the application of deep learning and planning techniques, with the aim of constructing generalized plans capable of solving multiple problem instances. We construct a Deep Neural Network that, given an abstract problem state, predicts both (i) the best action to be taken from that state and (ii) the generalized “role” of the object being manipulated. The neural network was tested on two classical planning domains: the blocks world domain and the logistic domain. Results indicate that neural networks are capable of making such
predictions with high accuracy, indicating a promising new framework for approaching generalized planning problems.
Writing is an important lifelong skill. Most college freshmen are required to take first-year composition (FYC) to meet the needs of writing across disciplines. Yet, a great number of students enter college unprepared. To combat this, the writing process should be practiced as part of a solid writing program. The Common Core State Standards, the “WPA Outcomes for First-Year Composition,” and the Framework for Success in Postsecondary Education address the use of the writing process as a lifelong skill. Using Emig’s (1971) work on the composing process and Flower and Hayes’ (1981) cognitive process theory as a theoretical framework, this study seeks to define the components of the writing process and how these evolve for students in an online FYC course.
A qualitative, descriptive case study approach was used to explore qualitative documents. These documents were coded according to themes gleaned from the writing process literature. These emerging themes: invention work, multiple draft production, and the collaborative and social aspects of writing were used throughout the process-based curriculum. Participants made changes to their general writing process by conducting more invention work than they had before and finding the practice worthwhile, by producing more drafts than they had on previous writing projects, and by reflecting more about what the collaborative and social aspects of writing mean to them. The online FYC course curriculum gave students the tools to build and shape their existing writing practices, or as one participant wrote, “I wasn’t reinventing the wheel, just operating the tools.”
This study aims to produce efficient and effective group writing workshops for students within the Barrett Honors College at Arizona State University. To balance two opposing theories in writing center pedagogy - the direct instruction theory and the student-led/ collaborative theory - this study also aims to determine whether a balanced combination of these approaches in writing workshops will increase student confidence in their writing abilities. Several writing workshops were held over Zoom utilizing a combination of direct teaching methods and collaborative techniques. Students were then surveyed to determine whether they found the workshops helpful, learned new skills, and/or grew more confident in their abilities. The student responses proved the hypothesis that a combined approach leads to an increase in student confidence.