Julia Hobson, Murdoch University 2012
Worksheet 1.3
Task: Analyse the abstracts and identify which sentences contain the conclusion of the
argument and which sentences contain the premises?
Abstract 1
The paper argues that the findings on cultural influences on inference-making
have implications for teaching and education generally, and specifically for the debate
on conceptions and misconceptions of Asian students studying in western tertiary
institutions around the world. The position defended is that, while there seems
to be compelling empirical evidence for intercultural differences in thought patterns,
these patterns are, for the most part, insignificant in everyday exchanges, though
language and culture might subtlety modulate our inference-making at the margins.
Linguistic determinism however is not defended. Nonetheless, the evidence provides
food for thought, and it needs to inform the recent debates about international
students studying overseas.
Abstract 2
The purpose of this article is to examine the contribution made by the self efficacy
component of A. Bandura’s (1986) social cognitive theory to the study of writing in
academic settings. A brief overview of Bandura’s social cognitive theory and of selfefficacy is first provided, followed by a description of the manner in which writing selfefficacy beliefs are typically operationalized and assessed. This is followed by a
synthesis of research findings that address the relationship between writing self-efficacy,
other motivation constructs related to writing, and writing outcomes in academic settings.
These findings demonstrate that students’ confidence in their writing capabilities
influence their writing motivation as well as various writing outcomes in school.
Academic implications and strategies that may help guide future research are offered.
Abstract 3
Freshman English placement usually involves standardized tests or timed
writing samples, but this small college developed placement procedures that
asked for students’ self-evaluations. Students were given detailed explanations
of three placement options and asked to write an essay identifying which one
they should start with. The combination of test scores and self-evaluatory
essays added up to a fuller picture of each student. This article examines the
effectiveness of self-evaluatory essays as placement tools and the characteristics
of incoming students as self-evaluators. It argues that when instructors listen
to the self-evaluations of incoming students, they can more effectively teach,
and when students reflect on their strengths and weaknesses as writers during
orientation, they become more active participants in their own learning from
the very first day of their college careers.
Abstract 4
Assessment in higher education is commonly held to contribute to feedback to students
on their learning and the certification of their achievement. This paper argues that this
short-term focus must be balanced against a longer-term emphasis for learning-oriented
assessment to foster future learning after graduation. The paper proposes that students
need to become assessors within the context of participation in practice, that is, the kinds
of highly contextualised learning faced in life and work. It discusses the kinds of
practices that are needed to refocus assessment within higher education courses to this
end.
Making & Mapping an argument (seminar 2)