debated and tested, and writing centers exist--May we now turn to looking outward?"

Tags:tutor writing center, marketing

Abstract
This paper discusses the substantial stylistic differences between research writing and writing for a non-scholarly audience. According to the paper, the most obvious difference is that the former can be very difficult to read, but the latter are almost always relatively easy to read.

From the Paper
"There are substantial stylistic differences between research writing and writing for a non-scholarly audience. This reflects the fact that they are written for very different audiences - the former for scholars and researchers, and the latter for the broader public. The most obvious difference is that the former can be very difficult to read, but the latter are almost always relatively easy to read. However, there are many subtler stylistic differences as well. This essay examines the differences between the two styles of writing, by comparing Carol S. Dweck's research article entitled "The Role of Expectations and Attributions in the..."

Tags:academic, popular, compare