Margaret McCann, Claire Bereziat & Julie Thomson,Glasgow Caledonian University

Crowne Plaza Hotel, Glasgow9-11 June 2015

Harnessing Technology to Improve Functional Writing Skills which Empower Students Through

Transition

Paper outline

• Problems with students’ (functional) writing• Project aim & objectives• Evidence gathered and analysis• Use of technology to improve (functional)

writing skills• Conclusions and further research

The problem….academic“ However, the model does have its disadvantages such as companies have little evidence that individuals are accessing the service in the same way, they may provide different answers to their own scale of a service being poor or good and may not access in terms of Perception - Expectation”

“….This report will then continue to discuss based on the

anticipated passenger numbers of the London Eye the

anticipated capacity utilisation in the first year of the London Eye’s

operation.”

“The best thing that happen in college was the moment I was

told that I have the second best work in class and that I am doing

brilliant”

The problem….employers“I know that my previous experience will allow me confident in….”

“I have leadership experience …at school were I…”

Hewlett Packard: ..”applications with grammatical errors or spelling mistakes will automatically be deleted”

“Glasgow Caledonian University interns are excellent and well thought of at Hewlett Packard and we look forward to working with many more in the future. However, students will require to ensure the accuracy of their application or they risk missing out on an excellent opportunity to work with a multinational company.”

“I will like to be considered for the Industrial Placement position…..”

Project Aim and ObjectivesAim: ..to evaluate if technology can be used to enhance student transition by improving basic functional writing and language skills

• Recognise main issues with students’ functional writing skills, awareness and understanding of language

• Identify most appropriate materials and technologies which can be used to enhance learning of students’ functional writing skills

Functional writing: “properly spelt, grammatically correct writing that is

suitable for the audience” (CBI, 2006)

Where and how to start ?!?

Gathering Evidence

Analysis ‘Spelling and grammar are important and are widely seen as weak. Correct spelling of everyday words and proper use of

basic grammar are important for clarity of expression and fostering a reader’s confidence. There is particular dislike of

‘text speak’. A functionally literate employee should be expected to be able to observe the basic rules of

grammar, be able to spell everyday words correctly, use capital letters and basic punctuation properly, and

use a writing style appropriate to the situation.’

(CBI, 2006, p5)

Easy…. Punctuation –

comma not required

Punctuation – end of quotation

marks missing

Grammar – definite article

missing

Grammar – definite article not

required

Really?

Analysis categories… (v1)American vs EnglishSpelling – generalCountable/uncountableUse of capital lettersPunctuation Informal languageApostrophe Sentences too longVerbs & tensesSet expressionsElement missingAwkwardOther

DescriptionAmerican vs English If students choose to use US spelling, then should be consistent

throughoutSpelling differs for words; sometimes, irregular verbs in English are actually regular in American…Or vice versa – regular in British English but irregular in American English

Spelling – general Spelling mistakes; using 2 words instead of 1Countable/uncountable

This includes:- Using an article (whether definite – the; or indefinite – a/an when

there shouldn’t be one as the noun is uncountable)- Using the wrong article (‘the’ instead of ‘an’ and vice versa)

Use of capital letters

This includes:- Not putting capital letters at beginning of sentences- Putting capital letters at beginning of random words that should not

have capital letters - Not putting capital letters in words that should have them

Punctuation This includes:- wrong punctuation (use of coma instead of semi colon etc)- Too much punctuationNote: - If the sentence is too long; and should be broken into a number of

sentences, then should be coded ‘sentences too long’ and NOT ‘punctuation’

Informal language This includes very often the use of adjectives such as ‘huge’ (rather than significant), or colloquial language which is not acceptable for academic coursework

Apostrophe This includes mistaking possession for contraction and vice versa (eg its Friday instead of it’s Friday) – or just random (incorrect) use of apostrophes

Sentences too long When the sentence is too long and should be rewritten into a number of separate sentences.

Verbs & tenses This includes:- Usually irregular verbs in past tense or past participle is wrong (eg I’ve

went instead of I’ve been; he teached instead of he taught)- Wrong tense (eg I’ve went instead of I went)- Wrong tense coordination – particularly between 2 linked clauses (eg

she thought he wants an A)- Use of passive voice instead of active voice – and vice versa – when is

not warranted and other voice would have been better (eg passive: the money was stolen by the boss / active: the boss stole the money).

Set expressions This includes:- Wrong use of set phrases, idioms etc (eg it’s raining cats and dogs, to

keep an eye out)- Wrong use of phrasal verbs – usually due to wrong particle ( eg to

believe in, to aim at, to point at, etc)- Wrong use of adjective & preposition (eg to be good at something, to

be capable of doing something etc)Element missing Word, or part of clause, missing such as verb or subject; sentence

incompleteAwkward For sentences that do not make (much) sense;

Note – this could be for a number of reasons, and combinations of mistakes such as missing words but not because the sentence is too long (then should be coded ‘sentences too long’

Other Anything else!!!!

Final categoriesMain Category Sub-categoryVocabulary

Wrong word(s)Informal & ColloquialTime & PlaceProblem with prepositionSet expression

Sentence construction

PluralNoun Pronoun missingVerb missingOther missingSentence too longLinking words(In)TransitiveWord orderAwkwardMeaningless

Main Category Sub-categorySpelling

American vs EnglishSpelling-generalShorthandUse of capital letters

Punctuation Too many commasCommas missingColon Semi-ColonFull stop missingHyphen issuePunctuation other

Articles The/a missingThe/a superfluous

Apostrophes Apostrophe Possessive MissingApostrophe Other

Verbs Conjugation problemWrong tense

"Whilst at college, one of my favourite aspects was the close relationship which I shared

with all lecturers.“ (id4)

"to smooth the weight on resources" (id#50)[to lighten the burden on resources?]

Interviews with LDC

• Issues with functional writing restricts and limits the ability of students to deal with academic, critical writing

• Students struggle with reading

• Students struggle with writing a simple summary of what they have read

“..most students are not stupid, but they have not been taught basic grammar, spelling and punctuation at school”

Harnessing Technology

• Language learning can be enhanced through online interactions (Conroy, 2010)– Interactive, engaged students– Motivational– Changing skills of students – everyday use

• Existing technologies– Are they being used? Are they effective?– Plethora of Apps available, which to choose?– How to introduce to students?

These questions still need to be fully addressed in the second part of the project

Development work – Technology (1)

• http://www.socrative.com – an all web-enabled device • Generate real-time data • Multiple-choice, true/false or short answer questions• Auto-graded, run in groups or individually

• 2 x 1 hour pilot sessions• Apostrophe/comma use• F2F, handout, 10 Qs (x2)• Increase in class average

Use of Apostrophe (n=23) Before teaching After teaching

Class Average 57% 70%

Standard Deviation 16% 18%

Minimum 30% 30%

Maximum 90% 100%

Use of Comma (n=23) Before teaching After teaching

Class Average 63% 81%

Standard Deviation 19% 16%

Minimum 20% 50%

Maximum 90% 100%

Results from Socrative Multiple Choice Socrative test

Existing Apps – Technology (2)

• Over 100 apps for aspects of functional writing• Educational apps, mostly school-based market less adult

learners• Examples:

– British Council– Collins Grammar & Practice

• Need to evaluate apps based on:– Interactive nature– Focus on university students– Engagement by students

Careful review to meet needs – next stage of project

Conclusion

“My functional writing skills are so bad. I feel I’m losing a lot of marks due to not having the ability to write this way and get across what

I’m trying to say correctly”

Half-way through project:• Identified a problem does exist with functional

writing!• Predominantly with sentence structure and

punctuation • Complexity• Can this be solved (or aided) with technology?