The National Study of Writing Instruction - University at Albany
The National Study of Writing Instruction - University at Albany
The National Study of Writing Instruction - University at Albany
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<strong>Writing</strong> and Learning Activities 2009-10: Form 1 Page 105 <strong>of</strong> 122<br />
Formul<strong>at</strong>ing hypotheses and making deductions<br />
from them<br />
105<br />
1 2 3 4<br />
Written pro<strong>of</strong>s 1 2 3 4<br />
8. How important do you think the following<br />
kinds <strong>of</strong> writing are for students in this class (set<br />
2)?<br />
Not<br />
important<br />
Somewh<strong>at</strong><br />
important<br />
Important<br />
Very<br />
important<br />
<strong>Writing</strong> applying subject-area concepts to new<br />
problems 1 2 3 4<br />
Personal essays or personal narr<strong>at</strong>ives 1 2 3 4<br />
<strong>Writing</strong> based on student response and<br />
interpret<strong>at</strong>ion 1 2 3 4<br />
<strong>Writing</strong> requiring critical analysis <strong>of</strong> an issue or a<br />
text 1 2 3 4<br />
<strong>Writing</strong> requiring analysis or synthesis across<br />
multiple sources or selections<br />
1 2 3 4<br />
Labor<strong>at</strong>ory reports 1 2 3 4<br />
Research papers or reports 1 2 3 4<br />
Persuasive writing (e.g., applying subject-area<br />
knowledge and concepts to public issues)<br />
1 2 3 4<br />
Biography or autobiography 1 2 3 4<br />
<strong>Writing</strong> <strong>of</strong> stories, poems, or plays 1 2 3 4<br />
Please list any other types <strong>of</strong> writing th<strong>at</strong> are important in this class: