Editorial

Vyhmeister, Shawna

 


Course Outlines and Assessment in Higher Education: An Analysis of AIIAS Course Description Contents 2001-2004 
Perry, Graeme H.

Perception of Faculty Participation in Academy
Governance in the Central Luzon Conference, Philippines 

Bairegee, Robert B. and Gaikwad, Samuel M.


The Performance of Trilogy Functions of Higher
Education of Selected NOCEI-member HEIs in the CALABARZON Provinces  

Nasution, Eric Y.

Writing with Integrity 
Vyhmeister, Shawna L.

Analysis of Some Influences on Literacy as Observed by Facilitators of Literary in Cambodia
Scott, Timothy

 


Asian Universities: HIstorical Perspective and
Contemporary Challenges

Altbach,P. & Umakoshi, T.
Reviewed by Frederick R. Oberholster

TPublic Health: Power, Empowerment and Professional Practice by Glenn Laverack
Laverack, G.
Reviewed by Gina S. Siapco

The Engaging Leader: Wining with Today's
Free Agent Workforce
DGubman, ED. 
Reviewed by Ryan Rey Ybanez

    

Writing with Integrity


Abstract: Writing is not merely a form of sharing what we have learned; the writing process actually helps us learn. It also helps us better understand what we know. Writing is really about thinking, not about production.  Language skills support good thinking as well as good writing, as it is difficult to think deeply if you have no words with which to express thoughts.  This is why advancing in learning is inevitably accompanied by an advance in vocabulary.  Weak language skills provide a weak foundation for thinking, and tend to produce learning that is overly dependent on facts or limited sources.  Small grammatical errors do not make writing weak; writing that lacks original thought, organization, and critical reasoning is weak, and it may be accompanied by grammatical errors, or not. Professors of all disciplines need to require wide reading, and careful thinking and writing of their students; if not, they are suggesting that these skills are not important. Suggestions are given for helping students learn to write with integrity, as well as a means of detecting work that is not original to the student.

Vyhmeister, Shawna L.


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