The Effectiveness of Class Design for Academic Writing Using the Argumentation Model

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  • 論証モデルを用いたアカデミック・ライティングの授業デザインの有効性
  • ロンショウ モデル オ モチイタ アカデミック ・ ライティング ノ ジュギョウ デザイン ノ ユウコウセイ

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Abstract

Learning outcomes are an important aspect of recent higher education reforms in Japan. One of the important learning outcomes across all disciplines is academic writing skill. In this paper, we introduced “Study Skills, ” which is a course aimed at writing argumentative reports at the Faculty of Dentistry at Niigata University, and investigated the effectiveness of learning academic writing skills. “Study Skills I” and “Study Skills II” are offered to first-and second-year students respectively to acquire knowledge and skills in self-directed learning. In particular, “Study Skills II” focuses on the acquisition of academic writing skills, including problem-solving and logical thinking skills based on an argumentation model and writing rubric. Students gradually learn academic writing skills via three steps: a report analysis exercise, self-assessment, peer assessment and report correction, and writing a new report. The subjects were 39 second-year students who attended both “Study Skills I” and “Study Skills II” at the Faculty of Dentistry, and the reports written in “Study Skills I” (SS I report) and in “Study Skills II” (SS II report) were employed. The results of self-assessment, peer assessment and faculty assessment were statistically compared against each other. Comparing between three assessments on SS I report showed that faculty assessment was lower than self-assessment and peer assessment, and neither of them achieved level 2, which was considered the goal of this course in all dimensions. In contrast, faculty assessment on SS II report almost achieved level 2, and we did not observe any difference between student's assessment (self-assessment and peer assessment) and faculty assessment. This suggests that the quality of the report was improved and the students have acquired self-assessment skills comparable to those of the faculty. We can therefore conclude that the design of this course is effective in improving academic writing skills.

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