Collaborative writing support tools on the cloud pdf

Bridging the gap through collaboration: a discussion of the commonalities of EFL and Student Learning Service provision more. This paper aims to look at the approaches taken from both EFL and Student Learning Service points of view, with the hope of discussing possibilities for future This paper aims to look at the approaches taken from both EFL and Student Learning Service points of view, with the hope of discussing possibilities for future collaboration and development of joined-up approaches to teaching research training skills.

Focusing on the experiences of teaching pre-sessional and matriculated Masters PGR and PGT students English for Academic Purposes through the EFL Unit, and teaching PGT students in social sciences primarily international, but with some home students through SLS, the paper will explore commonalities of provision and the unique challenges each approach presents for international students.

In particular, the paper seeks to analyse the ways in which engagement with skills in areas such as research question development; resource analysis and interpretation; development, and defence, of a sustained argument through advanced writing techniques can be promoted by linked approaches from the EAP and student learning perspectives. IELTS are enrolling on foundation courses across the UK with the aim of improving their L2 English language skills so that they can enrol on a university course of study.

Developing the Authentic listening materials are not always readily available; those that are available online are not always appropriate for learners due to for example a lack of L2 content knowledge.

Authentic listening activities can be created by using TED Talks, which provide a range of topics that vary in length from 4 minutes to 40 minutes. Teachers can exploit TED Talks for use with a range of levels e.

IELTS 4 and up. Furthermore, TED Talks are an open educational resource that allows free use by all stakeholders. TED itself welcomes educational usage of its materials; issues of copyright are effective non-issues due to creative commons licensing.

This presentation will discuss the ways in which the success of the use of these materials have enhanced student skills e. Publication Date: A social constructionist lens focuses the literature and subsequent A social constructionist lens focuses the literature and subsequent study. The study of this paper employed two types of interviews: a semi- structured interview, and one with a listening task. Interview participants included 20 mainland Chinese university students studying on pre-sessional courses at two universities in Nottingham, UK.

No other nationalities were involved. It is recommended that English language teaching materials be designed to be more inclusive of all phenotypes, and that MA TESOL programs place include specific units on issues related to non-native English speaking teachers and global Englishes, so that future generations of teachers might be able to address the issues raised in this research. It is also recommended that TESOL instructors empower themselves by effecting change of learner assumptions and attitudes in the classroom.

This paper discusses three concepts that a language teacher should consider in order to facilitate the second language acquisition of the learners who are being taught: Vygotsky's zone of proximal development, the idea of scaffolding', This paper discusses three concepts that a language teacher should consider in order to facilitate the second language acquisition of the learners who are being taught: Vygotsky's zone of proximal development, the idea of scaffolding', and Prabhu's concept of 'the effort to comprehend.

I would refute that and even go so far as to say that these are two completely different theories, with Vygotsky's being the original of the two. Prabhu's 'effort to comprehend' deals with motivation on the part of the learners to actually work with and understand better the tasks in the classroom, because they, perhaps, know that their success will lead to further progression and success for themselves. Comments, critiques, and questions are welcomed.

This paper discusses listening and the strategies and subskills that a teacher should take into account when teaching listening skills to learners. I wrote this paper for the Cambridge Delta Module 2 in late This paper was written for the Cambridge Delta Module 2 and focuses on grammar, specifically, on the difficulties that the present perfect simple and present perfect progressive sometimes called the present perfect continuous present to This paper was written for the Cambridge Delta Module 2 and focuses on grammar, specifically, on the difficulties that the present perfect simple and present perfect progressive sometimes called the present perfect continuous present to learners of English.

I briefly describe these areas and their differences and attempt to present some strategies that can be employed in the classroom to help highlight the distinction of the present perfect progressive. I wrote this paper for the Cambridge Delta Module 2 in February Accordingly, cloud computing has been applied to various fields, in which many researchers have also tried to apply cloud computing to education field.

Despite much research on cloud to education, little effort has been devoted to applying them to a course in programming. Programming is a subtle and serious work, which requires a lot time to think, design, implement, testing and debugging.

Hence, teachers often teach students to collaboratively engage in programming. Among the applications of cloud computing, collaborative service is the most potential applications for achieving collaborative learning, in which they can be used to assist students in collaboratively accomplishing a learning task. Accordingly, we explore how to use such services to assist students in learning programming. Three collaborative services are used in this study, in which Simplenote is used to support students in discussing; Google Docs is used to support students in designing; CodeRun is used to support students in programming.

The authors would like to thank the National Science Council of the Republic of China for financially supporting this research under Contract No. A pedagogy of multiliteracies: Routledge. Designing social futures. Harvard Educational Review, 66 1 , Conner, N. Google apps: The missing manual. Sebastopol, 60 — Empirical study on collabora- Cope, B.

Computer Cope, W. Paradigms and Principles. Computers and Composition, Onrubia, J. Strategies for collaborative writ- 28 2 , 79 — Digital Literacy.

Torrance Eds. Cambridge Handbook of Partnership for 21st Century Skills. The partnership for Literacy, — Ellis, R. A typology of written corrective feedback types. ELTJ, 63 2 , 97— The state of psy- Gee, J. Thinking, learning, and reading: The situated, chological ownership: Integrating and extending a century of sociocultural mind.

Whitson Eds. Review of General Psychology, 7 1 , 84 — Situated cognition: Social, semiotic, and psychological perspec- Robb, T. Salience of feedback tives. Mahwah, NJ: Erlbaum. A situated sociocultural approach to literacy and Quarterly, 20 1 , 83 — The coding manual for qualitative researchers. The New Literacy Studies. Street Ed. London, England: Cambridge University Press. Electronic literacies: Language, culture, and power in online education.

Research in digital literacy: Tools to support Warschauer, M. Learning in the cloud: How and why to learning across the disciplines. Ippolito, C. Lawrence Eds. Zheng, B. Manuscript submitted for publication. Collaborative writing resources. Digital Writing www.

Computing Research, 48 3 , — Designing for interaction: Six steps to designing Yim, S. Google Docs in the computer-supported group-based learning. Computers classroom: A district-wide case study.

That is, instead of navigating a tangled mess of tracked changes, Greene wanted to be able to review each change individually, and to keep the online draft automatically up to date.

These include Pandoc, which provides file-conversion functionality, and GitHub Actions, which automates functions such as document creation.

To set up a Manubot project, users clone a dedicated GitHub repository to their computer and modify it using a standard programming text editor, such as Emacs or SublimeText. The result is elegant, but complex. And all of this extra functionality can require advanced programming skills. Fertig has written grant applications using Manubot, and is comfortable with GitHub.

Increasingly, developers are fitting these tools with features to better encapsulate the scientific process.

JATS XML is a structured, semantic file format that provides a rich set of metadata tags for article elements such as author names, article sections, funding sources and database accession numbers. NatureTech hub. Editors typically build documents by converting author-submitted files into a format they can publish in, Maciocci says — a labour-intensive, error-prone process.

To help automate this process, eLife is developing a tool called Libero Editor, which it hopes to release this year. Authorea allows authors to directly submit articles to around 41 journals and preprint archives, according to founder Alberto Pepe — and to embed interactive figures, executable code and data. As such tools gain traction, scientific articles become ever more dynamic — and responsive.

Within days, dozens of researchers had expressed interest in contributing. Manubot provides a forum for these far-flung researchers to work together. World View 11 JAN Correspondence 21 DEC