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2. The writing intensive experience in a poultry production course
- Collection:
- Agricultural Communications Documentation Center (ACDC)
- Contributers:
- Firman, Jeffre D. (author / Department of Animal Sciences, University of Missouri, Columbia, MO)
- Format:
- Journal article
- Publication Date:
- 1992
- Published:
- USA: National Association of College and Teachers of Agriculture, Urbana, IL
- Location:
- Agricultural Communications Documentation Center, Funk Library, University of Illinois Box: 90 Document Number: C06323
- Journal Title:
- NACTA Journal
- Journal Title Details:
- 36 (2) : 19-22
- Notes:
- James F. Evans Collection, The writing intensive (WI) program at the University of Missouri is an unique attempt to increase written communication skills within the discipline of study of undergraduate students. A major problem of the WI experience is building of writing skills through revision of written assignments. Analytical and critical thinking skills are also a component of the WI course. The use of written assignments in a poultry production course is outlined. (original)
3. Toward teaching at higher levels of cognition : teaching the process of agricultural writing
- Collection:
- Agricultural Communications Documentation Center (ACDC)
- Contributers:
- Elefson, Jean O'Brien (author / Assistant Professor, University of Wisconsin, River Falls, WI) and Assistant Professor, University of Wisconsin, River Falls, WI
- Format:
- Journal article
- Publication Date:
- 1992
- Published:
- USA: National Association of College and Teachers of Agriculture, Urbana, IL
- Location:
- Agricultural Communications Documentation Center, Funk Library, University of Illinois Document Number: C06321
- Journal Title:
- NACTA Journal
- Journal Title Details:
- 36 (2) : 11-14
- Notes:
- James F. Evans Collection, Integrating the higher levels of cognitive learning with the process of agricultural writing is vital. This study investigated the behavior of a professional agricultural writer and how that information was transferred to students through four cognitive levels of learning. The agricultural writing framework is based on the cognitive behaviors of planning, translating, and reviewing as well as the social behaviors of dealing with individuals and organization. Those behaviors were incorporated into the learning levels of cognition: remembering, processing, creating, and evaluating. The investigator recommends a number of specific steps in designing learning objectives, activities, and evaluation for teaching novice agricultural writers. (original)