The source in question is a peer-reviewed article from an academic journal. The authors seek to identify the relationship between students’ self-efficacy and their writing skills, taking into account lecturers’ perceptions of student performance. According to the findings of the study, there is a direct correlation between poor self-efficacy and insufficiently high writing attainments. Lecturers’ perceptions are also a significant factor in determining how successful students are in expressing their thoughts in writing. The article offers credible information because all calculations are performed using appropriate data analysis methods. In addition, the findings are relevant to the topic of student writing as they demonstrate which criteria shape specific skills. This resource can be useful for assessing the factors affecting students’ ability to express thoughts in writing, as well as a background for analyzing tutors’ participation in teaching the target audience.
This material, edited by McGraw Hill, is a manual written by experienced authors and designed to describe the principles and mechanisms of successful writing that students, particularly freshmen, can use. The manual is also described as a set of recommendations for instructors and tutors. The fact that the book is presented under the joint authorship of the publisher, allows for speaking about the authority of this source. In addition, the purpose of the manual is to address not only students’ interests but also tutors’ tasks, which expands the range of its application. The relevance of the source is justified by a wide list of requirements for student skills and the ability to offer effective strategies for increasing the necessary attainments. Concerning a research-based writing assignment, this guide can be used as a resource offering actionable advice on finding, interpreting, and combining available information to effectively complete writing assignments.
The considered resource is a peer-reviewed article published in a specialized academic journal. The main task the researchers set is identifying the impact of self and peer correction on students’ writing skills. According to the findings, both practices have a positive effect on writing attainments, which, in turn, proves the idea that writing requires a responsible approach. Moreover, the authors emphasize the relevance of special training aimed at systematizing the practices studied by students. The relevance of this source is due to the use of the findings in the context of learning foreign languages because, in this process, students often demonstrate insufficiently high presentation of thoughts in writing. For a research-based writing assignment, the article can be useful as a set of recommendations with essential steps to improve one’s writing skills, including monitoring, drafting, and others.
The manual is an extended guide published by McGraw Hill and includes a set of practical recommendations for improving writing skills. In addition to the standard mechanisms for enhancing specific attainments, the resource includes discussions on how to edit text, draft, and explore different ideas. The manual is aimed primarily at students, but tutors and instructors can also utilize it as an auxiliary resource to expand course materials. Regarding its accuracy, the book contains a comprehensive list of topics for discussion, which helps select the necessary areas for study. The authority of the publisher, in turn, allows speaking about the credibility of the information offered and its relevance to modern educational standards. By using the manual for their writing assignments, students can gain valuable insights into editing and analysis, thereby enhancing their writing skills.
Lichtinger, E. (2018). Gap between self-efficacy and college students’ writing skills. Journal of College Reading and Learning, 48(2), 124-137. Web.
McGraw Hill. (2021). Connect online access for connect composition essentials (4th ed.). McGraw Hill.
Ramírez Balderas, I., & Guillén Cuamatzi, P. M. (2018). Self and peer correction to improve college students’ writing skills. Profile Issues in Teachers’ Professional Development, 20(2), 179-194. Web.
Russell, K. (2020). Write now (3rd ed.). McGraw Hill.