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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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Quintero, Gisela. "What do Education students think about their ability to write essays?" Journal of Technology and Science Education 8, no. 2 (April 19, 2018): 132. http://dx.doi.org/10.3926/jotse.415.
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The present study reflects the results obtained from a diagnosis carried out with Education students concerning the writing of academic essays. The objective was to identify the perceptions that Comprehensive Education students have about their ability to write academic essays. A descriptive cross-sectional research study was conducted at a single point in time, and in this case, in a single period or academic cycle, on the subject of written expression. In order to analyze the results from a mathematical-statistical perspective, descriptive statistics were used, in particular the calculation of the mean and the percentage analysis. The results showed that, of the 26 students, 50% rated themselves to have a fair level of essay writing ability. These self-assessment results do not correspond to the quality of the essays written by the students, who demonstrated a low level of essay writing ability. The practice of writing essays is a fundamental activity for the development of written communication at the university level; however, the teaching-learning process must be planned, since this type of writing is one of the most complex skills and has the greatest potential for explaining one’s position and writing creatively. In no way can it be left in the hands of the students; it is necessary to formulate a different learning process that helps the students write essays of better quality.
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Gasper, Des. "Beyond the International Relations framework: an essay in descriptive global ethics." Journal of Global Ethics 1, no. 1 (June 2005): 5–23. http://dx.doi.org/10.1080/17449620500106651.
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Rokhayati, Reni, Ila Nafilah, and Arinah Fransori. "ANALYSIS OF GRAMMATICAL COHESION TOOLS IN STUDENTS ESSAY AT INDRAPRASTA PGRI UNIVERSITY." Hortatori : Jurnal Pendidikan Bahasa dan Sastra Indonesia 3, no. 2 (January 22, 2020): 125–32. http://dx.doi.org/10.30998/jh.v3i2.225.
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Abstract: The purpose of this study is to analyze and describe or obtain a clear picture of grammatical cohesion consisting of references, substitutions, ellipsis, and conjunctions in the essays of Indraprasta PGRI University students. This study used descriptive qualitative method. In this study the fact of language is in the form of discourses in essays with a focus on the study of grammatical cohesion analysis. The methode used in this researched inquired methode with notes-taken technique, which mean the researcher recorded the data that was considered appropriate in the study of cohesion analysis and discourse coherence in student essays. The technique used is to analyze based on one-to-one relationships with other sentences in the essay. The data source used is a student essay in the Literature Psychology course, there are 30 student essays taken as research data. The results of this study indicate that the grammatical cohesile device is; reference 46 with a percentage of 24.1%, substitution 5 with a percentage of 2.6%, ellipsis 8 with a percentage of 4.2% and conjunctive relations 132 with a percentage of 69.1%. Based on this, from 30 essays written by students there are 191 numbers of grammatical cohesion tools used.Key Words: student essay, tool for grammatical cohesion, conjungsion
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Berry, Ann Bassett, and Linda H. Mason. "The Effects of Self-Regulated Strategy Development on the Writing of Expository Essays for Adults With Written Expression Difficulties." Remedial and Special Education 33, no. 2 (June 23, 2010): 124–36. http://dx.doi.org/10.1177/0741932510375469.
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A multiple-probe, multiple-baseline, across-subjects design was used to examine the writing performance of four low-achieving adult students with and without disabilities enrolled in general equivalency diploma (GED) preparatory classes. Students’ writing was evaluated before instruction and after self-regulated strategy development (SRSD) instruction for the POW (Pick my idea–pay attention to the prompt, Organize, Write and say more) + TREE (Topic sentence, Reasons, Explanations, Ending) + COPS (Capitalize, Organize, Punctuate, Sense) strategies. Results following the instruction indicated that students had learned to independently write expository essays. The number of essay parts and transition words increased, demonstrating evidence of organized essays. The number of words written and descriptive word use also increased. Gains were maintained on maintenance probes. All students who took the GED exam passed the essay-writing portion following the intervention.
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Usoro Mark Okono. "Qualities of a good essay: an assessment of the writings of Nigerian undergraduates." International Journal on Integrated Education 3, no. 7 (July 25, 2020): 82–88. http://dx.doi.org/10.31149/ijie.v3i7.498.
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This research sought to discover the capabilities of Nigerian undergraduates in handling the salient characteristics of essay in English. Such qualities as clarity, economy, simplicity, unity and coherence were the variables in the assessment. The study was conducted within the framework of the theory of descriptive linguistics and its sub-discipline of stylistics. Four topics representing argumentative, descriptive, expository and narrative essays were given to students for each of them to voluntarily choose one and write on in a strictly supervised writing test. All the essays were marked on the above stated variables. Critical case sampling strand of the purposive sampling was used to select four outstanding essays each representing one of the four departments of the Akwa Ibom State University of Nigeria. Paragraph and sentence formed some of the units of analysis. It was found out that the four subjects whose essays were analyzed proved their mettle in producing readable and creative prose in the four genres with some room for improvement. It is suggested that the Use of English programme in Nigerian universities should be extended from one to two years in addition to regular practice in writing by students and feedback from lecturers.
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Nafilah, Ila, Reni Rokhayati, and Yulia Agustin. "Morphological errors in skills writing the requirement of the class vocational school of students Ceger private vocational schooleast Jakarta." Hortatori : Jurnal Pendidikan Bahasa dan Sastra Indonesia 2, no. 2 (July 25, 2019): 100–108. http://dx.doi.org/10.30998/jh.v2i2.70.
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Writing skills are one of four language skills, three of which are reading, listening andspeaking. Writing is a means of expressing ideas or ideas to communicate indirectly to others so thatthe person understands them. There are four types of essays, which are essays of description,argumentation, persuasion and narrative. This study uses a qualitative descriptive approach thatemphasizes the depth of appreciation of the interaction between concepts that are being studiedempirically using words or images. Research with this qualitative approach uses content analysismethod. The research method used to analyze the narrative essays is by using a qualitative methodthat focuses solely on morphological errors by examining the fields of affixation, reduplication,composition, and morphophonemic errors related to narrative essays of fifth grade students ofelementary school (SD). The purpose of this research is to analyze and obtain a clear picture ofmorphological errors in narrative essay writing skills of fifth grade elementary school students.Key Words: morphological errors, writing skills, narrative essays.
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Kitjaroonchai, Nakhon, and Suksan Suppasetseree. "A Case Study of ASEAN EFL Learners’ Collaborative Writing and Small Group Interaction Patterns in Google Docs." English Language Teaching 14, no. 5 (April 29, 2021): 89. http://dx.doi.org/10.5539/elt.v14n5p89.
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The study investigated the interaction patterns of six ASEAN EFL university students when they worked in small groups on two collaborative writing tasks: a descriptive essay and an argumentative essay. Both groups were homogeneous in terms of gender and heterogeneous in terms of home countries. Data collection included pre- and posttest writing, pre- and post-task questionnaires, participants’ work on essays, their reflections, observations, and semi-structured interviews. The students worked on their essays in Google Docs, and the researcher(s) used DocuViz as a tool for visualizations of students’ collaborative writing contributions and styles. The findings showed different interaction patterns (a cooperative revision style for Group A vs. a main writer style for Group B) across the two collaborative writing tasks. While revising, both groups added and corrected their essays and employed almost the same writing change functions and language functions, which were suggesting, agreeing, and stating.
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Riznanda, Winny Agustia. "Discourse Markers in Tertiary Level Students’ Essay Writing: Ability and Problems." ENGLISH FRANCA : Academic Journal of English Language and Education 5, no. 1 (May 28, 2021): 01. http://dx.doi.org/10.29240/ef.v5i1.1193.
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Writing is a fundamental, yet complicated part of language learning. In writing, Discourse Markers is an indispensable component of writing quality. The aim of the present study was to find out how Discourse Markers (DM) were applied to build coherence in EFL students’ essay writing and the problems encountered. Descriptive design was applied; analyzed 52 target DM and how they were used in 30 academic essay writing. The participants of the study were 30 students majoring in English Education of UIN Raden Fatah Palembang academic year 2019/2020. The results revealed that the participants employ 32 DM in 221 occurrences, in which 102 occurrences were inappropriately used. The problematic matters cover non-equivalent exchange (52 occurrences), and overuse (48 occurrences). Despite their awareness of the importance of DM to assure the coherence of their essays, they need to develop their ability to use DM correctly and efficiently to make their writing connected more logically. Keywords: discourse markers, coherence, essays.
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Dean, Tim. "Genre Blindness in the New Descriptivism." Modern Language Quarterly 81, no. 4 (December 1, 2020): 527–52. http://dx.doi.org/10.1215/00267929-8637950.
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Abstract This essay considers the “descriptive turn” in literary studies from the vantage point of poetics, arguing that the history of Western poetry, from the Greeks to the present, offers through the category of epideixis a theory and practice of description that illuminates some of the methodological impasses of contemporary literary studies. Epideixis, a basic mode of pointing or linguistic ostension, confers value, often by way of praise or blame, without trying to persuade its audience with the practical immediacy of political or forensic rhetoric. Drawing on the ordinary language philosophy of Ludwig Wittgenstein and Stanley Cavell, the essay suggests that praise constitutes a philosophically rigorous alternative to critique. This argument is exemplified via the work of Mark Doty, a contemporary poet of description-as-praise.
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Schmitt, Cannon. "Interpret or Describe?" Representations 135, no. 1 (2016): 102–18. http://dx.doi.org/10.1525/rep.2016.135.1.102.
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In “Narrate or Describe?” (1936), Georg Lukács codified the aesthetic superiority of narration to description. Current debates around descriptive approaches in literary studies reprise this binary in a critical register, valorizing interpretation over description (or, less frequently, vice versa). Beginning with a reconsideration of Lukács’s essay, I propose the inevitable interdependence of interpretation and description. Brief readings of technical language in Cormac McCarthy’s The Road (2006) and intertextuality in Alison Bechdel’s Are You My Mother? (2012) exemplify that interdependence.
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Liar, Daniel J. "Normative and descriptive approaches to organizational ethics post-crisis: A review essay." Organization 22, no. 1 (December 17, 2014): 139–49. http://dx.doi.org/10.1177/1350508413505401.
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Sukandi, Syayid Sandi, and Riny Dwitya Sani. "EFL Students’ Responses on Learning Academic Essays in Indonesian Higher Education." Al-Ta lim Journal 24, no. 1 (February 25, 2017): 37–46. http://dx.doi.org/10.15548/jt.v24i1.266.
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This article provides investigation on EFL students’ responses related to learning writing academic essays in the context of higher education in one of private universities in Indonesia. The gap that is studied in this research is related to rarity of English writing instructors in identifying what their students’ responses towards their learning process after completing an essay writing course and how the responses present significant ideas on improving writing instructors’ pedagogical practices in writing classrooms. Scope of this research is teaching and learning English writing within the context of English as a foreign language. Field of this research is English composition studies. This research applies a quantitative non-experiment design, with descriptive as its method and questionnaire as its instruments. Findings show that students view English writing in neutral attitude; meanwhile, writing thesis statement in an academic essay is the most difficult part to write (40.59% of all respondents), and grammar and punctuation in writing essay is the most difficult aspect of essay writing (51.96% of all respondents). In brief, this research shows that recognising which aspect of the academic essay that is difficult for the students and which element is hard for them is crucial for adjusting pedagogical practices for English writing instructors and improving quality of their teaching gradually in Indonesia
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Sundari, Hanna, and Rina Husnaini Febriyanti. "The Analysis of Indonesian EFL Argumentative Writing Using Toulmin’s Model: The Structure and Struggles from the Learners." Scope : Journal of English Language Teaching 5, no. 2 (April 9, 2021): 67. http://dx.doi.org/10.30998/scope.v5i2.8544.
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<p>Argumentative writing plays an important role in academic writing at university level. However, learners mostly find that writing this essay a challenging and effortful task. This present study aims at exploring the structures of argumentative essay written by Indonesian EFL students from one university in Jakarta Indonesia. Moreover, it investigates their difficulty and constraints during composing the essay. Using a descriptive qualitative design, the authors selected writing assignment and questionnaire for collecting data. A layout of Toulmin model of arguments was used in analyzing the essays. The findings of the study show that the argumentative papers cover the main elements: claim (thesis statement), data, rebut, and rebuttal data using either in block pattern or point-by-point pattern. The elements show diverse in types. Logical analysis and explanation are the most frequently used on the papers. Though they present acceptable thesis with well-organized essay, some information is unrelated and data for supporting the claim are seemingly insufficient. In addition, the students think that this essay as difficult task. In general, lack of knowledge, vocabulary and practice cause the constraints. In specific level, the students report that giving argument, finding support and working on counterargument become source of difficulty and constraints.</p>
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He, Tung-Hsien, Wen Johnny Gou, Ya-Chen Chien, I.-Shan Jenny Chen, and Shan-Mao Chang. "Multi-Faceted Rasch Measurement and Bias Patterns in EFL Writing Performance Assessment." Psychological Reports 112, no. 2 (April 2013): 469–85. http://dx.doi.org/10.2466/03.11.pr0.112.2.469-485.
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This study applied multi-faceted Rasch measurement to examine rater bias in the assessment of essays written by college students learning English as a foreign language. Four raters who had received different academic training from four distinctive disciplines applied a six-category rating scale to analytically rate essays on an argumentative topic and on a descriptive topic. FACETS, a Rasch computer program, was utilized to pinpoint bias patterns by analyzing the rater-topic, rater-category, and topic-category interactions. Results showed: argumentative essays were rated more severely than were descriptive essays; the linguistics-major rater was the most lenient rater, while the literature-major rater was the severest one; and the category of language use received the severest ratings, whereas content was given the most lenient ratings. The severity hierarchies for raters, essay topics, and rating categories suggested that raters' academic training and their perceptions of the importance of categories were associated with their bias patterns. Implications for rater training are discussed.
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Lestari, Hernina Dewi. "STUDENTS’ MOTIVATIONAL FACTORS IN WRITING ESSAY." JOURNEY (Journal of English Language and Pedagogy) 1, no. 2 (February 27, 2019): 67–71. http://dx.doi.org/10.33503/journey.v1i2.321.
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This study aims at discovering the possible motivational factors affecting English Department students in writing essay. Employing descriptive qualitative mode of research, the researcher tried to figure out the concerning factors especially the motivational areas which possibly became the major support and/or hindrance for the students to write essay. To meticulously note down the result, the researcher made use of unstructured interview as the method of collecting the data. The result found teacher’s overall performance, peers’ performance, parent’s involvement, and classroom ambience as the dominant motivational factors affecting students’ performance in writing essay. Future researchers are suggested to study the more specific areas of motivational factors affecting students in writing essay to get better and deeper understanding.
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Octafia, Yani. "Understanding Vocabulary for Essay Writing Test at Eleventh Grade Students of SMK Sirajul Falah Bogor." Lexeme : Journal of Linguistics and Applied Linguistics 2, no. 2 (July 1, 2020): 79. http://dx.doi.org/10.32493/ljlal.v2i2.8113.
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The purpose of this study was to describe students' understanding of vocabulary in completing essay writing tests in class XI Sirajul Falah Bogor. In the 2019/2020 academic year. Respondents in this study were students at a vocational school in Bogor. The research method used a qualitative descriptive method, the population in this study were students of class XI Sirajul Falah Middle School in Bogor, equipped with 336 students. The sampling technique in this study used probability sampling techniques. The subjects selected in this study were 22 subjects who were taken randomly in class XI Sirajul Falah. The data aids used were written tests in the form of essays, interviews and questionnaires. To measure the results of students' writing skills using essay writing tests given to students, there are 3 choices of topics written in descriptive essays and choosing one of the topics. The data were obtained through a test of vocational students' essay writing skills. The aspects that assess the assessment written by students are consistency (1). Content Accuracy with Title, (2) Vocabulary Mastery, (3) Sentence Mastery, (4) Unity, and (5) Spelling Usage and Writing. From the results of data analysis, of the 22 respondents whose lowest score was 24 or 3.11%, only 1 student and the highest score was 44 or 5.71% as many as 2 students and the number of students or at most was 4.93%, for 6 students who achieved 38. Thus it can be denied that the students were able to do the vocabulary test quite well, because most of them achieved scores above the average and none of the students scored below the average.
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Ginting, Carolin Eninta, and Rahman Rahman. "Code-Mixing in Narrative Essay of Fifth Grade Students." International Journal of Science and Applied Science: Conference Series 3, no. 1 (December 11, 2019): 17. http://dx.doi.org/10.20961/ijsascs.v3i1.32592.
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<p class="Abstract">This study aims to find out the code-mixing in narrative essays of grade 5<sup>th</sup> primary school and what factor is behind the use of code-mixing. This study is done in one of the school in Lembang sub-district which is most of the students are coming from provinces in Indonesia. Method of this study is descriptive analysis. The instrument of this study is a written test by giving an assignment to make a narrative essay. This study uses data analysis technique to analyze word by word, sentence, and phrase which contain code-mixing. This study states that some students’ narrative essays contain code-mixing. There are 8 narrative essays contain code-mixing. It is found that students mix Indonesian language and English, Indonesian language and local language such as Betawi and Sundanese, and formal and informal language. The factors of code-mixing in those narrative essays are the speaker and his personality, limitation of code, habituation, and more popular terms.</p>
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Sianturi, Lentare Pinta, Biner Ambarita, and Khairil Ansari. "Feasibility of Higher Order Thinking Skill-Based on Descriptive Text Assessment Instruments Developed on 7th Grade Students of Junior High School (SMP Methodist Wesley Medan)." Budapest International Research and Critics in Linguistics and Education (BirLE) Journal 2, no. 3 (July 29, 2019): 188–202. http://dx.doi.org/10.33258/birle.v2i3.364.
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The development of a descriptive text assessment instrument must be considered in the regularity of the questions in accordance with the question grid. Based on the results of observations at Junior High School (SMP) Methodist Charles Wesley Medan, the teacher gave a questionnaire only in the form of essay questions (explanations) even though, in tests or tests carried out it was actually not just essays, but multiple choices. Feasibility of Higher Order Thinking Skill-Based Descriptive Text Assessment Instruments which is Developed on 7th Grade Students of Junior High School (SMP) Methodist Charles Wesley Medan is eligible and suitable for use in learning. Based on material experts, evaluation experts, Indonesian language teacher assessments and student responses
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Kapranov, Oleksandr. "The use of metonymy and metaphor in descriptive essays by intermediate and advanced EFL students." Linguistics Beyond and Within (LingBaW) 3 (December 30, 2017): 87–101. http://dx.doi.org/10.31743/lingbaw.5652.
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This article involves an empirical linguistic study aimed at elucidating the use of metonymy and metaphor in descriptive essays written by a group of intermediate EFL students (further referred to as ‘participants’). 20 participants were recruited at Stockholm University, Sweden and matched with a control group comprised of 20 advanced EFL students at the same university. The participants and their respective controls were given five pictorial stimuli containing famous architectural landmarks in Sweden. The participants and the control group were instructed to write a one paragraph descriptive essay about each pictorial stimulus using either i) an imaginary and creative approach or ii) a non-imaginary and purely descriptive approach. The corpus of the participants’ and controls’ essays was subsequently analysed in the computer program WordSmith (Scott, 1996). Quantitative analysis in WordSmith yielded descriptive statistics involving word frequencies. Then, the corpus was analysed manually for the presence of metonymy and metaphor. Qualitative findings seem to support previous research (MacArthur, 2010; Haghshenas & Hashemian, 2016), which suggests that the use of metonymy tends to be associated with the intermediate level of EFL writing, whilst both metonymy and metaphor are predominantly found in the writing by advanced EFL learners.
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Kaniah, Kaniah, and Dian Palupi. "Dominasi Struktur Kalimat dan Pilihan Kata dalam Esai Mahasiswa Asing pada Tes Kemampuan Berbahasa Indonesia." Jurnal Bahasa Indonesia bagi Penutur Asing (JBIPA) 2, no. 2 (December 15, 2020): 88. http://dx.doi.org/10.26499/jbipa.v2i2.2863.
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This study aims to describe the sentence structure and choice of words in foreign students' essays on the Indonesian language proficiency test. This research is qualitative with descriptive method. The data source of this research is the essay of foreign students who took the Indonesian language proficiency test. The research data are Indonesian words and sentences contained in the student essays. The data analysis technique was carried out through the steps, namely (a) data identification, (b) data classification, and (c) data interpretation. The results showed that foreign students were able to write simple sentences in Indonesian, but had difficulty understanding the affix process.
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Rixha, Annafi’in Nur, Idrus Alhamid, Siti Rokhmah, and Syamsir Bin Ukka. "SURFACE STRATEGY TAXONOMY: GRAMMATICAL ERRORS ANALYSIS IN THE THIRD-SEMESTER STUDENTS’ DESCRIPTIVE ESSAY." KARIWARI SMART : Journal of Education Based on Local Wisdom 1, no. 2 (June 30, 2021): 36–48. http://dx.doi.org/10.53491/kariwarismart.v1i2.39.
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English and Indonesian are grammatically different. The difference proves that the rules and the application of grammar are the difficult problems in writing English. Based on previous preliminary research, many Third-Semester students of English Education Study Program had problems using grammar. This is supported by the results of unstructured interviews by researcher against students. Then students made mistakes they cannot correct called errors. As English Education students, they must have good competence in all language skills to become a good English teacher. In the future, students will teach writing effectively if they master the grammatical understanding.This research’s objectives were to find: (1) The the types of grammatical errors based on surface strategy taxonomy found in students’ descriptive essay,(2) The dominant grammatical error based on surface strategy taxonomy found in students’ descriptive essay,(3) The factors causing students made grammatical error in writing descriptive essays.To achieve the objectives, a qualitative method is used. Data collected by observation, interview and documentation from students’ descriptive essay worksheet then analyzed using error analysis.The findings of the research: (1) Grammatical errors are Misformation (3rd Person Singular, Plural, Auxiliary Verb, Dictionaries, Preposition, Conjunction, Pronoun, Singular, Simple Present Tense, Simple Past Tense), Omission (Simple Present Tense, Agreement, Auxiliary Verb, Plural, Article, Pronoun, Conjunction, Preposition, Adverb), Addition (Simple Additions, Double Marking), Misordering (Adjective, Pronoun, Auxiliary Verb). (2) The dominant grammatical error is Misformation with 47.05% from 170 errors. (3) The factors causing error are Interlingual and Intralingual.
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Deni, Deni, Bambang Karsono, Rinaldi Mirsa, Adi Safyan, and Eri Saputra. "The Divergence Between Prophet’s Masjid and Present Masjid: An Architectural Essay." International Journal of Engineering, Science and Information Technology 1, no. 2 (April 6, 2021): 130–34. http://dx.doi.org/10.52088/ijesty.v1i2.136.
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Basically, functional aspect in masjid can easily understand that there are divergence phenomena between the present masjid compared to the physical appearance and function of the Prophet's Masjid in the beginning. The objective of study is to reveals the existence of the Prophet's Masjid regarding the process and physical description of the masjid through hadith, sirah nabawiyah and related references as a guideline for comparative thinking on the present masjid. Critical descriptive research method is used as an analytical instrument to assess present masjid by adopting the idea of function in architecture knowledge and collaborate with the idea of social values as a reflection of the paradigm of Muslims towards the present masjid. Discussion find out that the people's perspective on present masjid tends to be statically trapped in the shape, form and visuals from the legacy of Islamic civilization after the time of the Prophet’s Muhammad PBUH.
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Gorman, Michael. "Yesterday's Heresy - Today's Orthodoxy: An Essay on the Changing Face of Descriptive Cataloging." College & Research Libraries 50, no. 6 (November 1, 1989): 626–34. http://dx.doi.org/10.5860/crl_50_06_626.
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Esfandiari, Rajab, and Hananeh Sharifi. "Voice Features Across Essay Types Among Advanced EFL Learners." Pedagogika 141, no. 1 (May 10, 2021): 174–89. http://dx.doi.org/10.15823/p.2021.141.10.
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The present study reports on the findings of voice features across three text types under two different conditions. The results show significant differences in voice features in expository, but not in argumentative and descriptive text types, under timed and untimed conditions. The findings suggest that the analysis of voice features in different text types can inform writers of how successfully they create a balance in introducing their own perspectives.
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Marmor, Theodore R., and Richard W. Smithey. "Health Policy in Historical Perspective, A Review Essay." Journal of Policy History 1, no. 1 (January 1989): 108–28. http://dx.doi.org/10.1017/s0898030600004619.
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All social inquiry, history included, is both theoretical and comparative. This does not mean the analyst is self-conscious about either the theoretical approach or the comparative methods. But it does imply that there is no escaping a theoretical orientation—the concepts employed, the logic of explanation, the descriptive lens of characterization—and no alternative but to make comparisons over time, over space, or across topics. Both A Political Economy of Medicine by J. Rogers Hollingsworth and Health Policies, Health Politics by Daniel Fox raise questions about how one ought to undertake policy history and the comparison of national systems of medical care.
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Arif, Muchamad. "Penggunaan Gambar untuk Mengarang Teks Deskriptif secara Koheren dan Kesatuan." MOTORIC 1, no. 1 (April 28, 2018): 11. http://dx.doi.org/10.31090/paudmotoric.v1i1.545.
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Pictures are language teaching aids that can make students love to write. They have an idea to write. They can describe what they see. This study focuses on the coherence and unity of student descriptive essay written based on the picture. There are several ways to know how coherence and how the unity of a paragraph. For coherence, there are noun repeats, use of pronouns, use of transitions, and setting sentences in a logical order. On the other hand, for unity, the author only discusses one main idea. The research design used is descriptive qualitative. This study was conducted in three meetings. Each meeting, the students get a different picture. Next, they should write and collect at the end of the meeting. Then, the words, phrases, and sentences written by students are analyzed. Furthermore, it was analyzed descriptively. From the results of student essay, it can be seen that there is a significant improvement on the ability of students in writing descriptive text. It seems that the use of images can help students to write descriptive text. The picture can give them an illustration of what they will write.
Keywords: Picture, descriptive text, coherence, unity
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Adriansyah, Rully. "Representasi Konteks Sejarah dalam Puisi Esai Mata Luka Sengkon Karta." Imajeri: Jurnal Pendidikan Bahasa dan Sastra Indonesia 3, no. 1 (September 30, 2020): 53–66. http://dx.doi.org/10.22236/imajeri.v3i1.5404.
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This study aims to describe how historical contexts contained in the essay poem "Mata Luka Sengkon Karta" by Peri Sandi Huizche. With reference to some problem formulations formulated on how the historical context is presented and how social criticism in the essay poem "Mata Luka Sengkon Karta" by Peri Sandi Huizche. The method used is a descriptive qualitative method using data collection techniques namely interventarization techniques, reading reading techniques, recording techniques. Based on research conducted by researchers, it can be concluded that there are three historical contexts and three social criticisms contained in the essay poem "Mata Luka Sengkon Karta" by Peri. Keywords: Historical Contexts; Essay Poem; Mata Luka Sengkon Karta
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Rahmalia, Indah. "Process Approach Used by Students in Essay Writing at English Departmant." Linguistic, English Education and Art (LEEA) Journal 2, no. 2 (June 11, 2019): 132–41. http://dx.doi.org/10.31539/leea.v2i2.638.
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The purpose of this study was to find out the process approach used by students in essay writing at STKIP AbdiPendidikanPayakumbuh. This study was carried out of descriptive research by employing questionnaire consist of 24 questions to 13 students in the secondacademic yearselected by using purposive sampling technique. The results of this study indicate that students have used all the process approach in essay writing. The most dominant process used by students is brainstorming with scores (111) and the least used by students is feedback with scores (84). From the result, It can be concluded that all students used the process approach in essay writing.
Keywords: process approach, writing, essay writing
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Nurhaedah, Nurhaedah, Muslimin Muslimin, and Andini Kamal. "Pengaruh Model Pembelajaran Paired story telling Terhadap Keterampilan Menulis Karangan Narasi Pada Muatan Bahasa Indonesia Siswa Kelas V SD Negeri Kompleks IKIP I Kota Makassar." JIKAP PGSD: Jurnal Ilmiah Ilmu Kependidikan 3, no. 3 (September 18, 2019): 196. http://dx.doi.org/10.26858/jkp.v3i3.10216.
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The problem in this study was the low narrative essay writing skills of the fifth grade students of the Complex Elementary School of IKIP I Makassar City. The research objective was to find out: (1) the description of the paired story telling learning model in class V of IKIP I Elementary School, (2) description of students 'narrative essay writing skills on Indonesian language class V content of SD Negeri IKIP I Elementary School, and (3) whether the paired story telling learning model influences students' narrative essay writing skills on the fifth grade Indonesian language lesson at IKIP I Elementary School The approach taken is quantitative research type quasy experiment It is in the form of non-equivalent control group design. The independent variable in this study is the paired story telling learning model, while the dependent variable is narrative essay writing skills. The total population of 93 students namely the Va class was 46 students and the Vb class was 47 students. The research sample was 75 students conducted by drawing using the Simple Random Sampling technique with Slovin formula whose error rate was 5%. Data collection techniques using observation, tests and documentation. The data analysis technique used is descriptive analysis and inferential statistical analysis using the Statistical Package for Social Scenario (SPSS) system Version 25.0. The results of the study can be concluded that, the description of the paired story telling learning model takes place well because the percentage category for each meeting increases. So that it can be concluded that the paired story telling learning model influences the students' narrative essay writing skills in the fifth grade Indonesian language learning content at the IKIP I Makassar Complex State Elementary School.
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Fitrawati, Fitrawati, and Dian Safitri. "Students' Grammatical Errors in Essay Writing: A Pedagogical Grammar Reflection." International Journal of Language Education 5, no. 2 (June 30, 2021): 74. http://dx.doi.org/10.26858/ijole.v5i2.16128.
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Students of English as a Foreign Language (EFL) are expected to master the fundamental of grammar so they can produce good essays. However, despite having learnt English at secondary or university level, students tend to make many grammatical errors in their writing. This study presents the grammatical errors made by college EFL students in their essays and the pedagogical implications viewed from those errors. This is a descriptive research with 30 second-year students who enrolled Essay Writing class as participants. Thirty written essays produced by the students were analyzed for the grammatical errors. The findings revealed that there were 368 grammatical errors found in the students’ essays. The most common one was in verb use (48%). Besides, the errors were also found in nouns (12%), prepositions (8%), determiners (8%), pronouns (8%), adverbials (6), adjectives (5%), and conjunctions (5%). If teachers do not assist students to comprehend the concept of parts of speech, and essential and nonessential clauses, these students will continue to make errors in their more advanced writing. The findings may have useful pedagogical implications for English language teachers, syllabus designers, and test developers. Understanding students’ difficulties and providing appropriate grammar instructions are the keys to teach grammar.
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Iftitah, Nurlaili, I. Wayan Widiana, and Alexander Hamonangan Simamora. "Think Talk Write Assisted Monopoly Media in Students' Simple Essay Writing Skills." Journal of Education Technology 4, no. 2 (July 2, 2020): 195. http://dx.doi.org/10.23887/jet.v4i2.25144.
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Lack of student interest in writing essays, this happens because teachers in learning do not use innovative learning models, and learning media that interest students. Therefore, this study aims to analyze the use of Think Talk Write (TTW) learning models assisted by monopolistic media on simple essay writing skills of third-grade elementary school students. This type of research is quasi-experimental (quasi-experimental) with a non-equivalent post-test only control group design. The study population was all grade III in elementary school. The research sample was taken using a random sampling technique, with a total of 59 people. Data collection instruments used in this study were simple essay writing skills instruments, then analyzed using descriptive statistics and inferential statistics (t-test). Based on the results of the t-test analysis, the t-count was 11.457. While the table with db = 57 and a significance level of 5% is 2.002. This shows that t-count is greater than t-table (t-count> t-table) with the conclusion that the Think Talk Write (TTW) learning model assisted by monopoly media has a positive effect on writing skills in simple essays. The existence of this research helps teachers to enrich references to models and instructional media that can be used.
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Ka kan dee, Maleerat. "Law Students’ Essay Writing Performance and their Writing Difficulties." European Journal of Language and Literature 9, no. 1 (June 10, 2017): 80. http://dx.doi.org/10.26417/ejls.v9i1.p80-89.
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In this study, the researcher used a 5 scale scoring rubric employed by McCann (1989) and Nussbaum and Kardash (2005) as a tool to gauge the overall quality of 60 first year students’ writing tasks. The researcher also used a questionnaire to measure the level of students’ writing anxiety. Moreover, a semi structure interview is used to investigate the writing difficulties encountered by Thai EFL law students. The results of students’ writing tasks provided the valuable understandings that would assist Thai EFL teachers to understand their students’ weaknesses. Such valuable description can be used to help Thai EFL teachers improve their teaching activities to meet the demands of their students to develop their writing competences (Flower - Hayes, 1981; Leighton - Gierl; 2007). Knowledge about university students’ difficulties with writing is not sufficiently descriptive to effectively identify the right features of students’ problems with writing. There is a critical need to know more about the difficulties experienced by Law students, when they compose essays, in order to assess the overall quality of the Law students’ writing essays. A 5 scale scoring rubric employed by McCann (1989) and Nussbaum and Kardash (2005) was adopted to gauge the overall quality in this research study. Findings revealed that Law students’ writing tasks had weaknesses on various aspects, which lead to ineffective writing. Moreover, Law students experienced the high level of writing anxiety which prevent writing essays effectively.
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Bates, Benjamin R. "Circulation of the World War II / Holocaust analogy in the 1999 Kosovo intervention." Journal of Language and Politics 8, no. 1 (April 1, 2009): 28–51. http://dx.doi.org/10.1075/jlp.8.1.03bat.
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This essay offers an analysis of the circulation of World War II and Holocaust analogies in discourses about American military involvement in Kosovo. The essay argues that the World War II/Holocaust analogy provided the public with a new vocabulary for understanding the situation in Kosovo. The essay uses Bill Clinton’s speeches about Kosovo during the first week of American intervention as a representative anecdote for discussing the analogy and its rhetorical force. The essay then probes the circulation of the analogy in other governmental, media, and public opinion outlets. By comparing Kosovo 1999 to Europe 1945, the analogy offers descriptive and prescriptive reasons for American involvement that encourage public approval of military intervention. The essay offers conclusions and implications of this analysis for the understanding of the relationships among rhetoric, public opinion, and international conflict.
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Yudha, Nicky Prima, Syahrul Ramadhan, and Ngusman Abdul Manaf. "THE DIFFERENCES BETWEEN STUDENTS' WRITING NARRATIVE WITH COOPERATIVE LEARNING MODEL OF CIRC AND JIGSAW BY CONSIDERING MOTIVATION OF CLASS VII SMP NEGERI 28 PADANG." Lingua Didaktika: Jurnal Bahasa dan Pembelajaran Bahasa 8, no. 1 (July 3, 2018): 39. http://dx.doi.org/10.24036/ld.v8i1.10345.
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This study was conducted to explain (a) the difference in narrative essay writing skills of students who are taught using cooperative learning model CIRC with Jigsaw (b) differences in the ability to write narrative essays highly motivated students who are learning with cooperative learning model CIRC with Jigsaw; (c) differences in the ability to write narrative essays low motivated students who are learning to cooperative learning model CIRC with Jigsaw; and (d) the interaction between the use of models in the study of learning and motivation affect the ability of students to write a narrative essay. This study was a quasi-experimental (quasi-experiment) using a 2x2 factorial design. Population of 250 people, the study sample is taken by means of random sampling and obtained class VII / 2 as an experimental class I and class VII / 1 as the experimental class II, each consisting of 30 and 32 students. Data were collected by two instruments, namely motivation questionnaire and performance test writing narrative essays. Analyzing and discussion of the data is done by descriptive-analytical. Based on the results of data analysis, we can conclude the following four things. First, there are no significant differences in narrative essay writing skills of students who are taught using cooperative learning model CIRC with Jigsaw. Secondly, there is no significant difference in the ability to write narrative kararangan highly motivated students who are learning with cooperative learning model CIRC and Jigsaw. Third, there is no significant difference in the ability to write narrative kararangan low motivated students who are learning to cooperative learning model CIRC and Jigsaw. Fourth, there is no interaction between the model of learning with learning motivation in influencing the ability to write narrative essays seventh grade students of SMP Negeri 28 Padang. The use of models and Jigsaw cooperative CIRC can enhance students' ability to write a narrative essay, motivated either high or low.
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Dewi, Utami. "Peer Feedback in Reviewing Essay." SALTeL Journal (Southeast Asia Language Teaching and Learning) 2, no. 2 (August 6, 2019): 1–7. http://dx.doi.org/10.35307/saltel.v2i2.26.
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Peer feedback is the comment or advice from equal partner, which can help the writer to improve their product of the writing. The aim of this study was to find out the types of peer feedback most frequently given by students in reviewing their classmates’ essay. The total participants of this study were 178 students of English education department. The data of this study was taken from peer feedback given by students in reviewing essay, which applied in the class of writing. The design of this study was descriptive quantitative. The peer feedback given by students in reviewing their classmates’ essay was analyzed and categorized based on Hyland and Hyland’s classification: praise, criticism, and suggestion. As the result, suggestion was most frequently given by students in reviewing essay because most of the students gave constructive comment or asking the improvement as their feedback rather than gave praise and criticism. It was seen that the total suggestion which given by students to the classmates was 208 feedback. Then, 108 praise was given which expressed the positive comments or positive impression, though there is some empty praise without constructive comments. 107 criticisms were also given by students in expressing their negative comment or dissatisfaction with the essay written by their classmates. In addition, some combinations of the feedback were also given in reviewing essay. There are 30 combinations of praise and criticism, 51 combinations of praise and suggestion, and 25 combinations of criticism and suggestion. In conclusion, the reviewers expressed positive and negative comments, positive and constructive comments, the negative and constructive comments in same time.
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Murad, Dhesy Bonitha Savitri, Laelah Azizah, and Misnah Mannahali. "Analisis Kesalahan Sintaksis Pada Karangan Deskripsi Bahasa Jerman." Interference: Journal of Language, Literature, and Linguistics 2, no. 2 (May 27, 2021): 105. http://dx.doi.org/10.26858/interference.v2i2.20479.
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This study aims to determine the types of syntactic errors in the essay descriptions of the German language of SMA NEGERI 9 Makassar students. This type of research is descriptive qualitative. The analytical method used is the method proposed by Ellis. The research data is in the form of descriptive essays written by students. The data source of this research is the students of class XII Mia 8 SMA Negeri 9 Makassar, amounting to 31 students. The data collection technique was carried out through a German writing test. The results of the data analysis show that the syntactic errors that appear are phrase errors, including 4 types of errors in noun phrases, 8 types of errors in pronouns, 7 types of errors in prepositional phrases, 4 types of errors in adjective phrases, and 4 types of verb phrases.
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Walser, Hannah. "Under Description: The Fugitive Slave Advertisement as Genre." American Literature 92, no. 1 (March 1, 2020): 61–89. http://dx.doi.org/10.1215/00029831-8056595.
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Abstract This essay analyzes the discourse of the fugitive slave advertisement (FSA) to argue that these texts form what I call a “genre of personhood.” Centered on physical and behavioral descriptions of escaped slaves, FSAs offer a window into the heuristics that slaveholders used to identify, explain, and anticipate slaves’ behavior in the antebellum era, constructing an implicit model of enslaved personhood by means of consistent syntactic patterns and semantic tropes. I argue for the continuity of these texts’ descriptive and scriptive (or instructive) functions, finding that FSAs conscript the white reader into searching for a fugitive not only through overt appeals but by structuring the reader’s perceptual experiences via linguistic cues. Ultimately, the essay not only excavates the opportunistic and incomplete construction of personhood from heterogeneous materials but also reveals the interdependence of literary description and extraliterary genres like the FSA.
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Özdemi̇r, Haydar, and Ömer Çi̇ftç. "The Evaluation of Monolingual and Bilingual Students’ Writing Skills in Fifth Grade of Secondary School Comparatively." International Journal of Education and Literacy Studies 9, no. 3 (August 1, 2021): 85. http://dx.doi.org/10.7575/aiac.ijels.v.9n.3p.85.
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This study was conducted to determine the writing skills of bilingual students whose mother tongue is Kurdish and monoligual students whose mother tongue is Turkish in the fifth grade of secondary school. More specifically, the story and essay writing skills of bilingual students are compared with the writing skills of monolingual students based on their reading habits and their parents’ educational backgrounds. The research is a descriptive study based on scanning model and aims to reveal the current situation as it is. The study group of the research consists of a total of 104 fifth grade secondary school students, 52 bilingual and 52 monolingual, studying in 4 different secondary schools in the central district of İpekyolu in Van, Turkey. In order to determine students’ writing skills, stories and essays were written to them at different times in one lesson hour (average forty minutes). The stories were evaluated according to the Story Writing Evaluation Form (İzdeş, 2011). The essays were evaluated according to the Written Expression Rating Scale (Deniz, 2003). According to the results of Mann Whitney-U and Kruskal - Wallis-H tests, monolingual students outperformed bilingual students in both story and essay writing. While a significant difference was found between bilingual and monolingual students’ essay and story writing skills, no significant difference was found in terms of parents› education status or the number of books their parents read. The findings have interesting implications for the researchers and teachers in the area.
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Sujito, Sujito, and Wildan Mahir Muttaqien. "RHETORICAL PATTERN IN ARGUMENTATIVE ESSAY WRITING BY EFL STUDENTS OF IAIN SURAKARTA." LINGUA: Journal of Language, Literature and Teaching 13, no. 2 (August 3, 2016): 157. http://dx.doi.org/10.30957/lingua.v13i2.172.
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This study reports pattern of rhetoric in argumentative essay of academic writing accros three achievement categories: fast learner, medium learner, and slow learner. Descriptive correlation between the pattern of the rhetoric and overall quality of academic writing was also identified. This research was descriptive study using content analysis approach. The research subjects were 3 classes of semester VII EFL student out of 9 classes selected in purposive sampling. Pattern of rhetoric in students work was analyzed in seven categories: thesis statement, reservation, background information, rational appeal, affective appeal, conclusion, and hesitation. ESL composition profile by Jacobs was employed to measure students’ academic argumentative essay. The finding showed that rhetoric pattern categories in three different writing achievers was failed to use. However, strong connectivity between pattern of the seven rhetoric categories and overall quality of academic writing across level of achievement was significantly linked.
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Akram, Muhammad, Aisha Siddiqa, Amana Ghulam Nabi, Waheed Shahzad, and Majid Rashid. "Essay Writing and Its Problems: A Study of ESL Students at Secondary Level." International Journal of English Linguistics 10, no. 6 (September 23, 2020): 237. http://dx.doi.org/10.5539/ijel.v10n6p237.
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Writing is the most important genre of all four modules of language. In Pakistan, English is taught as a second language and developing English writing competence is essential for successful communication at all levels of the education system. However, students face challenges in mastering English essay writing skills. The main objective of this study is to investigate the challenges faced in English essay writing by Secondary school students in District Rahim Yar Khan. However, the specific objectives were to determine strategies employed by teachers for teaching essay writing skills, problems faced and strategies employed by students for learning these skills. Finally, methods were proposed for teachers and students for enhancing English essay writing skills among students. A descriptive survey research methodology was adopted. The target population was teachers and students of public secondary schools of District Rahim Yar Khan except for schools of Tehsil Liaquatpur. The sample consisted of 170 students and 27 teachers from 17 sampled schools. Questionnaire from teachers and students and an essay writing test from students were conducted to collect data. The descriptive statistical technique was used to analyze quantitative data in the form of percentages and frequencies. It was evaluated that most common teaching methods used are demonstrations, lectures and question and answers. However, effective teaching methods like oral presentations, peer teaching, group discussions, and role play are not widely used. Moreover, teachers do face problems like low salaries and high workload which effects teaching. Based on the study, recommendations were made for students, teachers, and government to address the challenges students face in English essay writing at secondary level.