Transformations: Change Work across Writing Programs, Pedagogies, and Practices

2021 ◽  
Author(s):  
Holly Hassel ◽  
Kristi Cole
Keyword(s):  
Writing Programs

THE DEVELOPMENT OF ALGORITHMIC CULTURE AND PROGRAMMING CULTURE OF STUDENTS IN PROFILE CLASSES WHILE STUDING THE BASIS OF PROGRAMMING IN C++

2020 ◽  
pp. 24-33
Author(s):  
K. V. Rozov
Keyword(s):  
High School ◽  
High School Students ◽  
Educational Process ◽  
Writing Programs ◽  
School Students ◽  
Knowledge And Skills ◽  
C Programming ◽  
And Mathematics ◽  
Basic Level ◽  
Special Control

The article presents the structure, content and results of approbation of the C++ programming course developed for the 10th grade students of physics and mathematics profile and implemented as part of the academic subject “Informatics”. The aim of the course is to develop in the student not only knowledge and skills in programming, but also his algorithmic culture and programming culture as important qualities of a potential IT-specialist. This is facilitated by special control of educational process by the teacher, which consists in monitoring the activities of students in writing programs and timely correction of this activity. The assessment of the level of development of student algorithmic culture and programming culture relative to the basic level of their formation (when mastering the basics of algorithmization and programming in the 9th grade) was carried out on the basis of a number of criteria presented in the article. The results of approbation showed that the specially organized teacher activity makes it possible to increase the level of algorithmic culture and programming culture of high school students when studying the basics of programming in C++.

Educating Heroes

Worldview ◽  
1983 ◽  
Vol 26 (4) ◽  
pp. 10-13
Author(s):  
John E. Becker
Keyword(s):  
Real World ◽  
Writing Programs ◽  
Student Government ◽  
Business Writing ◽  
The Real ◽  
English Departments ◽  
Left Behind

“The real world.” How our students love the phrase! An ex-linguist of my acquaintance, bitter from years of mistreatment in English departments, has come to rest at last behind a very large oak desk in a generously appointed office at a large university. She is coordinator of business-writing programs, and a sense of authority informs her words now as she talks of “those of us who work in the real world.” Meanwhile the benighted rest of us, left behind on university faculties, complacently accept the givenness of that extrauniversity “real world.” At graduation rituals we sit smiling under our tassels and hear each speaker, from the head of student government to the chancellor, from professor to famous guest, tell our students that they are about to enter the “real world.”

Using a Definition ofExcellent Teachingto Strengthen Writing Programs

1986 ◽  
Vol 22 (4-6) ◽  
pp. 48-50
Author(s):  
John J. Collins
Keyword(s):  
Writing Programs

Training Teachers and Serving Students: Applying Usability Testing in Writing Programs

2007 ◽  
Vol 37 (3) ◽  
pp. 323-346 ◽  
Author(s):  
Heather McGovern
Keyword(s):  
Novice Teachers ◽  
Case Studies ◽  
Teaching Assistants ◽  
Technical Writing ◽  
Usability Testing ◽  
Student Feedback ◽  
Student Experiences ◽  
Writing Programs ◽  
Course Materials

Teachers often test course materials by using them in class. Usability testing provides an alternative: teachers receive student feedback and revise materials before teaching a class. Case studies based on interviews and observations with two teaching assistants who usability tested materials before teaching introductory technical writing demonstrate how usability testing can make novice teachers more confident about and help them predict student experiences with their assignments. By helping to train teachers, usability testing can also help better serve students.

scholarly journals Parallel programming technologies on computer complexes

2020 ◽  
Vol 30 (3) ◽  
pp. 28-33 ◽  
Author(s):  
S. A. Pryadko ◽  
A. Yu. Troshin ◽  
V. D. Kozlov ◽  
A. E. Ivanov
Keyword(s):  
Parallel Programming ◽  
Shared Memory ◽  
Programming Language ◽  
Operating Systems ◽  
Distributed Memory ◽  
Programming Models ◽  
Writing Programs ◽  
Advantages And Disadvantages ◽  
C Programming Language ◽  
C Programming

The article describes various options for speeding up calculations on computer systems. These features are closely related to the architecture of these complexes. The objective of this paper is to provide necessary information when selecting the capability for the speeding process of solving the computation problem. The main features implemented using the following models are described: programming in systems with shared memory, programming in systems with distributed memory, and programming on graphics accelerators (video cards). The basic concept, principles, advantages, and disadvantages of each of the considered programming models are described. All standards for writing programs described in the article can be used both on Linux and Windows operating systems. The required libraries are available and compatible with the C/C++ programming language. The article concludes with recommendations on the use of a particular technology, depending on the type of task to be solved.

scholarly journals Information Literacy and Instruction: Embedding Information Literacy in an MFA Novel Workshop

2016 ◽  
Vol 55 (4) ◽  
pp. 273
Author(s):  
John Glover
Keyword(s):  
Creative Writing ◽  
Faculty Member ◽  
Information Literacy ◽  
Writing Pedagogy ◽  
The United States ◽  
Writing Programs ◽  
Fiction Writing ◽  
Creative Writing Pedagogy ◽  
Virginia Commonwealth University ◽  
Creative Writing Programs

The rise of graduate creative writing programs in the United States during the twentieth century has been well documented. Less well documented is their connection with academic libraries, particularly in terms of their students’ acquisition of research skills. When I was asked by a faculty member to provide in-depth support for the MFA novel writing workshop at Virginia Commonwealth University (VCU), there were a few articles treating this topic, a few references in creative writing pedagogy books, and a couple suggestive course titles listed in MFA program curricula. In 2012–13, I served as the embedded librarian in this year-long workshop. In that role, I worked with the faculty member to develop assignments that helped students to incorporate research into their fiction-writing practice, met with students for two lengthy research workshops, and subsequently met with students individually as their research deepened.

scholarly journals Using Rubrics in A University EFL Process Writing Program: An Exploratory Case Study

2018 ◽  
Vol 3 (2) ◽  
Author(s):  
Yamin Qian
Keyword(s):  
Language Proficiency ◽  
Academic Writing ◽  
English Language ◽  
Writing Process ◽  
Writing Programs ◽  
Data Set ◽  
Writing Classes ◽  
Peer Reviews ◽  
Reflection Data ◽  
Student Cohorts

While rubrics have been widely recognized as an effective instructional tool for teachers to evaluate students’ writing products, fewer studies explored how students use it for their writing process in an EFL university academic writing classes. This study explores the application of process-oriented rubrics in two EFL writing programs, and investigates whether English language proficiency, motivation to writing, and their previous experiences with writing programs would significantly affect the use of the rubrics. The participants (N=190) were from two student cohorts, each of which had 95 participants. The data set includes students’ self-, peer- use and the instructor’s use of the rubrics, and students’ written reflection upon peer feedbacks. The data showed that the rubrics can guide students to practice a writing process, and that the 20-item rubric was statistically reliable.  The data of rubrics also showed that the participants were more critical on their peers’ writing, and the reflection data showed students’ awareness of revision strategies. The qualitative data seemed to suggest that peer reviews and reflections upon such reviews could enhance students' revision strategies. This article will conclude itself by providing some pedagogical suggestions in EFL contexts

scholarly journals Model-free, Model-based, and General Intelligence

2018 ◽  
Author(s):  
Hector Geffner
Keyword(s):  
Intelligent Systems ◽  
Human Mind ◽  
Writing Programs ◽  
Scalable Algorithms ◽  
Model Based ◽  
Model Free ◽  
Considerable Success ◽  
Black Boxes ◽  
Free Model ◽  
Intelligent Behavior

During the 60s and 70s, AI researchers explored intuitions about intelligence by writing programs that displayed intelligent behavior. Many good ideas came out from this work but programs written by hand were not robust or general. After the 80s, research increasingly shifted to the development of learners capable of inferring behavior and functions from experience and data, and solvers capable of tackling well-defined but intractable models like SAT, classical planning, Bayesian networks, and POMDPs. The learning approach has achieved considerable success but results in black boxes that do not have the flexibility, transparency, and generality of their model-based counterparts. Model-based approaches, on the other hand, require models and scalable algorithms. Model-free learners and model-based solvers have indeed close parallels with Systems 1 and 2 in current theories of the human mind: the first, a fast, opaque, and inflexible intuitive mind; the second, a slow, transparent, and flexible analytical mind. In this paper, I review developments in AI and draw on these theories to discuss the gap between model-free learners and model-based solvers, a gap that needs to be bridged in order to have intelligent systems that are robust and general.

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