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Journal articles on the topic 'Composition writing'

Author: Grafiati

Published: 4 June 2021

Last updated: 25 July 2025

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1

Dhobi, Saleem. "Interface between Professional Writing and Creative Composition." Journal of Population and Development 6, no. 1 (2025): 96–106. https://doi.org/10.3126/jpd.v6i1.80649.

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This article encompasses a comparative outlook of professional writing and creative writing. The purpose of the paper is to explore multiple dimensions of writing especially of scientific and creative writing. The professional writing incorporates resume, official letters, business letters, annual reports, grant proposal, memorandum, medical report, audit report, infrastructural design documents etc. Creative writing entails the writings such as stories, fairy tales, novels, epics, dramas, film scripts, reality show scripts, news etc. Both of the writing types are mostly sought after across th

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2

Hong, In-sook. "Characteristics of Modern Chinese Letter Textbooks (Cheokdok) from a Viewpoint of Sentence Introduction: Focusing on 「Seohanmunganghwaryakcho (Rhetorical Writing)」 in 『Shincheminun Contemporary Writings Letter Writing Style』." Research of the Korean Classic 60 (February 28, 2023): 129–59. http://dx.doi.org/10.20516/classic.2023.60.129.

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This thesis tries to examine aspects and characteristics of writings called 「Seohanmunganghwaryakcho (Rhetorical Writing)」 in 『Shincheminun Contemporary Writings Letter Writing Style』 from a viewpoint of sentence introduction essays. 「Seohanmunganghwaryakcho」 is a syntax text which includes basic composition methods, the composition theory, writing’s social roles and significance. This writing regards 『Shincheminun Contemporary Writings Letter Writing Style』 as playing an important role as the book with sentence introduction as well as the simple letter textbook. And the thesis tries to examin

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3

Friend, Christopher R. "Collaborative Writing in Composition." International Journal of Online Pedagogy and Course Design 3, no. 3 (2013): 1–17. http://dx.doi.org/10.4018/ijopcd.2013070101.

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As online education grows in popularity, the literature on such courses has expanded as dramatically. However, discussion of online tools specifically for composition instruction has received far less attention than general course-management systems and online discussion forums. The composition process has changed with the advent of computer processing, yet composition research rarely focuses on the advantages of the digital composition process. That process could change again with recent developments in social systems and networked, cloud-based applications. This article highlights the way on

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Spitzer-Hanks, D. T. "Affective Habit Ecologies of Writing and Trauma-Informed Composition Pedagogy." Pedagogy 24, no. 1 (2024): 21–45. http://dx.doi.org/10.1215/15314200-10862968.

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Abstract Writing is both affective and ecological. Consequently, effective writing instructors need a deep understanding of writing's affective and ecological aspects, making composition one of the most complex and challenging areas of pedagogical endeavor. This claim is especially true in institutions whose product-oriented epistemologies make writing potentially traumatizing for many student writers. To assist writing teachers in meeting student writers’ needs, this article draws on a diverse body of research to explain writing affect, its role in ecological processes of composition within e

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Mirzaee, Mona, and Amir Marzban. "An Investigation of the Interdependence between Writing in Persian as L1 and English as L2 on Female Intermediate Students: Language Problem or Writing Problem." Theory and Practice in Language Studies 6, no. 6 (2016): 1229. http://dx.doi.org/10.17507/tpls.0606.12.

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English is the leading foreign language enjoying a prestigious position in many countries, including Iran. Many Iranian learners start learning English from first grade of junior high school; some other people send their children to English institutes as early as primary school or even pre-school, yet the problem is that most of them have problems in obtaining the satisfactory level of proficiency either in receptive skills (Listening and Reading) or productive skills (Speaking and Writing) or in both. Among the four skills, writing is of great importance. Hence, the current study examined the

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Al-Majdawi, Dr Ali Muhsin Gharab, and Marwa Chasib Shamkhi. "DIFFICULTIES FACED BY IRAQI EFL LEARNERS IN WRITING COMPOSITION." International Journal of Education Humanities and Social Science 05, no. 04 (2022): 222–30. http://dx.doi.org/10.54922/ijehss.2022.0426.

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This research intends to identify the challenges experienced by EFL Iraqi learners at the secondary school level in writing composition as well as the faults of writing committed by those students, taking into account the significance of grammatical knowledge in the writing process. In this research the researchers used quantitative research method. The data source were collected from students in the secondary schools (fourth class) from five schools at Wassit Province. The key instrument in this study is self- research test by designing sample for students to write composition in order to dis

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7

Lim, Sang-Seok, and Tae-Hee Lee. "Cha Sangchan’s Daily Writing, Writing Education in Daehan Empire Era." Modern Bibiography Review Society 31 (June 30, 2025): 843–912. https://doi.org/10.56640/mbr.2025.31.843.

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Cha Sangchan’s manuscript, Daily Writing is the assignment of a middle school class, displaying writing education in Daehan Empire. In it, total 22 compositions are contained, including exam questions and evaluation grades for them. Its style is generally similar to Literary Sinitic sentences and Confucian lessons are proposed for issues of composition. However its writing class is respective curriculum from Classical Chinese and some of its composition represent enlightenment idea, aiming modern state and national language, similar to the articles of Sin Chaeho and Jang Jiyeon different from

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8

Sommers, Nancy. "Feature: Living Composition." Teaching English in the Two-Year College 43, no. 1 (2015): 32–36. http://dx.doi.org/10.58680/tetyc201527455.

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A veteran writing teacher asks the question—What keeps teaching fresh and new?—and discovers, in the process of writing a teaching narrative, how her teaching voice and writing voice intertwine, both in the classroom and on the page.

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9

Shamsuzzaman, Mohammad, John Everatt, and Brigid McNeill. "Cross-linguistic Composition:." Crossings: A Journal of English Studies 9 (August 1, 2018): 179–97. http://dx.doi.org/10.59817/cjes.v9i.118.

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This article reports the findings of a study that intended to understand the development of L2 writing performances in English in the EFL context of Bangladesh. The 70 participants (male=42, female=28) of the study were freshmen at a private university in Dhaka, the capital city of Bangladesh. The age of the participants ranged from 17 to 24 years. The participants completed a background questionnaire, a grammaticality judgment, and a vocabulary test in English. The participants also completed writing tasks in their L1 (i.e., Bangla) and their L2 (i.e., English). At the end of both the L1 and

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10

Mohammed‎, Dr Halah Abdulelah ‎., and Asst Lect Afrah Abdulqader Jasim. "The Impact of Group Testing as a Strategy on University ‎Students’ Writing Composition Development ‎." Alustath Journal for Human and Social Sciences 61, no. 1 (2022): 669–89. http://dx.doi.org/10.36473/ujhss.v61i1.1913.

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In academic writing, students at universities struggle when they write a short composition in English as a foreign language. Process writings, such as brainstorming, drafting, obtaining feedback, and rewriting, are pedagogical techniques that are widely utilized to teach writing composition in a foreign linguistic communication in parliamentary procedure to develop writing skills. Teachers frequently, use groups work from which students can benefit when there is positive social interaction. EFL students learn better when they incorporate together and can share their strengths and weaknesses of

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Prajakta, Harne, Mishra Munish K, and Sodhi G.S. "Examination of Invisible Writing Liquid Composition and Their Decoders." Journal of Forensic Chemistry and Toxicology 4, no. 2 (2018): 77–81. http://dx.doi.org/10.21088/jfct.2454.9363.4218.1.

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From the earlier times of espionage, invisible ink is considered to be an assured and significant device of cryptography. Even though the use of invisible ink has now been almost entirely taken over by technical cryptography or steganography, its history still remains exceptionally fascinating, and today researchers are trying to find out readily available compositions which can inscribe secretly and their respective decoders. The art of secret writing was probably proposed to create any written text indecipherable to a reader who could read the same only after applying certain decoding proces

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Gupta, Madhu, and Jyoti Ahuja. "Cooperative Integrated Reading Composition (Circ): Improving Achievement in English Writing Composition Among Seventh Graders." Issues and Ideas in Education 3, no. 1 (2015): 41–53. http://dx.doi.org/10.15415/iie.2015.31004.

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Hewett, Beth L. "Reading, writing, and digital composition." Communication Design Quarterly 4, no. 4 (2017): 20–35. http://dx.doi.org/10.1145/3071088.3071091.

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14

Gepila Jr, E. C. "The Impregnable Composition Writing Competency and Teaching Writing Methodologies." KnE Social Sciences 3, no. 6 (2018): 360. http://dx.doi.org/10.18502/kss.v3i6.2392.

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Staal, Laura A. "WRITING MODELS: STRATEGIES FOR WRITING COMPOSITION IN INCLUSIVE SETTINGS." Reading & Writing Quarterly 17, no. 3 (2001): 243–48. http://dx.doi.org/10.1080/10573560121054.

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Barokah, Yuni Miratun, Eline Rozaliya Winarto, and Ikariya Sugesti. "An Analysis of Students' Ability in Writing Descriptive Composition in Vocational High School." National Conference on Language, Education, and Technology Proceeding 1, no. 1 (2022): 175–88. http://dx.doi.org/10.32534/nacolet.v1i1.2687.

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In writing descriptive composition students still experience deficiencies, where some students still find it difficult to write. The purpose of study is to find out the students' abilities in writing descriptive composition and what that difficulties students face in writing descriptive composition in Vocational High School. This research was conducted by qualitative research using descriptive method. The subject of this research are students of class X OTKP in one of private school in Cirebon. There are 19 students in the class and researcher choses 14 students with a random technique. Furthe

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17

Khadka, Santosh. "Rhetoric of World Englishes, Writing Instruction Around the World and a Global Outlook for the U.S. Composition Classroom." Journal of Global Literacies, Technologies, and Emerging Pedagogies One, One (2012): 17. https://doi.org/10.5281/zenodo.4252790.

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In this essay, I contend that a major revision in syllabi/curricula, pedagogical approaches and the media of instruction and composition in the existing composition courses is imperative in order to be able to a. adequately respond to challenges and contestations from different corners about “Standard Edited American English-Only” (see Canagarajah; Horner & Trimbur) as the medium of instruction and composition in our writing classes, and b. remain relevant to increasingly diverse body of students. More specifically, I theorize a global composition outlook in this essay, one tha

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Torres, Christina. "Teaching L2 Composition:." Crossings: A Journal of English Studies 9 (August 1, 2018): 203–7. http://dx.doi.org/10.59817/cjes.v9i.288.

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Learning how to write is a complex task in any language, but learning to write in a nonnative language presents its own special set of challenges. Teaching second language (L2) writing is about more than just creating lesson plans. It is about grounding classroom decisions in pedagogical principles supported from the research literature. Teaching L2 Composition: Purpose, Process, and Practice by Ferris and Hedgecock (2013) provides valuable information for a wide range of L2 professionals. Currently in its third edition, the book makes a useful reference to pre-service and in-service L2 writin

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Rivera, Nora K. "Chicanx Murals: Decolonizing Place and (Re)Writing the Terms of Composition." College Composition & Communication 72, no. 1 (2020): 118–49. http://dx.doi.org/10.58680/ccc202030893.

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Drawing from an interpretive decolonial framework that understands multimodal writing as the act of creating co-composed knowledge, this article analyzes Chicanx murals as multimodal compositions that exemplify the continuation of the Aztec tlacuilolitztli practice of writing with images. This work also invites rhetoric and composition scholars to reexamine Western understandings of history, particularly the history of writing.

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20

Liu, Donghong, and Jing Huang. "Rhetoric Construction of Chinese Expository Essays: Implications for EFL Composition Instruction." SAGE Open 11, no. 1 (2021): 215824402098851. http://dx.doi.org/10.1177/2158244020988518.

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Recent scholarship on Chinese students’ English expository essays tends to blur or mitigate the differences between English and Chinese writings. This alleged convergence of English and Chinese rhetorical norms gives rise to a view that rhetorical aspects in second language writing instruction and research in China should be de-emphasized. Drawing on data from full-score Chinese compositions of College Entrance Examination, this study examines how Chinese expository paragraphs are developed. Results show great disparities between English and Chinese expository writing at paragraph level such a

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21

Sarmiento, Justine P., and Ruth A. Ortega-Dela Cruz. "PROCESS WRITING APPROACH IN ENHANCING HIGH SCHOOL STUDENTS’ ESL WRITING COMPETENCY." Journal of Social Sciences IV, no. 4 (2021): 51–62. http://dx.doi.org/10.52326/jss.utm.2021.4(4).06.

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This study was conducted to determine the impact of using process approach in writing narrative composition for Senior High School students who were taking Reading and Writing subject. It focused on determining students’ progress in writing narrative composition in terms of organization, coherence, appropriate language use, and mechanics. The study used quasi-experimental one-group pretest-posttest design wherein the respondents, who were chosen through total population sampling, underwent pre-test in which they were tasked to write narrative composition using traditional approach. Process wri

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22

Landa, Jutta. "Coping with "Advanced German Composition": Teaching Writing as Genre Writing." Die Unterrichtspraxis / Teaching German 26, no. 1 (1993): 50. http://dx.doi.org/10.2307/3531789.

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23

Gieselman, Robert D. "Megatrends: The Future of Business Writing, Technical Writing, and Composition." Bulletin of the Association for Business Communication 48, no. 4 (1985): 2–6. http://dx.doi.org/10.1177/108056998504800402.

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24

Wagiyo, Supiah. "THE CORRELATION BETWEEN STUDENTS’ WRITING ATTITUDE AND COMPOSITION PERFORMANCE." Scientia: Jurnal Hasil Penelitian 6, no. 1 (2021): 22–35. http://dx.doi.org/10.32923/sci.v6i1.1860.

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The main objectives of this study were to find out (1) whether student’ writing attitude correlates with their composition performance (2) whether the factors of writing attitude correlate with their composition performance, (3) whether students’ writing attitude give contribution to the value of their writing composition and (4) whether the factors of students’ writing attitude give contribution to their composition performance. The population and sample of the study covered one hundred and fifty-six students of six semester of English Study Program. The data were obtained giving a questionna

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Bartholomae, David. "Composition, 1900-2000." PMLA/Publications of the Modern Language Association of America 115, no. 7 (2000): 1950–54. http://dx.doi.org/10.2307/463613.

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By 1900, composition as a university subject was already a century old. Writing instruction and the writing of regular “themes” were part of the university curriculum in the United States throughout the nineteenth century, with goals and methods perhaps best represented in Blair's Lectures on Rhetoric and Belles Lettres (1783), Newman's A Practical System of Rhetoric (1827), Parker's Aids to English Composition (1844), Boyd's Elements of Rhetoric and Literary Criticism (1844), and Quackenbos's Advanced Course of Rhetoric and English Composition (1855). Composition courses, usually required, ar

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26

Hajar, Andi. "Integrated Skills Approach (ISA) in writing class: A case study of Business English Communication (BEC) students of Universitas Negeri Makassar." International Journal of Humanities and Innovation (IJHI) 5, no. 4 (2022): 135–40. http://dx.doi.org/10.33750/ijhi.v5i4.163.

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The study aims to describe (1) the nature of the Integrated Skills Approach in writing class, (2) whether the Integrated Skills Approach (ISA) is effective in facilitating the students to write English compositions. The study was conducted in the Business English Communication (BEC) writing class of the English Department, Faculty of Languages and Literature, Universitas Negeri Makassar. The subject of this study was the BEC students, consisting of 20 students. This study was essentially quantitative research. The data were taken from the students’ writing compositions and analyzed using the p

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Read, Sarah, and Michael J. Michaud. "Writing about Writing and the Multimajor Professional Writing Course." College Composition & Communication 66, no. 3 (2015): 427–57. http://dx.doi.org/10.58680/ccc201526860.

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This article connects the pedagogy of the multimajor professional writing (MMPW) course with two important contemporary discussions in composition studies: the pedagogy called writing about writing (WAW) and the conversation about the transferability of rhetorical knowledge from school to work. We argue that the capaciousness of the WAW approach accommodates the best of genre-based and client-based pedagogies for the MMPW course and provides a framework for expanding the course beyond skill-based outcomes to include preparing students to be learning transformers. The article includes two itera

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ISHIHARA, Chiaki, Tsuyoshi YAMADA, and Kikuko MIYAKE. "Formative assessment of the composition writing:." Proceedings of the Annual Convention of the Japanese Psychological Association 74 (September 20, 2010): 1EV050. http://dx.doi.org/10.4992/pacjpa.74.0_1ev050.

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Kadiatmaja, Agung Pranoto. "Error Analysis in Students’ Writing Composition." Jurnal Al-Fawa'id : Jurnal Agama dan Bahasa 11, no. 1 (2021): 59–71. http://dx.doi.org/10.54214/alfawaid.vol11.iss1.151.

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To recognize the students’ difficulties, this research analyzes errors in Students’ writing composition of Passive Voice. This study of error (error analysis) is part of an investigation of the process of English language learning. This research is to find the types of error analysis in students’ writing composition and to find the most dominant types of error analysis in students’ writing composition of passive voice. This research is qualitatively accomplished to look into errors in the second language acquisition. This research focused on the qualitative research by using document analysis

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Kelly, Patricia P., Beatrice Naff, Edgar H. Thompson, and Goran Moberg. "Writing on Computers in English Composition." English Journal 75, no. 7 (1986): 84. http://dx.doi.org/10.2307/818514.

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31

Golden, Catherine. "Composition: Writing and the Visual Arts." Journal of Aesthetic Education 20, no. 3 (1986): 59. http://dx.doi.org/10.2307/3332434.

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Trimbur, John. "Composition and the Circulation of Writing." College Composition and Communication 52, no. 2 (2000): 188. http://dx.doi.org/10.2307/358493.

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Trimbur, John. "Composition and the Circulation of Writing." College Composition & Communication 52, no. 2 (2000): 188–219. http://dx.doi.org/10.58680/ccc20001415.

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Composition has neglected the circulation of writing by figuring classroom life as a middle-class family drama. Cultural studies approaches to teaching writing have sought, with mixed success, to transcend this domestic space. I draw on Marx’s Grundrisse for a conceptual model of how circulation materializes contradictory social relations and how the contradictions between exchange value and use value might be taken up in writing classrooms to expand public forums and popular participation in civic life.

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Ulmer, Jasmine B. "Embodied writing: choreographic composition as methodology." Research in Dance Education 16, no. 1 (2014): 33–50. http://dx.doi.org/10.1080/14647893.2014.971230.

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Al-Majdawi, Dr Ali Muhsin Gharb, and Marwa Chasib Shamkhi. "ERRORS OF IRAQI EFL LEARNERS IN WRITING COMPOSITION FROM THE TEACHER’S PERSPECTIVE." International Journal of Education Humanities and Social Science 05, no. 04 (2022): 213–21. http://dx.doi.org/10.54922/ijehss.2022.0425.

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This research intends to identify the challenges experienced by EFL Iraqi learners at the secondary school level in writing composition as well as the faults of writing committed by those students, taking into account the significance of grammatical knowledge in the writing process. In this research the researchers used quantitative research method. The data source was collected from students in the secondary schools (fourth class) from five schools at Wassit Province. The key instrument in this research is questionnaire designed by the researchers for teachers. The researchers put tables for

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36

Ryzhinsky, Alexander S. "Choral Writing in Iannis Xenakis’ Late Compositions." Problemy muzykal'noi nauki / Music Scholarship, no. 1 (2023): 47–61. http://dx.doi.org/10.56620/2782-3598.2023.1.047-061.

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The article is devoted to the peculiarities of choral writing in the compositions of the outstanding representative of the postwar avant-garde Iannis Xenakis (1922–2001) created during his final creative decade. Examination is made of the questions of the correlation between the music and the words, the use of techniques of “phonemic composition” (Konstantin Floros) in the composer’s works Nekuia, Serment-Orkos, Knephas, Pour la paix, and Sea Nymphs. Special attention is given to a unique case of encoding of Arthur Rimbaud’s literary text in Xenakis’ composition Pu wijnuej we fyp. The vocal-or

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37

Laurenty, Yvonne G. "Using Journalism Writing to Improve College Composition." Teaching English in the Two-Year College 25, no. 2 (1998): 139–46. http://dx.doi.org/10.58680/tetyc19983863.

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Details a first-year college composition course that blends journalism instruction with first-year composition. Describes how students learn about news gathering and news writing techniques common to feature writing and complete a profile writing project which encourages a level of discourse that bears closer kinship to everyday workplace writing. Discusses course design, implementation, and evaluation.

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Ihara, Rachel, and Annie Del Principe. "Feature: Writing on the Periphery: The Writing Landscape of a Two-Year College." Teaching English in the Two-Year College 48, no. 2 (2020): 215–38. http://dx.doi.org/10.58680/tetyc202031048.

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This article reports on a longitudinal study of the writing assignments students at our two-year college were given in courses outside of composition. While other studies have looked at writing assigned across the curriculum, this research typically focuses on four-year, rather than two-year, institutions. Our study of a small cohort of students suggests that at our institution there is a significant disconnect between the amount and types of writing students are assigned in composition and non-composition courses. Our findings add to the existing literature on college writing, while also info

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ZHANG, JUAN, CATHERINE McBRIDE-CHANG, RICHARD K. WAGNER, and SHINGFONG CHAN. "Uniqueness and overlap: Characteristics and longitudinal correlates of native Chinese children's writing in English as a foreign language." Bilingualism: Language and Cognition 17, no. 2 (2013): 347–63. http://dx.doi.org/10.1017/s1366728913000163.

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Longitudinal predictors of writing composition in Chinese and English written by the same 153 Hong Kong nine-year-old children were tested, and their production errors within the English essays across ten categories, focusing on punctuation, spelling, and grammar, were compared to errors made by ninety American nine-year-olds writing on the same topic. The correlation between quality of the compositions in Chinese and English was .53. In stepwise regression analyses examining early predictors at ages between five and nine years, tasks of speed or fluency were consistently uniquely associated w

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Keil, Marjorie G. "Putting Writing to Work." Teaching English in the Two-Year College 26, no. 2 (1998): 168–73. http://dx.doi.org/10.58680/tetyc19981817.

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Describes a course in the first-year college composition sequence (with substantial research and argumentation components) that is organized around a career focus on social services practice. Describes how the students learn about connections between writing, thinking, problem solving, composition class, and their chosen profession.

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Lee, Yongjin, and Sungdai Cho. "Using Concept Map Prewriting Strategies in Korean Writing Classes." Korean Language in America 15, no. 1 (2010): 46–61. http://dx.doi.org/10.2307/42922519.

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ABSTRACT This study investigated the effect of pre-writing strategies on Korean language learners' writing performance in a college-level Korean language program context. The study expected that individual and collaborative concept mapping activities, used as a pre-writing strategy, could reduce cognitive demands on second/foreign language writers. One hundred and twenty-three undergraduates from Korean language classes in a state university were represented in both the treatment and comparison groups. Data were collected during three writing sessions: (1) pre-test of writing, (2) individual p

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Lee, Yongjin, and Sungdai Cho. "Using Concept Map Prewriting Strategies in Korean Writing Classes." Korean Language in America 15, no. 1 (2010): 46–61. http://dx.doi.org/10.2307/korelangamer.15.2010.0046.

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ABSTRACT This study investigated the effect of pre-writing strategies on Korean language learners' writing performance in a college-level Korean language program context. The study expected that individual and collaborative concept mapping activities, used as a pre-writing strategy, could reduce cognitive demands on second/foreign language writers. One hundred and twenty-three undergraduates from Korean language classes in a state university were represented in both the treatment and comparison groups. Data were collected during three writing sessions: (1) pre-test of writing, (2) individual p

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Almawadeh, Nofah Sameh, and Tamara Al-Amad. "Effect of WhatsApp-based learning on improving Grade 9 students’ writing composition skills." International Journal of Education and Practice 11, no. 4 (2023): 702–14. http://dx.doi.org/10.18488/61.v11i4.3480.

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The current study explored the effect of using the mobile learning device ‘WhatsApp’ to enhance the writing composition skills of Grade 9 students in Jordanian schools. The present study adopted the experimental research design to compare between the writing composition skills of the control group and the experimental group. The control group comprised 30 students, whereas, the experimental group included 31 students. The experimental group was taught writing composition skills by using WhatsApp-based learning activities, while the control group studied writing composition skills through a con

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APRIL, ANN F. DIZON, C. GARCES VICENTE, and D. RODRIGUEZ GERALDINE. "COMPOSITION WRITING ERRORS OF GRADE IV PUPILS OF DADIANGAS WEST CENTRAL ELEMENTARY SCHOOL: BASIS FOR INTERVENTION PROGRAM." International Journal of Recent Research in Thesis and Dissertation (IJRRTD) 4, no. 1 (2023): 105–11. https://doi.org/10.5281/zenodo.7976733.

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<strong>Abstract:</strong> This study was conducted to find out the composition writing errors of grade 4 pupils of Dadiangas West Central Elementary School enrolled during the school year 2017 - 2018 as basis in proposing an intervention program. This study used a descriptive survey design. Complete enumeration was used since it utilized the entire population. A writing proficiency rubric was constructed. Frequency counts and weighted mean were used as the statistical tools to interpret the gathered data. Findings of the study revealed that the respondents' most common error was committed

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Kusumawardhani, Paramita. "Error Analysis in Writing an English Narrative Composition." Lingua Cultura 9, no. 2 (2015): 132. http://dx.doi.org/10.21512/lc.v9i2.824.

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The purpose of the research were to know the errors which have been made by the learners in their English narrative composition and it is also to know why they made the errors, to identify the errors made by the learners, to correct the errors, to improve the teaching quality which is appropriate with the curriculum and the syllabus and to get the data and the explanation about the difficulties in studying English especially in writing the English narrative composition. The method used in this research is descriptive method. Descriptive method means the method which tries to give thedata and t

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Maghsoudi, Najmeh, Mohammad Golshan, and Amin Naeimi. "Integrating Digital Multimodal Composition into EFL Writing Instruction." Journal of Language and Education 8, no. 1 (2022): 84–99. http://dx.doi.org/10.17323/jle.2022.12021.

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Research background: Digital multimodal composition has recently received paramount attention in the instruction of second language writing. Gap in knowledge: Although the merits of digital multimodal composition have widely been acknowledged by many scholars, the instruction of English writing has still remained monomodal in Iran.Purpose of the study: The present quasi-experimental study aimed to investigate the differential impacts of the two types of writing (multimodal/monomodal) on English as a Foreign language (EFL) learners’ writing ability in terms of content, communicative achievement

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Tajgozari, Mostafa, and Zahra Alimorad. "Examining the Possible Effects of (mis)matches between EFL Teachers’ and Students’ Perceptions of L2 Writing Assessment on Students’ Writing Achievement Scores." Khazar Journal of Humanities and Social Sciences 22, no. 4 (2019): 128–45. http://dx.doi.org/10.5782/2223-2621.2019.22.4.128.

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The present mixed-methods study intended to explore Iranian EFL teachers’ and students’ perceptions of assessment of students’ written performance and the effect of any possible (mis)matches on students' achievement. To these aims, a convenient sample of teachers (N=5) and students (N=30) from different classes and institutes in Iran was recruited to participate in the study. In the first phase of the study, all of the participants, both teachers and students, were interviewed to determine their perceptions of writing assessment. In the next phase, students were asked to write about a topic an

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Haswell, Janis, Richard Haswell, and Glenn Blalock. "Hospitality in College Composition Courses." College Composition & Communication 60, no. 4 (2009): 707–27. http://dx.doi.org/10.58680/ccc20097193.

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There has been little discussion of hospitality as a practice in college writing courses. Possible misuses of hospitality as an educational and ethical practice are explored, and three traditional and still tenable modes of hospitality are described and historicized: Homeric, Judeo-Christian, and nomadic. Application of these modes to instructional situations may lead to new and sometimes counter-establishment methods, in terms of course objectives, shared labor of teacher and students, writing assignments, response to writing, and assessment of student work. Perhaps the most radical form is t

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Hines, Jasara. "Review of "Writing in the Clouds: Inventing and Composing in Internetworked Writing Spaces by John Logie," Logie, J. (2021). Writing in the clouds: Inventing and composing in internetworked writing spaces. Parlor Press." Communication Design Quarterly 11, no. 3 (2023): 80–81. http://dx.doi.org/10.1145/3592367.3617935.

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In the wake of the controversy surrounding the new AI chatbot application, ChatGPT, I wonder how Logie would seek to include this new technology in his work. I ponder this because, throughout the book, Logie presents compelling evidence for why the concepts of invention, composition, and internetworked writing should be embraced and not feared. While some denounce the application and take to social media to disparage the possible negative impact on students, creativity, and composition, ChatGPT, I believe Logie would argue, would be a powerful tool we can implement to become "composers." He be

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Harris, Judith. "Re-Writing the Subject: Psychoanalytic Approaches to Creative Writing and Composition Pedagogy." College English 64, no. 2 (2001): 175–204. http://dx.doi.org/10.58680/ce20191244.

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Suggests that the teaching of both composition and creative writing would benefit from focusing less exclusively on the writing process and products and more on the writing subject. Claims that focusing on the writing subject through the lens of psychoanalysis provides several potential benefits. Concludes psychoanalysis can be a filtrate for the creative writing or composition teacher.

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