Reflecting Upon Our Writing Skills

 Rakovic, M., Marzouk, Z., Chang, D., & Winne, P. H. (2019). Towards knowledge- transforming in writing argumentative essays from multiple sources: A methodological approach. Companion Proceedings 9th International Conference on Learning Analytics & Knowledge (LAK19) Tempe, AZ, USA. Retrieved from: https://www.researchgate.net/publication/333680138_Towards_knowledge_transforming_in_writing_argumentative_essays_from_multiple_sources_A_methodological_appr

In this article, Rakovic, Chang, Marzouk and Winne (2019) discuss the challenges to transform knowledge that post-secondary students face. As a result, a two- facet approach is described to model linguistic properties. Forty post-secondary students’ essays based on an argumentation framework and Bloom’s taxonomy were collected to develop a tool to help writers to get involved in a deeper knowledge transforming process. The authors also mention the rhetorical problem space and the content problem space that students frequently go through when trying to write well-structured arguments. Moreover, it is emphasized that the main weak points concerning writing are paraphrasing, interpreting, and evaluating content in sources, among others. Consequently, writers submit a limited production known as knowledge- telling. Finally, Rakovic, Chang, Marzouk, and Winne (2019) pinpoint a model including three variables grouped into anaphoric devices, semantic overlap, and rhetorical connectives. This model will help post-secondary students to move from knowledge telling towards knowledge transforming.