Volume 6

14 pages 809 K bytes

“WAC”ked: A Case Study Incorporating a Writing Process into an IS Class Hirotoshi Takeda Georgia State University Atlanta, GA 30302 USA Sara Crabtree Texas A&M University - Commerce Commerce, TX 75429 USA Roy D. Johnson University of Pretoria Pretoria, 0001, Republic of South Africa

Abstract:Web 2.0, information systems pedagogy, wikis, collaborative learning, social software, social networking, constructivism, and educationStudents enrolled in an introductory Computer Information Systems course in a large urban university in the southeastern United States were provided with a set of materials (Grading Rubric, Paper Format, Writer Review, Writing Rules, and Writing Example) to assist them in their writing of their research papers. Each student’s research paper was assessed by three instructors (coders) independently using the same rubric to ensure consistent scoring. The initial results of this study indicate a ½ letter grade improvement in student’s writing when using a re-write method over a single submission method. Assessment of student work showed as much as a full letter grade difference between the control and test groups by the end of the semester.

Keywords: writing across the curriculum, introductory IS course, grading, rubric, curriculum design

Download this issue:   ISEDJ.6(65).Takeda.pdf   (Adobe PDF, 14 pages, 809 K bytes)

Preview the contents:   Takeda.j.txt   (ASCII txt, 37 K bytes)

Recommended Citation: Takeda, Crabtree, and Johnson (2008). “WAC”ked: A Case Study Incorporating a Writing Process into an IS Class. Information Systems Education Journal, 6 (65). http://isedj.org/6/65/. ISSN: 1545-679X. (A preliminary version appears in The Proceedings of ISECON 2006: §4142. ISSN: 1542-7382.)