Relevant bibliographies by topics / Descriptive essay

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Academic literature on the topic 'Descriptive essay'

Author: Grafiati
Published: 4 June 2021
Last updated: 10 February 2022

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Journal articles on the topic "Descriptive essay"

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Kholifaturrahmah, Kholifaturrahmah, and Amaliyah Ulfah. "PENINGKATAN KEMAMPUAN MENULIS KARANGAN DESKRIPSI MENGGUNAKAN METODE FIELD TRIP PADA MATA PELAJARAN BAHASA INDONESIA SISWA KELAS IV SD NEGERI DADAPSARI." Jurnal Fundadikdas (Fundamental Pendidikan Dasar) 1, no. 3 (April 2, 2018): 223. http://dx.doi.org/10.12928/fundadikdas.v1i3.672.

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Teacher teaching methods that are less varied in Indonesian language learning cause, the low value of the ability to write student description essays. The purpose of this study was to improve the ability to write a description essay using the field trip method for fourth grade students of SD Negeri Dadapsari Sleman. This research is a Classroom Action research, with 2 cycles of action. The subjects in this study were the fourth grade students of SD Negeri Dadapsari which numbered 20 students, while the objects in this study were the ability to write a description essay. Data collection techniques were in the form of observation, tests and documentation. The research instrument consisted of observation sheets and essay test sheets. The analysis technique used is descriptive and quantitative data analysis. The results showed that field trip methods can improve the ability to write description essays. This is confirmed by; 1) Field trip methods have been shown to increase student enthusiasm and student activity, with the material provided and supported by the environment making students curiosity emerge. 2) From the results of the study it can be shown that there is an increase in the ability to write description essays, namely an increase in the first cycle of the first meeting, there are 5 students with a percentage (25%), then increasing in the second meeting there are 8 students with a percentage (40%) who obtain complete grades. While the results of the ability to write an essay description in the second cycle of the first meeting there were 14 students with a percentage (70%) who got the complete score, for the second meeting there were 18 students with a percentage (90%) of students who received complete grades. The results of the percentage show that the ability to write student description essays can be increased by applying the field trip method.
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Hidayatullah, Ahmad, Nini Ibrahim, Fauzi Rahman, and Ahmad Muzaki. "Inaccuracy of Diction in Arrangements by Class VII Students of Daar El Arqam Mauk Islamic Middle School." Hortatori : Jurnal Pendidikan Bahasa dan Sastra Indonesia 5, no. 1 (June 30, 2021): 1–7. http://dx.doi.org/10.30998/jh.v5i1.641.

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Diction is the most important aspect in determining sentence clarity. Through diction, a person can develop ideas in his descriptive essay. Therefore, the purpose of this study was to examine the inaccuracy of diction in students' descriptive essays, and to describe the results of the research as learning materials. This research method is a qualitative description method. This research was conducted by analyzing students' descriptive essays based on the inaccuracy of diction in the sentences used. The results of this study indicate that there are students' inaccuracies in using diction, namely 53 inaccuracy of diction based on lexical meaning, 34 grammatical meanings, 12 use of synonyms, and 4 uses of denotation and connotation. The conclusion in this study is that the students' ability to use diction has not been properly used in the descriptions they made.Keywords: Inaccuracy, Diction, Arrangements
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Ehrhardt, Rebecca. "“One of Those” Characters in Middlemarch." Nineteenth-Century Literature 75, no. 3 (December 2020): 318–45. http://dx.doi.org/10.1525/ncl.2020.75.3.318.

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Rebecca Ehrhardt, “‘One of Those’ Characters in Middlemarch” (pp. 318–345) This essay takes a robust critical conversation about character in realist fiction in a new direction through a reading of George Eliot’s Middlemarch (1871–72). While critics have traditionally theorized realism as a form whose ontology draws upon what already exists, as a character might be drawn from a preconceived type, I contend that George Eliot’s approach to character is productive of categories and, with them, new senses of the real. This essay tracks Middlemarch’s use of a device that I call “descriptive categorization”: a form of rendering character that works by referring to a category that it simultaneously defines in the act of description. By considering inquiries from the philosophy of language about reference and description, this essay explores how descriptive categorization construes an illusion of familiarity in readers. Descriptive categorization is a mode of articulating character, furthermore, that is not bound by the conventions of plot or character development; I contend that this quality is crucial to the ethics of George Eliot’s realism. Through descriptive categorization, Middlemarch models a way of understanding character that transcends the novel genre, cultivating categorical forms of sympathy and understanding in its readers.
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Ehrhardt, Rebecca. "“One of Those” Characters in Middlemarch." Nineteenth-Century Literature 75, no. 3 (December 2020): 318–45. http://dx.doi.org/10.1525/ncl.2020.75.3.318.

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Rebecca Ehrhardt, “‘One of Those’ Characters in Middlemarch” (pp. 318–345) This essay takes a robust critical conversation about character in realist fiction in a new direction through a reading of George Eliot’s Middlemarch (1871–72). While critics have traditionally theorized realism as a form whose ontology draws upon what already exists, as a character might be drawn from a preconceived type, I contend that George Eliot’s approach to character is productive of categories and, with them, new senses of the real. This essay tracks Middlemarch’s use of a device that I call “descriptive categorization”: a form of rendering character that works by referring to a category that it simultaneously defines in the act of description. By considering inquiries from the philosophy of language about reference and description, this essay explores how descriptive categorization construes an illusion of familiarity in readers. Descriptive categorization is a mode of articulating character, furthermore, that is not bound by the conventions of plot or character development; I contend that this quality is crucial to the ethics of George Eliot’s realism. Through descriptive categorization, Middlemarch models a way of understanding character that transcends the novel genre, cultivating categorical forms of sympathy and understanding in its readers.
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Kubovy, Michael. "Lives as Collections of Strands: An Essay in Descriptive Psychology." Perspectives on Psychological Science 15, no. 2 (January 14, 2020): 497–515. http://dx.doi.org/10.1177/1745691619887145.

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In this article I generalize the notion of multiple self-aspects to create a descriptive framework in which lives are partitioned into containers of activities called strands. Strands are nearly decomposable life modules, structured, stable, and concurrent longitudinal streams of extended duration whose momentary cross-sections constitute self-aspects. They are differentiated by five features: the person’s role, the cast, the setting, norms and values, and habits and routines. Strands contain projects and episodes and are replete with narrative. Each strand is continuous (i.e., strands persist when a person moves between them), and for the most part strands are mutually asynchronous. From a first-person perspective, the strands are continuous and concurrent, but only one strand is in the foreground at a given time (i.e., transitions between strands are akin to a figure-ground reversal). Furthermore, a life is different from the sum of its strands: It is a nonlinear system that can take on configurations not predictable from a comprehensive description of the individual strands. Two such examples are the achievement of greatness despite severe handicaps and instances of extreme self-sacrifice. I also discuss the research potential of a proposed smartphone app called LifeMaps.
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Dadang. "Analysis of the Application of Paragraph Exchange Technique in Writing Student Essays (Case Study in SD Negeri 4 Cipedes)." CENDEKIAWAN 2, no. 1 (June 30, 2020): 28–40. http://dx.doi.org/10.35438/cendekiawan.v2i1.175.

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The purpose of this technique is that the students can analyze a paragraph in terms of the logic and coherent than a paragraph. By the way students take as many paragraphs cutout according to the time after that, they analyze it. This paragraph analyzes carried out on an essay to find out where the fault lies in the use of language essay students, especially the use of Sundanese and Indonesian are less precise. This study aims to determine the application and understanding of teachers on learning techniques used in writing essays. This study menggunakna qualitative research. This study is used to understand the events, incidents, the perpetrator in certain situations that are scientific and natural. Descriptive qualitative research always means a descriptive data analyzed phenomenon, not the form of numbers. Data collected in the form of words that includes writing notes, reports, and photos. The results showed the application of paragraphs exchange techniques in SDN 4 Cipedes applied in other ways, namely by way of example and make their own arrangements and then if there is an error in the use of language essay, teacher or cross fix errors that occur. Understanding of teachers in paragraphs exchange techniques affect student learning outcomes, especially writing essays. Students' skills in writing this essay will be increased by way of implementation and understanding of teachers to a learning technique in accordance with the steps that should be. Teachers also have been trying to apply these techniques, in different ways. The suggestion is teachers should apply and to better understand the steps paragraphs exchange technique to exactly fit the appropriate steps, because then the ability to write essay students will be maximized again.
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Park, Kyung-Woo. "Descriptive Study On Type and Function of Rebuttal in College Essay : focused on Essays after Debate." Dongnam Journal of Korean Language and Literature 44 (November 30, 2017): 77–101. http://dx.doi.org/10.21654/djkll.2017.44.1.77.

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ACEDO, NOAH F. "Sensory Details for Descriptive Writing." International Journal of English Language Studies 2, no. 4 (October 30, 2020): 13–22. http://dx.doi.org/10.32996/ijels.2020.2.4.2.

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This study was conducted to determine the effectiveness of sensory details in writing descriptive essay to grade twelve STEM students, University of Cebu-Main Campus. The result was used as basis for a proposed action plan. Specifically, the study sought answers to the pretest performances of the control and experimental groups, the posttest performances of the control and experimental groups, the significant difference between their pretest performances, the significant difference between their pretest-posttest performances, and the significant difference between their posttest performances. A quasi-experimental design was used with the control and experimental group. There were 60 grade twelve students as subject in the study. The experimental group was taught with the use of sensory details while the control was taught using the lecture method. Pretest and posttest evaluations were used to measure the academic performance of the students in both groups. Most of the students had good level performances. The posttest scores of both groups marked an increase and the posttest mean value of the experimental group was significantly higher compared to the control group. Writing for students is more fun and engaging when they are able to actually feel, see, smell, touch, or hear what they are writing about. Sensory detailed composition writing also explores the creative skills of learners. Learners would exercise realistic yet creative way of writing a descriptive essay.
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Mzangwa, Shadrack Themba. "Descriptive analysis of the theoretical perspectives in employment relations." Corporate Ownership and Control 13, no. 1 (2015): 184–94. http://dx.doi.org/10.22495/cocv13i1c1p5.

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The objective of this paper is to provide an overview of the theoretical perspectives in employment relations and subsistence of unionisation. The general concept of unionisation and the analysis of theoretical perspectives in employment relations is discussed to contextualise this essay. The three theoretical perspectives discussed in this paper are the unitary perspective, radical perspective and the pluralist perspective which underpins this report. Elements of employment relations linked to the effects of unionisation are discussed since they form significant part of this essay. In conclusion, the author heralds that theories and techniques applied in employment relations are effectively based on the pluralist perspective as construed from the analysis
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Hong, Huaqing, and Feng Cao. "Interactional metadiscourse in young EFL learner writing." International Journal of Corpus Linguistics 19, no. 2 (May 9, 2014): 201–24. http://dx.doi.org/10.1075/ijcl.19.2.03hon.

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This study investigates how young English as a foreign language (EFL) learners from Chinese, Spanish, and Polish mother tongue backgrounds use interactional metadiscourse in descriptive and argumentative English essays by drawing data from the ICCI corpus. The quantitative and qualitative analyses show that (i) there are significant differences among the three groups of EFL learners in the use of boosters, attitude markers, self-mentions, and engagement markers; and (ii) there are significant differences between the descriptive essays and the argumentative essays in the use of hedges and self-mentions. Discussion of the results is related to intergroup homogeneity and heterogeneity in the use of metadiscourse and the influences of essay types as well as topics/prompts. Pedagogical implications are provided for teaching interactional metadiscursive resources to young EFL learners from different mother tongue backgrounds and in relation to descriptive and argumentative writing.
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Dissertations / Theses on the topic "Descriptive essay"

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Becker, Karen Andrews. "Selected cello works of Ernest Bloch : a descriptive essay /." Digital version accessible at:, 1999. http://wwwlib.umi.com/cr/utexas/main.

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Thesis (D.M.A.)--University of Texas at Austin, 1999.
Vita. Discography: leaves 77-79. Includes bibliographical references (leaves 80-83). Available also in a digital version from Dissertation Abstracts.
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Jaussaud, Roland. "Cellulites infectieuses : epidemiologie descriptive, analyse des facteurs de risque aux membres inferieurs et projet d'essai therapeutique." Reims, 1993. http://www.theses.fr/1993REIMM013.

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Cellier, Pierre. "Description syntaxique du créole réunionnais essai de standardisation." Lille 3 : ANRT, 1987. http://catalogue.bnf.fr/ark:/12148/cb37594597m.

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Cellier, Pierre. "Description syntaxique du créole réunionnais : essai de standardisation." Aix-Marseille 1, 1985. http://www.theses.fr/1985AIX1XXX1.

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Ce travail a pour but la description syntaxique du parler créole réunionnais non du point de vue de la dispersion et de la variation sociale, régionale ou ethnique propre à ce parler comme à toute langue, mais du point de vue d'une certaine convergence, d'un pôle commun à tous les individus d'une communauté territoriale : La Réunion, dont l'identité linguistique est loin d'être perçue positivement. C'est pourquoi cette description linguistique se voudrait être un essai de standardisation dans sa conception linguistique mais aussi dans son image sociolinguistique. Jusqu'à ce jour il n'y a jamais eu de véritable description syntaxique du réunionnais et l'idéologie locale véhicule le sentiment que le créole n'a pas de grammaire et qu'il n'est qu'un patois éclaté en paroles régionalisées ou ethnicisées bien qu'on accepte, à travers cette mosaïque imaginaire, de reconnaître la possibilité et la réalité d'une incompréhension totale d'une région à une autre, d'une classe sociale à une autre, d'une ethnie à une autre. . . L'influence du français dans cette espace géo-linguistique créole n'est pas étrangère à la perception qu'ont les créolophones de leur propre langue maternelle même s'ils sont unilingues. S'ils sont bilingues la plupart du temps ils ne perçoivent le français que monolithiquement, dans sa forme fictive, idéologique et symbolique standard. Il fallait donc analyser cet effet relationnel du créole et du français dans la situation de diglossie. Avec la standardisation du créole nous ne visons pas à constituer une forme fictive de cette langue bien que celle-ci soit nécessaire à la perception symbolique du créole, langue maternelle d'une communauté prise par l'histoire au schéma de la diglossie : cette situation où le vernaculaire est minoré par rapport à la langue officielle ; nous ne visons pas à constituer cette forme standard symbolique tout en sachant qu'elle fonctionnera comme telle dans l'idéologie et contribuera ainsi à diminuer la distance diglossique si néfaste à l'autoperception de soi dans le parler ordinaire ; nous ne visons pas à constituer une variété linguistique éclatée alors qu'il est indéniable - ce que montrera la description - qu'il existe " un noyau dur " fondamentalement commun à tous les locuteurs réunionnais créolophones. Cette situation de diglossie devait être analysée dans tous les secteurs de l'activité langagière donc sociale. La description syntaxique d'une langue orale prise en particulier exigeait l'utilisation d'un corpus, d'une méthode d'observation distributionnelle de surface avant d'aborder l'organisation des règles de syntaxes. Cette construction ne pouvait se faire indépendamment des valeurs dans la langue, des situations référentielles où l'idéalité du système puise sa dynamique dans la réalité empirique. Nous avons choisi comme fondement de l'analyse la théorie générative et transformationnelle standard de N. Chomsky.
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Guest, Bertrand. "Écritures révolutionnaires de la nature au XIXème siècle : géographie et liberté dans les essais sur le cosmos d'Alexander von Humboldt, Henry David Thoreau et Elisée Reclus." Thesis, Bordeaux 3, 2013. http://www.theses.fr/2013BOR30058.

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Comment s’articulent, autour des rapports entre l’homme et la nature, les pratiques scientifiques du naturaliste et du géographe, une pensée politique s’étendant du libéralisme à l’anarchisme et un style d’écrivain ? C’est la question que posent, singulièrement à la forme de l’essai, les œuvres d’Alexander von Humboldt (1769-1859), de Henry David Thoreau (1817-1862) et d’Élisée Reclus (1830-1905). Dans un large XIXème siècle à envisager comme période révolutionnaire marquée par l’effacement des terræ incognitæ, le recul de la nature « sauvage » et les soubresauts économiques et politiques (Révolution Industrielle et révolutions politiques faisant se succéder les régimes), ces figures qu’il faut relire comme d’authentiques écrivains allient au sein d’une politique de la nature la géographie de la Terre à celle de l’Homme, et leurs expériences personnelles de la nature (du voyage d’exploration à l’habitat) à une pensée de la communauté allant et venant de l’individu à l’humanité, du micro- au macrocosme. Héritiers des Lumières luttant contre l’esclavage, le despotisme et le colonialisme, qu’ils documentent, ces essayistes qui refusent de laisser la science aux mains d’une caste positiviste et ethnocentriste sont les vulgarisateurs et les prophètes d’une démocratie littéraire en construction. Ils sont les pionniers d’une exploration moderne des rapports entre écriture et connaissance, les témoins essentiels d’une différenciation des savoirs que leur pratique littéraire universaliste entend conjurer. Tout l’enjeu consiste à perpétuer une approche de la nature comme un ensemble (cosmos) au moment même où elle se trouve, en tant qu’objet, divisée entre création littéraire et savoir savant. A l’aube de l’écologie littéraire et dans cette description d’un monde où chaque chose dépend de chacune des autres, la pratique de l’essayiste semble être la seule à pouvoir porter ce discours complexe, à la fois politique, scientifique et littéraire
How can the naturalist’s and the geographer’s scientific enquiries, a political thought ranging from liberalism to anarchism, and a writer’s style all revolve around the relationship between Man and Nature ? Such is a question raised —especially with regards to the Essay genre— by the works of Alexander von Humboldt (1769-1859), Henry David Thoreau (1817-1862) and Élisée Reclus (1830-1905). Within the bounds of a longer 19th century, which can be seen as an age of revolutions marked by the fading off of terræ incognitæ, the dwindling of the Wilderness, and a series of economical and political fits (Industrial and Political revolutions triggering the succession of strings of regimes), it appears critical to reconsider these names as those of genuine authors. From the heart of a politics of nature, they bind together the geographies of Man and the Earth, and their personal experience of Nature (as explored or inhabited) with a thought of community ceaselessly shifting from the Individual to the Human Kind, from the Microcosm to the Macrocosm. These Essay writers are the heirs of the Enlightenment in their struggle against slavery, despotism and colonialism (which they document); they object to leaving science in the hand of a positivistic, ethnocentric caste —they are the authors of popular sciences and the prophets of a literary democracy in the making. They are the pioneers of a modern exploration of the relationship between writing and knowledge, the crucial witnesses of a gradual differentiation of sciences that their universalistic literary paradigm sets out to avert. The ultimate point is to carry on approaching Nature as a whole (cosmos) in an era bringing about its division, as an object, into two separate categories of literary creation and scholarly knowledge. In the dawning light of literary ecology, and in this world description in which all things depend on all things, the work of the Essay-writer seems to be the only one able to voice this complex speech, made of politics, science and literature all together
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Shaw, Richard Murray. "Effects of teacher-written comments on the revision of descriptive essays by college freshmen." Virtual Press, 1985. http://liblink.bsu.edu/uhtbin/catkey/434861.

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This study investigated interaction effects between the type and amount of teacher-written feedback, the sex of the subjects, and the degree of focus, organization, and development in two revised drafts of a 400-word description essay written by 43 college students in two sections of a freshman composition course taught by one instructor.Subjects in each section were randomly assigned to four different treatment groups to receive teacher-written comments or questions on their initial drafts and on their two revisions, each written in two 50-minute periods. Treatments were as follows: (1) Selective Comments were a terminal paragraph of specific suggestions for improving focus, organization, and development in the next draft. (2) Extensive Comments were a terminal paragraph of specific suggestions; specified errors in spelling, punctuation, agreement, and usage were noted in the margins. (3) Selective Questions about focus, organization, and development were written in the margins. (4) Extensive Questions about focus, organization, and development were written in the margins, and specified errors in spelling, punctuation, agreement, and usage were noted in the margins.Three dependent variables (focus, organization, and development) were measured on separate five-point scales by two raters. A 2 x 2 x 2 x 3 multivariate analysis of variance revealed two significant two-way interactions at the .05 level.The interaction between revision and sex showed that in response to teacher-written feedback on initial drafts, the males significantly improved their focus, organization, and development scores on the first revision, but the females improved only their focus and development scores. The interaction between revision and comment type showed that the Comment Groups improved their focus, organization, and development scores on the first revision, but the Question Groups improved only their focus and organization scores.A second revision (in response to teacher-written comments and questions and four 50-minute periods of practice in improving focus, organization, and development in sample student essays) showed no significant improvement over the first revision. There were also no significant differences between Selective Groups (no mechanical errors marked) and Extensive Groups (specified errors in spelling, punctuation, agreement, and usage noted).
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Camara, Joseph. "Essai d'une description morphosyntaxique du constituant verbal en malinké de Guinée." Paris 7, 1995. http://www.theses.fr/1995PA070033.

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Le malinke est une langue mande parlee par le quart de la population guineenne. C'est une langue a tons dont le systeme phonologique comporte 7 voyelles et 23 consonnes. Cette these examine les points principaux de la morphosyntaxe du malinke, dont certains sont typologiquement remarquables : ordre des mots ; absence de cloisons etanches entre les diverses categories lexicales (plurifonctionnalite des lexemes) ; categories verbales pluridimensionnelles (temps aspect mode diathese) ; absence de reflechi, d'impersonnel et de passif proprement dits ; predominance de l'opposition verbo-nominale avec un gn plurifonctionnel et un gv exclusivement predicatif ; statut verbo-nominal de l'adjectif ; heterogeneite de la categorie adverbiale
Makinke is a mandelanguage spoken by about 25% of the population of guinea. It is a tone language with a phonological system of 7 vowels and 23 consonants. This dissertation examines the most significant features of malinke morphosyntax, some of which are typologically remarkable : word order ; multifunctionality of lexemes and consequently no strict compartmentalization between lexical classes ; polyvalent verbal categories ; lack of strictly speaking reflexive, impersonal or passive forms ; a prominent verbnoun opposition with a plurifunctional np vs. An exclusively predicative vp ; verbo-nominal status of adjectives ; heterogeneousness of the adverbial category
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Périgord, Michel. "Les paysages du bassin de Brive : évaluation, description, essai d'explication systemique." Limoges, 1990. http://www.theses.fr/1990LIMO0502.

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Cette these a un double objet : elle traite d'un sujet, et expose une maniere de raisonner. Le sujet, c'est la notion de paysage vue a travers l'exemple du bassin de brive; la maniere de raisonner, c'est l'analyse systemique appliquee au probleme de l'evolution paysagere. Notion subjective, le paysage n'existe que par le regard. La mise au point d'une methode d'evaluation paysagere doit permettre aux amenageurs, aux responsables du tourisme et aux elus, de mieux cibler les points forts d'un paysage et de mieux traduire l'esprit, la sensibilite, l'ame d'un "pays". Une source documentaire de 192 photographies sert de base a une reflexion sur la signification des paysages et permet de brosser un tableau des paysages du bassin de brive a la fin de ce deuxieme millenaire. Sa finalite est non seulement de fixer les aspects physiques, mais egalement l'impact de notre civilisation sur un espace geographique coherent charge d'histoire. L'analyse systemique, appliquee au paysage, est un modele qui fournit un cadre analyse permettant d'etudier l'ensemble des interactions qui se produisent entre le systeme et son environnement au moyen d'un shema circulaire. Cette analyse a pour but de degager les lois de la dynamique paysagere d'ou il ressort que les paysages evoluent principalement sous l'effet des decisions humaines
This thesis has a twofold purpose : it deals with a subject matter, and proposes a method. Its subject matter is the concept of landscape, worked out of examples taken from brive basin ; the method to appraise these phenomene is systemic analysis, applied to the problem of the landscapes. The term "landscape" is a subjective notion, for a landscape is a creation of man's eyes. To work out a method of valuation of landscape must enable people in charge of country planning or tourism as wall as local authorities to stress the strong points of a given landscape, and thus express better the genuive spirit, the "mood", the soul of a given region. A documentary source of 192 photographs will serve as a basis for reflection on the "meaning" of landscapes and give a picture of the landscapes of the brive basin by the end of our century. Our purpose is not only to describe the physical aspects of landscapes, but to appraise the impact of human civilization on a coherent geographic space, moulded by its past recent history. Systemic analysis applied to landscapes is concewed as a model providing us with a frame for the study of interactions between the system itself and its environment thanks to a circular pattern. Such an analysis method arms at apprehending the laws of the dynamics of landscapes, which indicate that the evolution of landscapes is chiefly conditioned by human decisions
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Nzenge, Alaziambina Gikila. "Intelligence et guerres : essai sur la philosophie politique de H. Bergson : approche analytique et descriptive /." Lubumbashi : Université nationale du Zaïre, 1985. http://catalogue.bnf.fr/ark:/12148/cb349088040.

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MORCELLET, PIERRE. "Maison rose : un centre d'accueil therapeutique a temps partiel ; etude descriptive et essai de theorisation." Aix-Marseille 2, 1989. http://www.theses.fr/1989AIX20176.

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Books on the topic "Descriptive essay"

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Leibniz and Strawson: A new essay in descriptive metaphysics. München: Philosophia, 1990.

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McCormick, Alexander C. A descriptive summary of 1992-93 bachelor's degree recipients 1 year later: With an essay on time to degree. Washington, DC: U.S. Dept. of Education, Office of Educational Research and Improvement, 1996.

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Berkner, Lutz K. Descriptive summary of 1989-90 beginning postsecondary students, 5 years later: With an essay on postsecondary persistence and attainment. Washington, DC: U.S. Dept. of Education, Office of Educational Research and Improvement, National Center for Education Statistics, 1996.

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Berkner, Lutz K. Descriptive summary of 1989-90 beginning postsecondary students, 5 years later: With an essay on postsecondary persistence and attainment. Washington, DC: U.S. Dept. of Education, Office of Educational Research and Improvement, National Center for Education Statistics, 1996.

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Stephanie, Cuccaro-Alamin, McCormick Alexander C, Bobbitt Larry G, United States. Office of Educational Research and Improvement., and National Center for Education Statistics., eds. Descriptive summary of 1989-90 beginning postsecondary students, 5 years later: With an essay on postsecondary persistence and attainment. Washington, D.C: U.S. Dept. of Education, Office of Educational Research and Improvement, 1996.

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Berkner, Lutz K. Descriptive summary of 1995-96 beginning postsecondary students, 3 years later: With an essay on students who start at less-than-4-year institutions. Washington, D.C: U.S. Dept. of Education, Office of Educational Research and Improvement, National Center for Education Statistics, 2000.

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Berkner, Lutz K. Descriptive summary of 1995-96 beginning postsecondary students, 3 years later: With an essay on students who start at less-than-4-year institutions. Washington, D.C: U.S. Dept. of Education, Office of Educational Research and Improvement, 2000.

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Berkner, Lutz K. Descriptive summary of 1995-96 beginning postsecondary students, 3 years later: With an essay on students who start at less-than-4-year institutions. Washington, D.C: U.S. Dept. of Education, Office of Educational Research and Improvement, National Center for Education Statistics, 2000.

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Quagliotti, Anna Maria. Buddhapadas: An essay on the representations of the footprints of the Buddha with a descriptive catalogue of the Indian specimens from the 2nd century B.C. to the 4th century A.D. Kamakura-shi, Japan: Institute of Silk Road Studies, 1998.

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Bat-Yehouda, Monique Zerdoun. Les papiers filigranés médiévaux: Essai de méthodologie descriptive. Turnhout: Brepols, 1989.

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Book chapters on the topic "Descriptive essay"

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Egetenmeyer, Regina. "Comparative adult and continuing education: A guiding essay." In International and Comparative Studies in Adult and Continuing Education, 17–30. Florence: Firenze University Press, 2020. http://dx.doi.org/10.36253/978-88-5518-155-6.02.

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This paper provides a guide for developing a research design for comparative studies in adult and continuing education. To that end, a research methodology will be presented that was developed at the COMPALL and INTALL Winter Schools on Comparative Studies in Adult Education and Lifelong Learning. Central elements for systematic comparisons in adult and continuing education are (1) the object of comparison, (2) research fields for comparison, and (3) inductive comparative categories. These elements form the reference points for the development of a comparative research question in adult and continuing education. The comparative analysis proposes a three-step approach from juxtaposition to interpretation: step 1 – descriptive juxtaposition; step 2 – analytical juxtaposition; and step 3 – analytical interpretation.
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Kutzbach, John E. "Steps in the Evolution of Climatology: From Descriptive to Analytic." In Historical Essays on Meteorology 1919–1995, 353–77. Boston, MA: American Meteorological Society, 1996. http://dx.doi.org/10.1007/978-1-940033-84-6_12.

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Roodzant, Johanna. "Quatre fragrnents moyen-néerlandais et leurs sources françaises. Essai de description." In The Medieval Translator. Traduire au Moyen Age, 368–81. Turnhout: Brepols Publishers, 1998. http://dx.doi.org/10.1484/m.tmt-eb.4.00032.

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Ando, Shinsuke. "Problems in Chaucer's Description of Women." In English Criticism in Japan: Essays by Younger Japanese Scholars on English and American Literature, 1–18. Princeton: Princeton University Press, 2015. http://dx.doi.org/10.1515/9781400870356-005.

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Pascale, Miriam. "Ira e compassione. Fonti aristotelico-tomiste di Decameron VIII 7." In Intorno a Boccaccio / Boccaccio e dintorni 2019, 115–28. Florence: Firenze University Press, 2020. http://dx.doi.org/10.36253/978-88-5518-236-2.07.

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This essay aims to examine the philosophic sources behind the representation of passions in Boccaccio’s tale of the scholar and the widow (Decameron VIII 7). If the definition of anger is attributable to Aristotle’s Nicomachean Ethics, I believe that it is possible to assume that the description of compassion, only mentioned in the moral treatise, derives instead from the Aristotle’s Rhetoric, where compassion is seen as a passion opposed to a kind of wrath, that is, indignation. The paper also investigates Boccaccio’s reception of the Latin translation of Aristotle’ Rhetoric. Did Boccaccio have direct knowledge of the Aristotelian text? Or had it been mediated to him by Thomas Aquinas’ Summa Theologiae?
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Magnaghi, Alberto. "Massimo Quaini, territorialista." In Il pensiero critico fra geografia e scienza del territorio, 125–40. Florence: Firenze University Press, 2021. http://dx.doi.org/10.36253/978-88-5518-322-2.10.

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The essay illustrates Quaini’s inputs to the construction and the theoretical/operational development of the territorialist school and, later on, of the Territorialist Society, of which he was one of the major founders and guarantors. In his explication of concepts like place, territory, landscape, place awareness, Quaini anticipates the need for a multidisciplinary territorialist lexicon. Taking from Herodote Italia the focus on the fundamental integration of historical and spatial knowledge, he recommends a confluence of geography into the territorialist multidisciplinary system, exemplifying it in relation to topics like territorial museums, local observatories of landscape, statute of places, foundational description, new relationships between city and countryside.
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English, Fiona. "2. What do Students Really Say in Their Essays? Towards a descriptive framework for analysing student writing." In Studies in Written Language and Literacy, 17. Amsterdam: John Benjamins Publishing Company, 2000. http://dx.doi.org/10.1075/swll.8.07eng.

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Manenti, Lorenzo. "Storia di un paradosso. Il mito di Giorgio Luti in Età Moderna." In Le vestigia dei gesuati, 267–81. Florence: Firenze University Press, 2020. http://dx.doi.org/10.36253/978-88-5518-228-7.19.

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The essay resumes, with new historical sources, the research concerning the biography of the Sienese Jesuat Giorgio Luti, the prophecy of 1491 attributed to him and the exegetical evolution of this text in the Modern Age, published in Giorgio Luti da Siena a Lucca. Il viaggio di un mito fra Umanesimo e Controriforma, Siena, Accademia degli Intronati (Monografie di storia e letteratura senese, XV) 2008. The essay is divided into two parts. The first is a study of historical sources on Giorgio Luti in the Venetian area. The second part is dedicated to the study of historians from Lucca who lived between the XVI and XVIII centuries: Gherardo Sergiusti, Giovanni Cividale, Giuseppe Bonafede and Giovanni Domenico Mansi. They paid attention to the content of the Sienese prophecy for the description about wars and devastation of the Towers of Lucca, the conversion of Islamic peoples to Christianity, thanks to a company of Lucca men and women, attributing a meaning of political pacification and religious palingenesis. Overall, however, the evolution of the myth about Giorgio Luti, paradoxically, reflects in particulary the identity crisis of the Jesuats between the XV and XVI centuries.
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Vivero García, María Dolores, and Victor Nicolás López Román. "La confidence manquée dans La Porte étroite d’André Gide. Essai de description de la confidence." In Confidence. Dévoilement de soi dans l'interaction / Confiding. Self-disclosure in Interaction, edited by Catherine Kerbrat-Orecchioni and Véronique Traverso, 171–82. Berlin, Boston: DE GRUYTER, 2007. http://dx.doi.org/10.1515/9783110935103.171.

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"Writing a descriptive essay." In The Philosophy Skills Book. Continuum International Publishing Group, 2012. http://dx.doi.org/10.5040/9781350934269.ch-023.

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Conference papers on the topic "Descriptive essay"

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Butrime, Edita, Dalija Gudaityte, Sigita Morkeviciene, and Virginija Tuomaite. "ATTITUDES OF THE ENGLISH-SPEAKING STUDENTS TOWARDS THE LEARNING OF THE SUBJECT “BASICS OF LATIN PROFESSIONAL TERMINOLOGY”: A DESCRIPTIVE ESSAY CONTENT ANALYSIS." In 13th annual International Conference of Education, Research and Innovation. IATED, 2020. http://dx.doi.org/10.21125/iceri.2020.0826.

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Palmer, John, Robert Williams, and Heinz Dreher. "Automated Essay Grading System Applied to a First Year University Subject - How Can We Do It Better?" In 2002 Informing Science + IT Education Conference. Informing Science Institute, 2002. http://dx.doi.org/10.28945/2553.

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Automated marking of assignments consisting of written text would doubtless be of advantage to teachers and education administrators alike. When large numbers of assignments are submitted at once, teachers find themselves bogged down in their attempt to provide consistent evaluations and high quality feedback to students within as short a timeframe as is reasonable, usually a matter of days rather than weeks. Educational administrators are also concerned with quality and timely feedback, but in addition must manage the cost of doing this work. Clearly an automated system would be a highly desirable addition to the educational tool-kit, particularly if it can provide less costly and more effective outcome. In this paper we present a description and evaluation of four automated essay grading systems. We then report on our trial of one of these systems which was undertaken at Curtin University of Technology in the first half of 2001. The purpose of the trial was to assess whether automated essay grading was feasible, economically viable and as accurate as manually grading the essays. Within the Curtin Business School we have not previously used automated grading systems but the benefit could be enormous given the very large numbers of students in some first year subjects. As we evaluate the results of our trial, a research and development direction is indicated which we believe will result in improvement over existing systems.
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Joseph Skovira, Robert. "A Beginning Specification of a Model for Evaluating Learning Outcomes Grounded in Java Programming Courses." In InSITE 2005: Informing Science + IT Education Conference. Informing Science Institute, 2005. http://dx.doi.org/10.28945/2844.

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The essay discusses the development of a way of doing learning outcomes assessment for Java programming courses. It presents a tentative model for doing learning evaluation utilizing a report mechanism. The essay presents the opinion that this report is framed by the explicit and implicit learning outcomes assessment models found in a course’s description and objectives and in the Object-Oriented paradigm. The paper discusses the report instrument as a way fulfilling the set of evaluative categories of the models presented by a course syllabus.
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Williams, Christopher B., Janis P. Terpenny, and Richard M. Goff. "Designing a Service-Learning Design Project for a First-Year Engineering Course." In ASME 2009 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. ASMEDC, 2009. http://dx.doi.org/10.1115/detc2009-87091.

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The creation of an appropriate, meaningful design experience for a first-year engineering design course is challenging as the instructor must balance resource constraints with broad learning objectives and a diverse, and often very large, enrollment. In this paper, the authors present the task of developing a design project for a first-year engineering course as a problem of design. Following a structured design process, the authors articulate the requirements for a successful first-year design project including: learning objectives that are appropriate for a multi-disciplinary group of first-year students and common budgetary and time constraints. Several project alternatives are generated and evaluated in a conceptual design phase. In their description of the embodiment and detail design phases, the authors present the implementation of the selected project concept: ROXIE (“Real Outreach eXperiences In Engineering”). The ROXIE project, a service-learning themed project, tasks first-year students with serving as design consultants to not-for-profit community partners. Through this partnership, students are able to practice principles and tools of design methodology and project management. Preliminary survey data and excerpts of student reflection essays are provided as a means of supporting the instructors’ project selection.
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