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Journal articles on the topic 'Academic paragraph'
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Pokharel, Bishnu Prasad, Bal Krishna Sharma, and Sultana Banu. "Paragraph Alignment in Academic Writing: Theories and Practices." Bhairahawa Campus Journal 7, no. 1 (2024): 27–40. https://doi.org/10.3126/bhairahawacj.v7i1.79949.
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The study examines the issues surrounding the arrangement of paragraphs in academic writing while focusing on the relationship between the theoretical underpinnings of academic writing and practices. It aims to familiarize beginner writers with the theory of paragraph writing and examples in academic papers. The theoretical underpinning of academic writing and the regular application of the theory among the researchers support the internal validity for them. Informed by the theory of academic writings developed by Toulmin (2003), Anderson (2007), Bailey (2011), Zinsser (2011), and Greene and Lidinsky (2015), the issue is analyzed based on qualitative research design, drawing insights and data from secondary sources. The discussion shows that the problem of paragraph arrangement is related to writers’ lack of consistent application of the theories in their writings. Based on the assumption that the base for academic writing is a paragraph, this study contends that researchers fail to structure their argument and justification in their paragraphs at the proper position to validate their logic because they lack sufficient theoretical reinforcement and practices. Arguments with warrants and evidence followed by a conclusive remark and the springboard are the prerequisites to render paragraphs sound, coherent, and organized in academic writing.
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Almi, Hanane, and Hanane Almi. "Writing Academic Argument Paragraph A Challenge For Efl Students." AL-Lisaniyyat 30, no. 1 (2024): 159–69. http://dx.doi.org/10.61850/allj.v30i1.655.
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This study investigates the students' argument paragraph writing and aims to spot the difficulties they face and help them improve their competencies in writing argument paragraphs. The study adopted a mixed-method approach to collecting data from the students. A group of 34 first-year students were asked to write an argument paragraph as a consolidation task; the papers were carefully examined and corrected. Besides, a short structured questionnaire was delivered to the students to obtain insights about their writing difficulties. The results of the study showed that a good number of them still had difficulties with writing argument paragraphs. Among the problems they faced was the adaptation with the academic context. They failed to adjust their writing to the bounds of formality, coherence, and objectivity. The findings showed that grammar was another hindrance for the students. They still had problems with sentence structure and use of articles and punctuation marks. Some of them had problems with the paragraph format. The study suggests reviewing these aspects to help students develop their writing skills.
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Savina, Savina, and Soenarjati Djajanegara. "SENTENCE STRUCTURE PROBLEMS AND PARAGRAPH BUILDING IN UNDERGRADUATE STUDENTS’ ACADEMIC WRITING ABILITY." INFERENCE: Journal of English Language Teaching 5, no. 2 (2022): 163. http://dx.doi.org/10.30998/inference.v5i2.9468.
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<p>The research is conducted to identify issues of sentence structure and paragraph building in academic writing ability. The objectives are to identify the most and the least common problems found in both variables. The data are sixty paragraphs of freshmen of three faculties of a state university in Depok, West Java. Descriptive analysis and Content analysis are the two methods which are used to analyze the data. The findings of the research are divided into two groups: Sentence Structure Problems and Paragraph building problems. For the first category the most common problems are the inappropriate use of Grammar Points, Lexical Units, and Cohesive Device, and the least are Punctuation, Run-On, and Stringy sentences. In the scope of paragraph building, not providing supporting details and irrelevant sentences are the most common problems; as for the least problems are irrelevant sentences and transition sentences.</p>
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Hastuti, Fransiska Dewi. "The Fragments, Run-Ons, and Comma Splices in Selected Types of Paragraph Writing." Journal of Asian Multicultural Research for Social Sciences Study 3, no. 4 (2023): 82–90. http://dx.doi.org/10.47616/jamrsss.v3i4.343.
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Writing is a challenge for non-native English writers since the process of transferring the message includes the writers’ writing competence and it is recorded permanently. As a result, the English learners make errors when they lack the writing skill and knowledge. This study aims to reveal the fragments, run-ons, and comma splices in selected types of paragraphs, namely descriptive paragraph, paragraph of logical division of ideas, process paragraph, and comparison-contrast paragraph. The empirical, quantitative approach is used to identify the frequency of each kind of error in the paragraphs written by students of English Department in University of Widya Dharma Pontianak in academic year 2021/2022. To conclude, the errors occur mostly in comparison-contrast paragraphs (37.96%) as there are different ways of organization. Furthermore, the most frequent kind of error is fragment (66.67%), which is missing an independent clause (41.67%). This is due to the students’ experiencing incomplete thought or their having an afterthought following their previous finished sentence. Lastly, the paragraph of logical divisions of ideas has the least errors (13.89%) and the kind of error that rarely occurs is run-on (9.26%).
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García-Gorrostieta, Jesús Miguel, Aurelio López-López, Samuel González-López, and Adrián Pastor López-Monroy. "Improved argumentative paragraphs detection in academic theses supported with unit segmentation." Journal of Intelligent & Fuzzy Systems 42, no. 5 (2022): 4481–91. http://dx.doi.org/10.3233/jifs-219237.
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Academic theses writing is a complex task that requires the author to be skilled in argumentation. The goal of the academic author is to communicate clear ideas and to convince the reader of the presented claims. However, few students are good arguers, and this is a skill that takes time to master. In this paper, we present an exploration of lexical features used to model automatic detection of argumentative paragraphs using machine learning techniques. We present a novel proposal, which combines the information in the complete paragraph with the detection of argumentative segments in order to achieve improved results for the detection of argumentative paragraphs. We propose two approaches; a more descriptive one, which uses the decision tree classifier with indicators and lexical features; and another more efficient, which uses an SVM classifier with lexical features and a Document Occurrence Representation (DOR). Both approaches consider the detection of argumentative segments to ensure that a paragraph detected as argumentative has indeed segments with argumentation. We achieved encouraging results for both approaches.
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Putra, Reko Hary. "AN ANALYSIS OF STUDENT’S PROBLEMS IN COMPREHENDING DESCRIPTIVE PARAGRAPHS AT SMPN 6 KERINCI THE ACADEMIC YEAR 2017/2018." Qawwam : The Leader's Writing 4, no. 1 (2023): 10–21. http://dx.doi.org/10.32939/qawwam.v4i1.245.
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Based on the problems above, the study is intended to know about the student's problem in comprehending descriptive paragraphs. In this research, the researcher used a descriptive paragraph. It consisted of 10 multiple-choice questions and 5 essay questions. The purposes of this research were to know the student's problems in comprehending descriptive paragraphs and to know the cause of factors in the student's problems in comprehending descriptive paragraphs. The researcher used qualitative descriptive methods and the technique to collect the data are tests and interviews. The participant of this research is the class IX A students of SMPN Kerinci. The result of this research from 20 that there were 2,91% of students did problems identifying the main idea, 5,83% of students made mistakes identifying function, 8,74% of students did cannot identifying purposes, 37,87% students did cannot identifying specific items in multiple choice questions and 31, 06% the students mistake identifying the specific item in the essay question, and the last problems the students did not identify major tenses used in the paragraph there were 13,59% students. Then the interview results in the research find the cause of factors in students' problems in comprehending paragraphs from 20 students’ there are 80% of students get problems in comprehending descriptive paragraphs caused by some factor. First, the students lack vocabulary by 30%. Second 20 % of the students difficulties translate the paragraph. The third situation in the class influences 15% of students. Fourth 10% of the students’ experience had a low interest in learning. Finally, the students needed media in learning 5%.
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HAZAEA, Abduljalil Nasr. "Process-Genre Approach in Mixed-Ability Classes: Correlational Study between EFL Academic Paragraph Reading and Writing." Novitas-ROYAL (Research on Youth and Language) 17, no. 2 (2023): 1–12. https://doi.org/10.5281/zenodo.10015742.
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Writing and reading are two interconnected literacy skills. In English as a foreign language (EFL) mixed-ability classes, the process genre approach (PGA) has become necessary for EFL students to exchange skills and processes of reading with writing academic paragraphs. This study examines and correlates the achievement scores of academic paragraph reading and writing among EFL mixed-ability class students. Data were collected by using the achievement tests in reading and writing among mixed-ability classes of EFL students in the preparatory year of Najran University. Data were analyzed through correlation analysis and the paired sample t-test. The results showed that the mixed-ability classes of students scored high levels in paragraph understanding and moderate levels in paragraph writing, with high values of standard deviations that reflect mixed-ability classes. The results also showed that the mixed-ability levels scored low in identifying signal words and using transition words. The results also revealed a moderate positive correlation between paragraph understanding and writing. This result indicates that PGA has a potentially positive effect in mixed-ability classes, where PGA teaching materials and assessments are effective scaffolding tools for mixed-ability reading and writing classes.
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Nurjanah, Ika, Biner Ambarita, and Abdul Muin Sibuea. "Writing Ability of Paragraph Arguments of Students Who Have High Reading Interest in the Group Using the Quantum Writing Method." Budapest International Research and Critics in Linguistics and Education (BirLE) Journal 2, no. 2 (2019): 268–77. http://dx.doi.org/10.33258/birle.v2i2.295.
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This study discusses about writing ability of paragraph arguments of students whose have high reading interest in the group using quantum writing method. The location of this study is MAS of Academic School of Islamic Education 2017/2018. The result shows that the ability to write paragraph arguments for students who are taught using higher quantum writing. The ability to write paragraphs in arguments for students with high reading interest is more suitable to be taught using the quantum writing method
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Pípalová, Renata. "What is in the paragraphs of various sections of research articles?" Discourse and Interaction 16, no. 1 (2023): 93–117. http://dx.doi.org/10.5817/di2023-1-93.
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This paper strives to uncover the leading paragraph build-up patterns in academic writing. It employs the framework pioneered by Mathesius (1942/1982) and Daneš (1994, 1995), and elaborated on by Pípalová (2005, 2008a, 2008b, 2014). The corpus assembled for the study involves three distinct sections of Research Articles, viz. Abstracts, Introductions and Conclusions. The research confirms the general prevalence of Broad P-theme paragraphs, especially the Content Frame categories. It also demonstrates that non-canonical (i.e. transitional and peripheral) forms of paragraph build-up tend to prevail and identifies a number of factors at play. The paper also shows that the distribution of paragraph patterns is not homogeneous and appears to change across the space of the Research Articles.
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Rahayu, Merri Sabtiani, and Fajar Rizky Sukmawan. "Teaching Materials Using Short Answer Option Test Techniques for Integrated Learning Focusing on Indonesian." DISCUSSANT: Journal of Language and Literature Learning 2, no. 1 (2024): 41–52. https://doi.org/10.55909/dj3l.v2i1.21.
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This research aims to describe: 1) factual paragraphs for integrated teaching materials for grade 6 elementary school; 2) teaching materials using short answer option test techniques for integrated learning focused on Indonesian for grade 6 elementary school. The research was carried out in the odd semester of the 2023/2024 academic year at SD Negeri Karang Tengah 3, Karang Tengah District, Tangerang City, Banten. The sample for measuring paragraph readability consisted of 20 6th grade elementary school students. The research instrument consists of observation guidelines, written tests, checklists, and questionnaires. Observation guidelines are used to obtain factual paragraph data from various electronic sources. A test instrument of the Kloz type is used to determine the readability of the resulting factual paragraph. Checklists are used to validate factual paragraph data. Type-1 questionnaire is used to validate paragraph data. Type-2 questionnaires are used to validate short answer test data as an integrated learning technique focusing on Indonesian. Paragraph data is analyzed rationally-descriptively using time triangulation techniques. Cloz test data is analyzed using descriptive statistics, namely the mean procedure in the form of a percent standard score. Data sourced from questionnaire-2 was analyzed using a progressive validation system using a 1-4 value scale. The results of the research are the availability of: 1) 10 separate factual paragraphs available for integrated teaching materials for grade 6 elementary school with moderate readability (2 paragraphs each with a science theme, a social studies theme, a Civics theme, a mathematics theme, and an arts and culture theme); 2) available teaching materials using short answer option test techniques for integrated learning focused on Indonesian for grade 6 elementary school (2 paragraphs each with a science theme, a social studies theme, a Civics theme, a mathematics theme, and an arts and culture theme)
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Lume, Lume. "AN ANALISYS OF STUDENTS’ COMPETENCE IN WRITING DESCRIPTIVE PARAGRAPH: A CASE STUDY AT THE SECOND YEAR STUDENTS OF SMA 1 PUJUT IN ACADEMIC YEAR 2018/2019." MEDIA BINA ILMIAH 14, no. 2 (2019): 2021. http://dx.doi.org/10.33758/mbi.v14i2.298.
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This research aims to know the An Analysis of Students’ competence in writing descriptive paragraph. The subject of this research has been 36 students of class at SMA 1 Pujut in academic year 2018/2019. The research design on one test of SMA 1 Pujut used the one sheet method. In this test the students had to write a descriptive paragraph. The author used the descriptive method for data interpretation. The research revealed a mean score of 53.47 at the test. In detail: the students’ competence in writing descriptive paragraph was fairly good (38.8%), good (13.8%), excellent (5.5%), poor (36.1%) and very poor (5.5%). In general, based on the result, the author concludes that the students’ competence in writing descriptive paragraphs was classified fairly good. It demonstrated that most of the students (80%) of class at SMA 1 Pujut were able to write descriptive paragraph using their own words as good possible.
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Indah, Nur, and Endi Sunardi. "Ability to Write Argumentative Paragraphs of Class X Multimedia 1." Indonesian Journal of Education Research (IJoER) 4, no. 3 (2023): 64–69. http://dx.doi.org/10.37251/ijoer.v4i3.586.
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Purpose of the study: The purpose of the study was to describe the ability to write argumentative paragraphs, class X Multimedia 1 students of SMK Negeri 9 Muaro Jambi in the 2016/2017 academic year by applying conditions such as, (1) aspects of paragraph criteria which include introduction, body of argument, and conclusions, (2) paragraph aspects such as unity, coherence and development, (3) linguistic aspects which include grammar, word choice, and punctuation.
 Methodology: This research uses a descriptive-quantitative method. The instrument used is the argumentative paragraph writing test. The subjects of this study were 24 students in class X Multimedia 1 at SMK Negeri 9 Muaro Jambi. The research instrument was in the form of an argumentative paragraph writing test.
 Main Findings: The results showed that in general the ability to write argumentative paragraphs of class X Multimedia 1 SMK Negeri 9 Muaro Jambi was quite capable. The details are (1) the ability to apply argumentation criteria which include introduction, body of argument, and conclusions with a value of 4.3 (able), (2) the ability to apply the requirements of a good paragraph includes unity, coherence, and development with a value of 3.7 (quite capable ) and (3) the ability to apply linguistic requirements which include grammar, word choice, and spelling and punctuation with a score of 3.6 (quite capable).
 Novelty/Originality of this study: Based on this conclusion, it is suggested to Indonesian language teachers at SMK Negeri 9 Muaro Jambi to improve learning to write argumentative paragraphs. Especially the ability to apply criteria such as, (1) aspects of argumentation paragraphs including introduction, body of arguments and conclusions, (2) aspects of good paragraphs include unity, coherence and development, (3) linguistic aspects which include grammar, choice of words, spelling and marks read.
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Sterev, Nikolay. "Academic Entrepreneurship at the Start of Industry 5.0 Era." Balkans Journal of Emerging Trends in Social Sciences 7, no. 2 (2024): 68–79. https://doi.org/10.31410/balkans.jetss.2024.7.2.68-79.
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The economic theory has been once again looping to the role of the entrepreneur. The differences that we find are based on the changing role of the Universities as well as the expected shift to Industry 5.0. The focus of the paper is set on the successful entrepreneurs that have been “created” in the universities. Accordingly, the main hypothesis is: the Industry 5.0 instruments reveal a quite new world for academic entrepreneurs working in virtual open academic entrepreneurial centers. The structure of the paper is following: the first paragraph analyses the shift of the University role to support entrepreneurs based on ‘business – academia’ cooperation; the second paragraph presents the entrepreneurial knowledge that is important nowadays; the third paragraph gives a discussion on the digital instruments that stay behind the contemporary entrepreneurial training; and finally, some recommendations how virtual co-creation and co-working clubs should be organized will be given in conclusion.
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Khatri, Dipendra Kumar, and Bishnu Kumar Khadka. "Writing Paragraphs: Strategies and Experiences of Bachelor-Level Learners." International Journal of Language and Literary Studies 7, no. 1 (2025): 70–86. https://doi.org/10.36892/ijlls.v7i1.2005.
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Paragraph writing is a fundamental skill in academic writing, requiring learners to articulate a single theme supported by coherent evidence. This study investigates the strategies employed and experiences encountered by first-year Bachelor in Education (B.Ed.) learners in writing paragraphs. Employing a mixed-methods approach, the research integrates a quantitative cross-sectional survey of 295 participants with a narrative inquiry involving five interviewees. Quantitative data were analyzed using the Statistical Package for Social Sciences (SPSS) for univariate, bivariate, and multivariate analyses, while qualitative data were gathered through semi-structured interviews, which were audio recorded, transcribed, coded, categorized, and thematized. The findings reveal that a majority of learners (65.8%) adopted ‘planning’ as a pre-writing strategy, while 55.3% engaged in ‘editing’ and 40.7% sought ‘feedback’ as post-writing strategies. Notably, significant differences were observed between learners from public and private schooling backgrounds, particularly in the use of ‘planning’ and ‘editing’ strategies, both demonstrating moderate effect sizes. Additionally, learners reported receiving more guidance on writing points than crafting complete paragraphs, resulting in inadequate feedback on paragraph organization. These findings highlight the need for instructors to provide explicit instruction, detailed feedback, and structured support in paragraph writing. The study underscores the importance of equipping learners with comprehensive strategies to enhance their paragraph-writing skills, bridging gaps between instructional practices and learner needs. This research contributes to understanding writing strategies and experiences in the context of tertiary-level education and suggests practical pedagogical implications for improving paragraph-writing instruction.
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Heo, Sun Young. "A Study on the English Paragraph Writing Class: Focusing on Writing Assignments and Learners’ Opinions." Korean Association For Learner-Centered Curriculum And Instruction 25, no. 10 (2025): 844–57. https://doi.org/10.22251/jlcci.2025.25.10.844.
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Objectives This study aims to examine the difficulties and problems of English writing education and suggest educational implication through classes investigation. For this, the liberal arts English classes focused paragraph writing were applied process-oriented elements and various activities. Then analysed the writing assignments and the questionnaire after a whole class. Methods This research was based on the four types of paragraph writing assignments and a questionnaire. The total number of participants was 105 freshmen and consisted of three different majors, but 33 responded to the questionnaire. The writing classes were proceeded with two phases: the first half was on basic phase and the second half was on advanced phase. Four types of writing paragraphs were employed: DP(definition paragraph), PP(process paragraph), OP(opinion paragraph), NP(narrative paragraph). Two main components of the classes were process-oriented elements such as brainstorming and peer feedback and various activities such as individuals, paired, and small grouped ones. To identify the students’ degree of satisfaction and their opinions of whole writing classes, a questionnaire was employed. Results The writing assignments showed that most participants comprehended well enough the main features of tour types of paragraph According to the results of the questionnaire, the satisfaction of the English writing class was 4.64 out of 5. The two main reasons of satisfaction were the class managing style and instructor’s personal attitude to the classes. The difficulties of the four types paragraph writing were 2.64 out of 5, and the academic uusefulness of them were 4.11 out of 5 from the survey results. Conclusions Liberal arts English writing classes can be satisfied and highly related to the learners’ academic usefullness. Ii is necessary to reduce the difficulties of writing class through various approaches to them. In addition, it needs to make efforts to improve the balanced language learning by integrating with other language functions. It is required to take a long-term planning to do this.
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Pasaribu, Elisa Tumiar. "The Students’ Perception on the Use of Picture to Improve Descriptive Paragraph Writing at Christian University of Indonesia." JET (Journal of English Teaching) 3, no. 2 (2018): 134. http://dx.doi.org/10.33541/jet.v3i2.705.
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AbstractThe objectives of this study were to examine the students’ perception on the use of picture in writing descriptive paragraph and to investigate whether the students were interested in the use of picture in writing descriptive paragraph. This study was a survey using the qualitative and survey design. It involved 34 students of English Teaching Study Program, Christian University of Indonesia. To achieve the objectives, qualitative and quantitative data concerning the students’ perceptions and interest were collected through a questionnaire and interview. The survey was administered to the eight semester students of 2012/2013 academic year. To support this research the data obtained through the open ended questionnaire, interview was conducted toward four students. The quantitative data were analyzed by using Microsoft Excel 2007, while the qualitative data were analyzed descriptively. The result of this study indicated that almost all of the students agreed to use the picture in developing their descriptive paragraph writing. The use of picture in writing also helped them understand the descriptive paragraphs even though they knew there was another media, i.g. realia, which could help them write a descriptive paragraph. Thus it is sugested that the English teachers should use this technique to improve students’ descriptive paragraph writing. Keywords: perception, picture, writing, descriptive paragraph
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Patahuddin, Patahuddin, Syawal Syawal, and Amri Amri. "Students’ critical thinking ability in analyzing descriptive paragraph." JPPI (Jurnal Penelitian Pendidikan Indonesia) 7, no. 3 (2021): 462. http://dx.doi.org/10.29210/020211213.
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Learning that is oriented to the development of critical thinking skills is one of the main priorities of an educator in their learning activities. This study aims to analyze students' critical thinking skills in analyzing a descriptive paragraph. This study uses a descriptive method with a quantitative approach. This research will be carried out during the odd semester of the academic year 2021/2022. The subjects of this study were all 1st-semester students in the English language education study program FKIP UMPAR which consisted of 18 students. The research instruments are observation and interview which involves the descriptive paragraphs observation and the interview guide sheet. Data analysis using descriptive statistical analysis. Referring to the data gained in the study, the researcher found that the critical thinking ability of students to analyze a descriptive paragraph was still very low. It was discovered that students' critical thinking skills in analyzing descriptive paragraphs were in a low category, students achieving a score below the minimum graduation standard set by the university. The data is also reinforced by the results of interviews which show that students are not accustomed to doing English paragraph analysis.
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Abdul-Razzaq Abdel-Hafez Al-Dalabih, Abdul-Razzaq Abdel-Hafez Al-Dalabih. "Community attitudes towards volunteering programs for community service "Prince Hussein Academy for Civil Protection as a model": اتجاهات الأكاديميين نحو برامج التطوع الموجهة لخدمة المجتمع " أكاديمية الأمير حسين للحماية المدنية أنموذجا "". مجلة العلوم الإقتصادية و الإدارية و القانونية 5, № 13 (2021): 69–57. http://dx.doi.org/10.26389/ajsrp.n161120.
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The present study aimed to identify trends of ’attitudes towards volunteering programs directed at community service, and the study relied on the descriptive approach, and the study population consisted of a sample consisting of (81) academics at the Prince Hussein Academy for Civil Protection, chosen randomly, and the results showed the arithmetic averages of academics’ attitudes toward The volunteering programs directed to community service came with a moderate degree, with a mean (3.62) At the level of the paragraphs, the paragraph that says: "Volunteer work expresses the true values that we believe in" was ranked first, with an arithmetic average (4.10) and a high level, while the paragraph that states: "Free invest time in volunteer work." With an average of (3.16) and a medium degree, the results showed that there are no differences in academics ’attitudes towards volunteer programs directed to community service due to the variable of academic experience, while the results showed the existence of differences attributed to: the faculty variable and in favor of human faculties and in light of the results of the study recommend the need to link enrollment With the voluntary programs in the promotion system to encourage academics to practice volunteer activities in the local community.
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Solikhah, Imroatus. "BAHAN AJAR WRITING FOR ACADEMIC PURPOSES BERBASIS SELF-MOTIVATED LEARNING." Konstruktivisme: Jurnal Pendidikan & Pembelajaran 6, no. 2 (2014): 111–26. http://dx.doi.org/10.30957/konstruk.v6i2.28.
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This study is aimed at devising teaching materials for Writing for Academic Purposes (WAP). In context of English for Academic Purposes (EAP), writing is the core materials together woth reading comprehension and critical thinking. The study used Recursive Reflective Design and Development (R2D2) from Willis (1995). The main data if this study were writing materials for academic purposes and the subjects of the study included lecturer, students, and expert in writing. The study revealed two main ifndings. In the Defining Stage, the findings indicated that WAP should include writing for academic purposes that start from paragraph, three paragraph-composition, and 3-5 paragraph essay. The model of the essay is argumentative or persuasive essay as it is applicable for Test of Written English (TWE) for the TOEFL. In the Design and Development Stage, the WAP materials were developed into four components of instructional design: Competency Standard, Basic Competency, Indicators, and Core Materials. In overall outline, the design of WAP is begun with paragraph and its component and the essay for TWE.
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Al-Ghabra, Iman Muwafaq Muslim Muwafaq, and Afrah Suhail Najim. "Analyzing Errors Committed in Paragraph Writing by Undergraduates." Journal of Language Teaching and Research 10, no. 2 (2019): 264. http://dx.doi.org/10.17507/jltr.1002.07.
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Writing plays a key role in the educational system. Since it is a creative skill, both native and non-native speakers face difficulties to write in a proper and academic way. The main focus of the present study is to examine the type and frequency of errors in 87 paragraphs written by 87 of the 2nd year students (Department of English, College of Education for Women, University of Baghdad) when practicing paragraph writing as part of their syllabus. To achieve this objective, the researchers have designed a rubric that includes both the recognition and arrangement criteria. According to this rubric, they taught and trained their students how to write a paragraph for 3.5 months. At the end, the researchers gave the participants a title to write a good paragraph. The researchers identified the type and frequency of their errors. Results have been arranged in a descending sequence: grammar, capitalization, spelling, punctuation, formatting, handwriting, and coherence.
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Andi Mega Januarti Putri, Putu Wahyu Sudewi, and Nurul Imansari. "Pengenalan dan Pelatihan Menulis Teks Bahasa Inggris: Get More Insight and Improve Your English Skill (Academic Writing Skill) di SMAN 1." PENDIMAS: Jurnal Pengabdian Masyarakat 1, no. 2 (2022): 14–18. http://dx.doi.org/10.47435/pendimas.v1i2.1355.
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This Community Service aims at helping students of the SMA 1 Karrosa to write an academic text in English. The presentation material consists of the concepts of writing comprehension to write description paragraphs in English in various themes in writing descriptions of people, objects, and places. The methods used are lecturing, discussion, assignment, training, evaluation, and feedback. The result of this training is that students of SMA 1 Karrosa have high enthusiasm and motivation in learning English particularly in writing paragraph in English. Moreover, this training can improve students' ability to write a paragraph in English, individually, in pairs, or in group. It also increases the competence of students in the field of writing text or other forms of academic writing and has a very positive impact on students in completing daily school or assignments and also as capital in preparing other assignments.It can be seen on the attendance of students during the three months training which was 86%, four out of seven groups of student are alsoto able to write academic text in English, and questionnaire results showed that 87% of students give positive response which 87% of them claimed to know Engish Academic Writing thorugh this training and 75% of the students answered they can now write English Academic Text through this training and activity.
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Yoo Isaiah Wonho. "Teaching the Academic Body Paragraph in Content-Based Instruction." English Teaching 63, no. 3 (2008): 119–33. http://dx.doi.org/10.15858/engtea.63.3.200809.119.
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Sadiah, Tuti, and Juniar Herdiansyah. "Effectiveness of Numerical Substitution Techniques through Special Teaching Materials to Improve Mathematical Paragraph Writing Skills." DISCUSSANT: Journal of Language and Literature Learning 1, no. 3 (2023): 145–58. https://doi.org/10.55909/dj3l.v1i3.17.
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This research aims to describe: 1) mathematics paragraph writing skills before applying numerical substitution techniques using special teaching materials; 2) skills in writing mathematical paragraphs before applying numerical substitution techniques using special teaching materials; 3) the effectiveness of mathematical paragraph writing skills in learning that applies numerical substitution techniques using special teaching materials. The research was conducted at SD Negeri 11 Lembang. Research activities took place at the beginning of the odd semester of the 2023/2024 academic year. The population of this study were 5th grade students who took a learning test on mathematical paragraph writing skills both before and after using numerical substitution techniques using special teaching materials. This population is divided into 14 male students and 10 female students. The sample was set at 22 students; 13 male students and 9 female students were selected at simple random without replacement. Data was collected using a manual 3-option multiple choice test instrument. Data were analyzed using parametric inferential statistics, namely one sample t test and paired sample t test. The requirements for homogeneity of variance and sampling technique are met. Research results: 1) the skill of writing mathematical paragraphs before applying numerical substitution techniques using special teaching materials achieved a mean of 23.09 or equivalent to a standard percent value of 44.40; 2) the skill of writing mathematical paragraphs after applying numerical substitution techniques using special teaching materials reached a mean of 41.14 or equivalent to a standard score of 79.12 percent; 3) the application of numerical substitution techniques using special teaching materials has proven to be effective in learning mathematical paragraph writing skills.
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Subekti, Adaninggar Septi. "Teaching Indonesian L2 Learners Academic Writing: A Proposed Instructional Model." SAGA: Journal of English Language Teaching and Applied Linguistics 3, no. 2 (2022): 91–102. http://dx.doi.org/10.21460/saga.2022.32.134.
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This article reports a proposed instructional model to teach the second language (L2) academic writing in education with citations and references to learners in English Education departments. The model is suggested to be implemented in two semesters in a row. In the first semester of the implementation, learners are to take essay writing and academic reading courses simultaneously. In the former, learners learn to write coherent and cohesive sandwich paragraphs, do peer reviews, and write five-paragraph essays in education without citations and references. In the latter, learners familiarise themselves with various academic sources, write in-text citations and reference lists using Microsoft Word Reference Manager, paraphrase and summarise information from journal articles, and write a short paragraph using citations and references. In the second semester of the implementation of the model, learners take an academic essay writing course which is the progressing combination of the two aforementioned courses in the previous semesters. In this writing course, learners write two 1,200-word essays in education with citations and references from at least five sources. During the implementation of the model, a no-plagiarism policy is upheld through teachers' emphasising on paraphrasing and checking learners' works with plagiarism checkers before submission. Gradual progress is continuously monitored through teachers' feedback on progress. All in all, the model emphasises step-by-step progress in L2 academic writing supported by ample writing preparation time and continuous feedback on progress.
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Nafiah, Uyun. "Writing Style: Analyzing How the Students Express Their Ideas in Descriptive Paragraph." INOVISH JOURNAL 4, no. 1 (2019): 58. http://dx.doi.org/10.35314/inovish.v4i1.937.
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This research was done to analyze how the students’ writing styles are in their descriptive paragraph in terms of sentence structure, word choice, degree of details and descriptions, and degree of formality. This is a descriptive qualitative approach with content analysis method. The sample of this study was 26 of fifth semester students of English Education Program UIN TS Jambi academic year 2018/2019. Technique of collecting the data was by documenting students’ descriptive paragraph writing and doing semi structure interview. The result finding showed that the students have different style of writing. In terms of sentence structure, some students used many simple sentences in their writing that make their paragraphs are monotonous and boring to read; while a few students used a mixture of these sentence types that make their paragraphs are interested to read and seemed attractive. In terms of word choice, the students’ paragraphs mostly used sensory details and a figurative language of simile in describing the object. While in degree of details and description, in general all of students’ paragraphs are specific and descriptive by using prepositional phrases and adding many adjectives to describe the characteristics of the object. In addition, related to degree of formality, in general students’ descriptive paragraphs are casual.
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Konrad, Moira, Kelly A. Clark, and David W. Test. "Effects of GO 4 IT . . . NOW! Strategy Instruction on Expository Writing Skills for Students With Disabilities." Career Development and Transition for Exceptional Individuals 40, no. 1 (2016): 45–55. http://dx.doi.org/10.1177/2165143416680884.
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Students with disabilities trail behind their peers without disabilities while in school, as well as in post-secondary outcome areas. Given that self-determination and enhanced academic skills are associated with improved post-school outcomes, one possible solution is to identify interventions that teach self-determination and academic skills simultaneously. This study investigated the effects of GO 4 IT . . . NOW! strategy instruction on expository writing skills of five high school students with low-incidence disabilities. Using a multiple-probe-across-participants design, the authors measured the effects of strategy instruction on quality of expository paragraphs and quality and content of individualized education program (IEP) goal paragraphs. Results indicated a functional relation between the intervention and improved paragraph writing. Limitations, suggestions for future research, and implications for practice are discussed.
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Zubaidah and Dewi Murni. "Learning Outcomes Ability to Find Ideas for Science Theme Paragraphs through an Individual Approach Using Special Teaching Materials." DISCUSSANT: Journal of Language and Literature Learning 2, no. 1 (2024): 1–14. https://doi.org/10.55909/dj3l.v2i1.15.
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The aim of this research is to describe: 1) learning outcomes of the ability to find paragraph ideas; 2) science learning outcomes; 3) the relationship between learning outcomes of the ability to find ideas for science theme paragraphs and science learning outcomes. The research was conducted at SD Negeri 19 Sabang, Sukamakmue District, Sabang City, Aceh Province. Research activities were carried out in the odd semester of the 2023/2024 academic year. The research population was 21 grade 4 students who took part in learning to find ideas for single paragraphs on science themes through an individual approach using special teaching materials. The sample was set at 20 students. To collect data on learning outcomes to find ideas for science theme paragraphs, a 3-option multiple choice test was used. To collect data on science learning outcomes, multiple choice tests were also used. The learning result data found ideas for science theme paragraphs and the respective science learning result data were analyzed using descriptive statistical procedures, namely mean and percent. Data on the relationship between learning outcomes to find single paragraph ideas on a science theme and science learning outcomes were tested using Spearman's simple correlation test procedure using the Excel application. Research results: 1) learning outcomes for the ability to find ideas for science theme paragraphs reached 70.00; 2) science learning results reached 67.92; 3) there is a significant positive relationship between the learning outcomes of the ability to find ideas for a single paragraph on a science theme and the outcomes of learning science through an individual approach which produces r = 0.569.
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TOKARCHUK, Viktoriia, and Yuliia SHUBA. "CLIL METHODOLOGY IN TEACHING ACADEMIC WRITING: PARAGRAPH-LEVEL SUPPORT ACTIVITIES." Humanities science current issues 3, no. 55 (2022): 261–69. http://dx.doi.org/10.24919/2308-4863/55-3-40.
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Navas Brenes, César Alberto. "Observing student´s syntactic errors and the perceptions towards writing in the composition cours." Káñina 41, no. 1 (2017): 109. http://dx.doi.org/10.15517/rk.v41i1.28839.
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The aim of this article is to observe the improvement reached by two groups of English majors in order to identify and correct syntactic errors in a series of six academic paragraphs during two semesters in the second-year course LM-1235 English Composition I at the University of Costa Rica. In addition, it presents a sample lesson with the integration of different language skills so that learners will benefit from cooperative learning, authentic input, and a sequence of interactive tasks to improve their outcome, being this the case of an academic paragraph and its outline. Finally, the writer analyzes the resul ts of a survey questionnaire that assesses the learners’ perception towards the challenges of writing
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Yudiati, Rini. "IMPROVING DESCRIPTIVE WRITING ABILITY OF THE FIRST YEAR STUDENTS OF SMA TOHA PRAKTIKA GILIGENTING-SUMENEP BY USING PICTURES." LENSA (Lentera Sains): Jurnal Pendidikan IPA 1, no. 2 (2021): 31–37. http://dx.doi.org/10.24929/lensa.v1i2.141.
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 In Indonesia English is a foreign language, not a second language. As a result, it is very difficult for the students to write a paragraph in English because writing is a complex process that allow writers to explore thoughts and ideas, and make them visible and concrete. The indonesian students’ achievement in writing descriptive paragraph is very low due to several reasons. Firstly, the Indonesian community does not support the existence of the English situation
 Based on the fact, the researcher focuses this thesis on the problem of improving descriptive writing ability of the first year students of SMA Toha Praktika Giligenting Sumenep by using pictures. The research problem is How can the use of pictures improve the students’ability in writing a descriptive paragraph at SMA Toha Praktika?. The researcher thought that if the students can develop their imagination by the pictures, they will be able to create descriptive paragraphs that are meaningful.
 To answer the research problem, this research use the classroom action research at SMA Toha Praktika on the first year students academic year 2010/2011 who have difficulties in writing descriptive paragraph. Exercises was done to know how high the students’ ability in writing descriptive paragraph. the data collection involved instruments, namely writing observation, composition test and questionnaires. The composition test was to measure the students’ ability in writing descriptive and questionnaires was to know the students’ opinion about the implementation of pictures. All of the data were analyzed and compared with the criteria of success that the minimun score of the students was 60 and there was 60% or 17 students mastered the material and can made descriptive paragraph.
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Dayton, Annette S., Jae Y. Ro, Mary R. Schwartz, Alberto G. Ayala, and A. Kevin Raymond. "Raymond's Paragraph System: An Alternative Format for the Organization of Gross Pathology Reports and Its Implementation in an Academic Teaching Hospital." Archives of Pathology & Laboratory Medicine 133, no. 2 (2009): 298–302. http://dx.doi.org/10.5858/133.2.298.
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Abstract Context.—Traditionally organized gross pathology reports, which are widely used in pathology resident and pathologists' assistant training programs, may not offer the most efficient method of communicating pertinent information to treating physicians. Instructional materials for teaching gross pathology dictation are limited and the teaching methods used are inconsistent. Raymond's Paragraph System, a gross pathology report formatting system, was developed for use at a cancer center and has been implemented at The Methodist Hospital, Houston, Tex, an academic medical center. Unlike traditionally organized reports in which everything is normally dictated in 1 long paragraph, this system separates the dictation into multiple paragraphs creating an organized and comprehensible report. Recent literature regarding formatting of pathology reports focuses primarily on the organization of specimen diagnoses and overall report layout. However, little literature is available that highlights organization of the specimen gross descriptions. Objective.—To provide instruction to pathologists, pathology residents and fellows, and pathologists' assistant students about an alternative method of organizing gross pathology reports. Data Sources.—Review of pertinent literature relating to preparation of gross pathology reports, report formatting, and pathology laboratory credentialing requirements. Conclusions.—The paragraph system offers a viable alternative to traditionally organized pathology reports. Primarily, it provides a working model for medical professionals-in-training. It helps create user-friendly pathology reports by giving precise and concise information in a standardized format. This article provides an overview of the system and discusses our experience in its implementation.
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Kang, Ilshin. "The Meaning and Content of Article 22, Paragraph 2 of the Constitution as a Standard for Constitutionality Review." Korea Copyright Commission 142 (June 30, 2023): 5–32. http://dx.doi.org/10.30582/kdps.2023.36.2.5.
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Article 22, Paragraph 2 of the Constitution stipulates that “the rights of authors, inventors, scientists, and artists are protected by law”. Despite being a provision that has continued since the Constitution's establishment, there has not been enough discussion in the constitutional academic community regarding its normative meaning and function, relationship with other fundamental rights, especially property rights, and concrete criteria for constitutionality review. Recently, in a case in which the Court reviewed the constitutionality of Article 9 of the Copyright Act, Article 22, Paragraph 2 of the Constitution was applied. As a result of this decision, discussions on the normative meaning of Article 22, Paragraph 2 of the Constitution and its standard for constitutionality review were triggered in the constitutional law academia. These discussions are mostly related to whether Article 22, Paragraph 2 of the Constitution has a unique meaning and performs an independent function, its normative meaning, and the concrete standard for constitutionality review. However, many ambiguous aspects remain. Therefore, this article examines the normative contents of Article 22, Paragraph 2 of the Constitution. The composition of this article is as follows. First, as a starting point, the meaning and limitations of the decision of the Court are examined. Second, by examining the US Supreme Court's doctrine about the copyrights clause and related discussions, this article seeks applicability of it to the interpretation of the Korean Constitution. Third, based on this, it critically reviews the recent discussions in constitutional law academia and offers the contents of Article 22, Paragraph 2 of the Constitution as a standard for constitutionality review.
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Plančić, Bisera, and Siniša Ninčević. "Transition Words in Academic Writing." Transactions on Maritime Science 3, no. 1 (2014): 61–67. http://dx.doi.org/10.7225/toms.v03.n01.007.
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This article is concerned with transition words and their use in academic writing. These words and phrases, also called linking words or connectives, relate sentences and paragraphs to eventually create a cohesive and coherent text. In order to illustrate how to logically organize information in writing, theauthors give some examples of the usage of transition words at sentence and text levels. Mastering transition words is beneficial to all users who wish to improve their writing skills. As writing is one of the most important means of communication in Maritime English, the following examples are based on the textbooks that students use in their ESP class: “English for Maritime Studies “by T.N. Blakey that provides a rich source of target material, a paragraph from “Commercial Management for Shipmasters” by Robert L. Tallac, and The New York Times article by Paul Krugman. Students are encouraged to get acquainted with the function of transition words and expressions, which will serve as a fingerpost how to aid their misuse or overuse and logically organize thoughts and ideas. The enclosed appendix includes a list of transition words and expressions according to their functions, alongside the selected example sentences which present transition words in action. The article is aimed at improving writing skills so essential in preparing for seafaring and many other careers.
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Indri Wirahmi Bay, Sri Widyarti Ali, and Nurlaila N. Husain. "Extrovert and Introvert Students’ Problems in Academic Writing." International Journal of Integrative Sciences 4, no. 1 (2025): 111–26. https://doi.org/10.55927/ijis.v4i1.13520.
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Extrovert and introvert students are studied in this case using the study of their personal and learning styles as acquired from their challenges in academic writing. This research has used a descriptive qualitative approach to studying specifically the students with writing difficulties in the English Language Education Study Programme, Class of 2021. Interviews were conducted and then analysed thematically, and key issues identified. Of the 16 students who participated, only one was an introvert, but extrovert students suffer from singular/plural usage, tenses, prepositions, subject/verb agreement, articles, spelling, prefix-suffix, capitalization, punctuation, vocabulary, paragraph Paraphrasing, summarizing, and organization, cohesion and coherence. Like our introvert students, introvert students don’t have subject/verb agreement, articles, capitalization, or paragraph organization problems, but they have similar issues. These problems are influenced by both internal (personality) and external (feedbacks, time, language strategy) factors
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Cheung, Lok Ming Eric. "Evaluative patterns in the concluding components of expounding essays." Linguistics and the Human Sciences 16, no. 1 (2024): 32–59. http://dx.doi.org/10.1558/lhs.22671.
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Essays that have an expounding or explaining nature are a common type of text in many academic disciplines such as business. While their primary function is to explain the causes or consequences of a phenomenon, they also serve to illustrate the writer’s perspective. In other words, these essays persuade readers to recognise the writer’s arguments, often when they are summarised in the concluding sentence of a paragraph with a final commentary. To illustrate how reasoning and persuasion are undertaken in the concluding components of a paragraph, this paper investigates the expounding essays written by English-as-a-Second-Language associate degree business students in a Hong Kong self-financed tertiary institution. To understand how logical coherence facilitates the writer’s evaluative stance, the present study examines the text structure and its influence on evaluative language choice by combining two analytical frameworks, Rhetorical Structure Theory (RST) and APPRAISAL. The textual focus is the body paragraphs announcing and explaining the factors or effects of a business topic to reveal how a conclusion is reached with an evaluative insight. The findings will demonstrate the common rhetorical relations for reasoning, elaborating and conjoining arguments. The findings will also illustrate the two key RST relations, Evaluation and Interpretation, located at the end of the paragraph. These two relations exhibit differences in the choice of explicit and implicit ATTITUDE resources. This paper concludes with a brief discussion on the pedagogical implications for instructing student writers in the rhetorical strategies for writing concluding components of a paragraph with an evaluative punch, based on the writer’s intention to resonate with his or her assessment throughout the paragraph or to make an alternative personal judgement over the subject matter.
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Punyaratabandhu, Ditthayanan, Edward Rush, Michael J. Kleindl, and Paul Wadden. "Towards More Sophisticated Academic Writing: Moving Beyond the Five-Paragraph Essay." Language Education in Asia 4, no. 1 (2013): 60–75. http://dx.doi.org/10.5746/leia/13/v4/i1/a5/punyaratabandhu_rush_kleindl_wadden.
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Garcia-Gorrostieta, Jesús Miguel, and Aurelio López-López. "A corpus for argument analysis of academic writing: argumentative paragraph detection." Journal of Intelligent & Fuzzy Systems 36, no. 5 (2019): 4565–77. http://dx.doi.org/10.3233/jifs-179008.
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Ramdhani, Akhmad Subkhi. "The Use of Edmodo As A Social Media to Support The Enhancement of Students Paragraph Writing Skills on The Students of First Semester of STKIP Pancasakti Tangerang." Jurnal Inovasi Pendidikan MH Thamrin 1, no. 1 (2019): 7–26. http://dx.doi.org/10.37012/jipmht.v1i1.2.
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Writing a paragraph academically is not an easy task; it consists of lengthy procedures and the ability to write skilfully. In addition, writing a paragraph academically is very important in academic life. However, in reality, many of the difficulties of writing a paragraph academically seen and have been proven by the students’ writing test. This research is aimed to explore the use of Edmodo as a media to enhance students’ paragraph writing skills to promote the extensive learning at STKIP Pancasakti Tangerang. The method used in this research is qualitative approach, and it applied Research and Development technique. In this case, the writer collected the data by using observation, structural interview, questionnaire and documentation. The interview was done for the students of first semester at STKIP Pancasakti Tangerang. Based on the result of the research, it was found that there were several factors which influence students’ inabilities to write an academic paragraph properly, they were students’ writing ability was low or poor, time limitation, uncomfortable feeling in learning English, lack of motivation, lack of exposures, insufficient materials, and did not know how to start writing lack of feedback. In addition, it was also found that Edmodo had some features that could be used to solve those problems of the research, the problems of students in writing a paragraph academically. This research can be concluded that the use of Edmodo as a media to enhance students’ paragraph writing skills to promote the extensive learning at STKIP Pancasakti Tangerang is useful. It is proven by several problems that hinder the teaching learning process are solved.
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Yunhadi, Wuwuh. "The Structural Parts of Paragraph Writing by Indonesian EFL Learners." International Journal of EFL 1, no. 1 (2016): 33. http://dx.doi.org/10.21462/ijefl.v1i1.6.
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This research is aimed at describing the structural part types of paragraph writing made by the undergraduate students at University of Kutai Kartanegara. This study used content analysis as the design, focusing on the structural parts and the unity of paragraph writing in developing English academic essays written in English language. The study assigned 9 students as a subject of the study. Data of this study included English essays using different topics. This study revealed that not all students understand how to write a good and unified paragraph. The fact is that some students tend to having problem in writing structural parts of paragraph such as topic sentence, supporting sentences, and concluding sentence. In this case, appropriate structural parts of a paragraph leads to the unity of the paragraph. Furthermore, failures of the students in producing unified paragraph dominantly caused inappropriate supporting sentences. The mistake done by the students in developing supporting idea of a paragraph is caused by their lack knowledge of the function of topic sentence.
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Ewoldt, Kathy B. "Productivity Apps Supporting Higher Order Writing Skills for Secondary Students With Learning Disabilities." Intervention in School and Clinic 53, no. 5 (2017): 313–20. http://dx.doi.org/10.1177/1053451217736868.
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Students with learning disabilities tend to focus on lower-level elements of writing, leading them to compose poorly organized paragraphs comprised of strings of linear ideas. Deficits in language and working memory negatively impact ability to produce quality writing. Technology and software applications can provide a means of academic supports for students with disabilities. Four productivity applications (i.e., apps) that encourage focusing on higher-order writing skills and support cognitive load are presented for use with secondary students. These apps are combined to provide teachers with a step-by-step technique for instructing students to write a quality expository paragraph.
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M.Hum, Murnianti S. Pd, Elmaida S. Pd I. M.Pd, and Eki Kurniawan S. Pd I. M.Pd. "AN ANALYSIS OF STUDENTS WRITING ABILITY IN USING TRANSITION SIGNAL IN DESCRIPTIVE PARAGRAPH AT EIGHTH GRADE OF SMP ISLAM TERPADU DHU’AFA MERANGIN ACADEMIC YEAR 2021/2022." INOVISH JOURNAL 7, no. 2 (2022): 170. http://dx.doi.org/10.35314/inovish.v7i2.2844.
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The students still difficult in using transition signal especially in writing descriptive paragraph. The researchers have conducted a research to analyze the students’ ability in writing a paragraph at SMP Islam Terpadu Dhu’afa Merangin. This research has focused on the students’ writing ability in using transition signal in descriptive paragraph. The type of this research is descriptive quantitative at the eighth grade of SMP Islam Terpadu Dhu’afa Merangin academic year 2021/2022. The students were consisting of 21 students. For representative sample, the researcher used total sampling. The technique in collecting data was used test. Then analyzing the data from the mean score of the students’ writing ability in using transition signal of descriptive paragraph. Based on he result of the test, it shown that the mean score of students was 70.24 (incomplete). It can be concluded that some students still confused in writing descriptive paragraph by using transition signal. Key words: Writing ability, Transition Signal, Descriptive Paragraph
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Alawdi, Abdulmalik Mohammad. "Investigating Major Academic Writing Problems Encountered by Yemeni MA Students of English in Writing Examinations’ Answers at the Faculty of Education/ Saber – Lahij University." European Journal of English Language and Literature Studies 11, no. 2 (2023): 27–37. http://dx.doi.org/10.37745/ejells.2013/vol11n32737.
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The present study aimed at investigating the problems of Yemeni Master students of English in writing examinations' answers at the faculty of education/Saber -Lahij University. The population of the study was (20) master students in the department of English during the period 2019 to 2021 who were chosen as the sample of this study. The data was obtained from analyzing the students' written answers for the examination questions in relation to the course of semantics. The students' difficulties in writing were viewed in relation to analyzing their exams' answers according to the academic writing conventions. The results of the analysis showed that there were variations between the students in their writing performance as well as their scores due to the problems and difficulties they face in writing answers for the examination's questions. The results showed that there were problems in both sentence as well as paragraph levels in terms of vocabulary, sentence structure, using conjunctions and punctuation marks and the organization of paragraphs. Such problems were related to both linguistic and cognitive types. The linguistics' problems were clear in relation to language use and vocabulary, and the cognitive problems were related to organization and mechanics. The results also showed that the master students of English face problems in achieving cohesion and coherence in terms of creating linkage and relationships between the constituents of a sentence, between sentences in a paragraph and within paragraphs.
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Handayani, Magpika. "SENTENCE FEATURE IN STUDENTS’ ACADEMIC WRITING (Case Study in Polytechnic of Tonggak Equator Pontianak)." Journal of English Educational Study (JEES) 2, no. 2 (2019): 63–69. http://dx.doi.org/10.31932/jees.v2i2.490.
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Abstract: Academic writing is one type of writing that should be mastered by students in Polytechnic of Tonggak Equator Pontianak. Academic writing is very important because it functions as a way to express an idea or another way of communication in doing research. Academic writing is essential to process in writing academic articles. Moreover, writing skills are an important part of communication. Academic writing is a specific ability of communication to put writers’ ideas on paper, to organize their knowledge, and then how to make sentences become a paragraph. This research is descriptive qualitative research. The writer collected the data by giving instructions to the students to write an academic article. The respondents are 60 students who are the representative of the students from class A to F in semester 5. This semester is chosen because they have academic writing subject. The result of the research shows that the most crucial problem in writing a sentence in academic context by students of Polytechnic Tonggak Equator Pontianak is in the sentence category. In this problem, students are not able to vary their sentences in their paragraphs that might cause the quality of their sentence is not proficient.Keyword: Sentence Feature, Academic Writing, Politeknik Tonggak Equator Students
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Nwogu, Kevin Ngozi. "Thematic Progression and Paragraph Development in the experimental Research paper." ITL - International Journal of Applied Linguistics 101-102 (January 1, 1993): 89–106. http://dx.doi.org/10.1075/itl.101-102.06nwo.
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Abstract Most technical and academic writing manuals attempt to instruct students on how to achieve a clear and readable discourse style. Very often, the instructions they provide are based on intuition rather than empirical research into authentic technical and experimental reports. This study presents an account of an investigation into the develop-ment of information in paragraphs in all section of an experimental research paper based on Danes (1970, 1974) functional theory of Thematic Progression (TP). The results show that TP correlates with the structure of text in the research paper and that different sections of the research paper tend to employ different TP patterns to develop the information they contain. This result is shown to have great im-plications for technical and academic writing.
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Ti̇ryaki, Esra Nur, and Gülşat Bi̇can. "Problems Experienced by Prospective Turkish Teachers in Paragraph Development Process." International Journal of Education and Literacy Studies 9, no. 4 (2021): 103. http://dx.doi.org/10.7575/aiac.ijels.v.9n.4p.103.
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It is observed that individuals have problems in written expression in the Turkish education system, and a permanent solution can not be developed to solve these problems. Therefore, the primary objective of this research is to determine the problems of prospective Turkish teachers in paragraph creation. This research was carried out in the descriptive survey model. The study group consists of 88 students studying in the 3rd grade at Hatay Mustafa Kemal University in the 2018-2019 academic year. In the data collection process, the “paragraph creation problem inventory” developed by the researchers was used in the study. According to research results, it was found that the students suffered the most in “inability to create an introductory paragraph” (n=86), “inability to maintain the thought unity in the paragraph” (n=84), and “inability to develop thought in the paragraph” (n=83). In this study, solutions to the problems experienced by the students were also presented. The study findings are expected to contribute to teaching paragraph development.
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Hayati, Rita, Hesti Wahyuni Anggraini, and Hariswan Putra Jaya. "ICT and Learning Attitude towards Students’ Academic Paragraph Writing in College Level." ENGLISH FRANCA : Academic Journal of English Language and Education 5, no. 1 (2021): 149. http://dx.doi.org/10.29240/ef.v5i1.2059.
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The use of technology has been growing rapidly in recent years. The technology applies to support the success of language learning, for example, providing web-based learning, mobile-based learning, educational videos, stimulation, online learning platforms, and many more. Learning attitude also determines to achieve the language learning goals. Then, the complexity of English writing causes the students’ denial to take English writing classes. This study aimed at finding out whether there was a significant correlation among ICT writing. Seventy-one students of the English Education Study Program got involved in this correlational study. The data were gained from primary and secondary sources; those are a 15-item ICT use questionnaire, a 20-item learning attitude questionnaire, and documentation of students’ writing. The findings reported that there was a significant correlation among the three variables statistically since the significant value was 0.006 (< 0.05). The value of adjusted r2 was 0.114 which means ICT use and learning attitude contributed 11.4 % to the students’ English academic paragraph writing.Key words: ICT, learning attitude, academic paragraph writing
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Pilu, Reski, Opik Dwi Indah, and Suhardi Suhardi. "Enhancing Students Writing Performance Through POW+TREE Strategy." Jurnal Studi Guru dan Pembelajaran 1, no. 1 (2018): 21–26. http://dx.doi.org/10.30605/jsgp.1.1.2018.17.
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This research aims to find out whether or not the use of POW+TREE technique is enhance the students’ writing argumentative paragraphs. This research apply pre-experimental research. The population of this research is the sixth semesters of English Education Study Program of Universitas Cokroaminoto Palopo in academic year 2016/2017. There are 6 classes in the sixth semester of Universitas Cokroaminoto Palopo and the researcher use simple random sampling to take the sample and the total sample is 20 students. Based on the data that shows as the pretest mean score is 35,90 and the mean score of posttest is 58.50. So the result of this research shows that the used of POW+TREE technique in teaching writing argumentative paragraph is able to enhance the students’ ability in writing argumentative paragraphs.
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Darningsih. "Learning English Paragraph Reading Skills through Constructivism Approach Using Student Worksheets Media." DISCUSSANT: Journal of Language and Literature Learning 1, no. 2 (2023): 99–110. https://doi.org/10.55909/dj3l.v1i2.11.
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This study used a quasi-experimental method using a treatment group and a control group. This study aims to describe: 1) the results of learning English paragraph reading skills through the scaffolding technique using question and answer-based student worksheets in the treatment group; 2) the results of learning English paragraph reading skills through scaffolding techniques using student worksheets without question and answer based in the control group; 3) the results of learning English paragraph reading skills are the same between the treatment group and the control group. This research was conducted at SMA Negeri 5 Jambi City. The research takes place in the even semester of the 2022/2023 academic year. The population of this study were 70 students of XII-IPA class at SMA Negeri 5 Jambi City. This number is divided into 35 students in class XII-IPA.1 and 35 students in class XII-IPA.2. The sample is set as many as 60 students; divided from 30 students of class XII-IPA.1 and 30 students of class XII-IPA.2 who were selected randomly using the no-return technique. This research uses student worksheets which are arranged using scaffolding technique in the context of explaining the material knowledge and skills of reading English paragraphs. To collect data on English paragraph reading skills through scaffolding techniques using question and answer based student worksheets, multiple choice test instruments were used. The test data were processed using parametric inferential statistical procedures, namely a one sample t test to achieve the first and second objectives and independent sample t tests to achieve the third objective. The results showed: 1) the results of learning English paragraph reading skills through the scaffolding technique using question and answer-based student worksheets in the treatment group obtained a mean of 15.341 or 85.23 percent; 2) the results of learning English paragraph reading skills through the scaffolding technique using student worksheets without being based on questions and answers in the control group obtained a mean of 15.133 or 84.07 percent; 3) there is no difference in the learning outcomes of English paragraph reading skills between the treatment group and the control group.
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Karimah, Nur Alfin. "Developing Basic Writing Module: Paper Based and Android Based Operating System for Second Semester at University of Muhammadiyah Gresik." Journal of English Teaching, Literature, and Applied Linguistics 1, no. 1 (2018): 1. http://dx.doi.org/10.30587/jetlal.v1i1.325.
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The objective of this study is to develop Basic Writing module, both paper based and digital form for second semester English Education Department student at University of Muhammadiyah Gresik. The principle of discovery learning is used as the design of module content based on SCL (Student Centred Learning) approach for realizing active learning environment. This research uses Research and Development (R & D) as the design. The development model is adapted based on Branch (2009) model. It covers five steps of ADDIE (Analyze, Design, Develop, Implement, and Evaluate). To collect the data, the researcher used some instruments, i.e. interview question list, need analysis questionnaire, experts judgment questionnaires, and student response questionnaire. The results of this study are: 1) The students use English in general context. In Basic Writing subject, they need minimum requirements in writing that cover spelling and diction to be conveyed in sentences or even paragraph. They are also expected to be able to write simple sentence to complex sentence and produce different genre of paragraph writing, i.e. exposition, narration, and description. 2) Generally, the students‟ lack in writing is generating supporting sentences to be developed in an academic paragraph. 3) The materials that have been developed are arranged in eight chapters that cover about simple sentence to complex sentence, topic sentence, controlling idea, and supporting sentences, concluding sentence and outline, developing simple academic paragraph, review and revise paragraph, descriptive paragraph, recount paragraph, and peer-editing. 4) The module is facilitated by Android application as the supplement. The eligibility level of the product from media expert is 80.95 that includes in Good category; meanwhile, the eligibility level of the product from material expert is 96.19 that includes in Very Good category. Data from students‟ response towards the product of this study is 85.40 that includes in Very Good category.
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Anwar, Syilvi, Siska Siska, and Herfyna Asty. "Students’ Grammatical Problems in Writing Paragraph at Academic Year 2019/2020 of STKIP PGRI Sumatera Barat." Horizon 2, no. 1 (2022): 25–34. http://dx.doi.org/10.22202/horizon.v2i1.5367.
Full textAbstract:
Penelitian ini dilatar belakangi oleh pentingnya mempelajari grammar dalam menulis, khususnya menulis grammar dalam pengunaan tenses dalam paragraph writing di STKIP PGRI Sumatera Barat untuk mengetahui kesalahan-kesalahan yang dilakukan mahasiswa saat menulis paragraph writing. Penelitian ini merupakan penelitian yang menggunakan metode penelitian descriptive research dengan pendekatan qualitative research. Peneliti melakukan analisa pada source of data dar iparagraph writing mahasiswa dengan metode pengambilan sampel yaitu purposive sampling. Populasi penelitian ini adalah sebanyak 3 kelas dari program studi pendidikan bahasa inggris tahun ajaran 2019/2020, atau sebanyak 79 data mahasiswadengan instrument yaitu dokumen ceklis. Pengumpulan data dengan cara menganalisa lembar jawaban ujian mid semester mahasiswa sebanyak 79 lembar data. Hasil dari penelitian ini menunjukkan bahwa beberapa mahasiswa memiliki masalah dalam pengunaan grammar khusunya pada tenses yang tidaksesuaidenganaturan tenses itusendiri. Jadipenelitimenyimpulkanbahwa 8 data yang peneliti temukan didalam paragraph writing belum benar berdasarkan rules dari penggunaan tenses itu sendiri.