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Writing In The Discipline Article Citation with Summary
Academic Writing Now: Policy, Pedagogy and Practice 19th – 21st June 2017[PDF]. (2017, June 19-21). London: Royal Holloway University of London.

Reflection tasks stimulate students to look back on accomplished tasks with the aim to understand their accomplishments and steer future actions. Reflection is considered an essential component of critical learning and problem solving, and as such, as indispensable for their professional development (Wald et al 2012). Students are commonly asked to work out these reflections in a writing task.

This is a good point about reflection. What you need to add is that reflection is a common teaching/learning strategy in WID courses to make this information fit in with the existing Wikipedia entry. Is Wald the only source you found that stated this? It would be much better if you (and your group) could find multiple sources that made this same claim, then you could add two or three citations to end of the sentence you add to Wikipedia.Cathygaborusf (talk) 15:12, 3 April 2019 (UTC)cathygaborusf

2017 9thConference of the European Association for Teaching Academic Writing looks into studies conducted to find the best way to write and learn academically. The conference took place from 19th-21stof June in 2017. The paper is titled Academic Writing Now: Policy, Pedagogy and Practice. The studies conducted are followed by their findings. The conference looks in dialogical and academic forms of writing. They studied the overall proficiency of students (who are the independent variable) and their thesis/papers (dependent variable). Some of the things they looked for were things like contributing factors to writing improvement of students, proactive approaches to policy-changing, and other things such as critical pedagogy and dialogical education at the London school of economics. All these studies concentrate around writing in the disciplines.

You do not need to include the above paragraph in your actual Wikipedia article. But, you do need to include their findings. Next step: write a sentence--in your own words--paraphrasing each of their findings.Cathygaborusf (talk) 15:12, 3 April 2019 (UTC)cathygaborusf

The following quotes are excerps from one of the articles my group is using from our entry. I will be paraphrasing it into our rough draft with one other group member. procedures: 1. Working with colleagues to choose examples of good writing may be more productive than searching through professional journals or relying on collections of essays. On their own, English faculty may choose writing they perceive as exemplary, but it is not necessarily writing admired by professionals in the field. Colleagues in other departments can suggest well-written, even humorous articles that the English teacher would never find independently. They can also recommend a wide range of texts that demonstrate the various strategies used by scholars in their discipline. 2. Asking colleagues for advice in formulating assignments can strengthen the link between the freshman writing course and the broader college curriculum. In my experience, colleagues will readily share paper topics from their introductory courses or help rising faculty invent topics modeled on actual assignments from introductory courses. The assignments the students do in freshman English will directly relate, therefore, to the writing they do throughout the university. 3. Inviting colleagues to join in a class discussion, to respond in person to questions about academic writing and its conventions, can aid the writing program's efforts to show the differences and similarities among the disciplines. Such discussions give students a chance to ask questions that they normally cannot—or will not—ask in large introductory courses. (Not coincidentally, they remind professors of issues that should be raised regularly, even in “content” courses.) When I teach such a course, students use these informal discussions with professors to ask questions that, although central to a discipline, are rarely if ever raised in other contexts: “What is an historical fact?” “What does it mean that writing in the sciences is 'objective'?” “Why do literature teachers tell us not to refer to the 'author' or his 'message'?” These questions can aid the goals of the general education or core curriculum programs at many liberal arts institutions. 4. Using class time for collaborative work keeps the focus students' writing and on the kinship between professional writers and apprentices in the field (see Bruffee Structure of Knowledge"). It is tempting to devote class time primarily to analyze professional texts and questioning guest professors about strategies for success in their disciplines. As in all writing, however, the focus should stay on the students' own work. To make this possible, writing teachers should encourage collaboration among peers. Collaborative workshops give students a chance to practice methods of invention or strategies of revision and to define for themselves the modes of argumentation and presentation that delineate the conventions of a discipline.