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Relevant bibliographies by topics / English language English language Report writing College prose

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Academic literature on the topic 'English language English language Report writing College prose'

Author: Grafiati

Published: 4 June 2021

Last updated: 18 February 2022

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Journal articles on the topic "English language English language Report writing College prose"

1

Madkour, Magda. "The Effect of Digital Dialogued Journaling on Improving English Writing: A Linguistic Communicative Approach." English Language Teaching 9, no. 8 (2016): 241. http://dx.doi.org/10.5539/elt.v9n8p241.

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<p>Writing is a complex process that requires advanced linguistic skills. Although many college students studied English as a foreign language (EFL) for twelve years in preparatory and high schools, they still face major problems in producing correct writings that meet their colleges’ requirements. Students’ problems include inability to generate ideas, organize discourse, control sentence structures, choose appropriate vocabulary, and use effective styles. A potential solution to such problems can be found in the application of modern technologies in the classrooms. Telecommunication te

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2

Tickoo, Asha. "A key means to signaling the evaluative component in storytelling." ITL - International Journal of Applied Linguistics 149-150 (2005): 19–46. http://dx.doi.org/10.2143/itl.150.0.2004371.

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Though scholars interested in ESL writing pedagogy would like to believe otherwise, most students in high school and college English language courses are not, in fact, required to write academic prose. Rather they are, by and large, asked to write the personal narrative, a genre of prose similar in very fundamental ways to the prototype story. The personal narrative is a challenge because, like the prototype story, it is more than a mere report of events in past time. It is a report of events in past time infused with, what has been identified as the defining component of the story, the evalua

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3

McIntyre, Dan, and Brian Walker. "Discourse presentation in Early Modern English writing." International Journal of Corpus Linguistics 16, no. 1 (2011): 101–30. http://dx.doi.org/10.1075/ijcl.16.1.05mci.

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In this article we report on a pilot project investigating the presentation of speech, writing and thought in Early Modern English prose fiction and news writing. The aim of the project is to determine whether discourse presentation changes diachronically and what the function of the various discourse presentation categories were in the Early Modern period. To study this we have built and annotated a small corpus of Early Modern English writing using the model of speech, writing and thought presentation outlined in Semino & Short (2004). We are thus able to compare our findings against tho

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4

Ying, Zhang. "Exploring Construction of College English Writing Course from the Perspective of Output-Driven Hypothesis." English Language Teaching 11, no. 2 (2018): 188. http://dx.doi.org/10.5539/elt.v11n2p188.

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English writing is regarded as the most difficult task by Chinese EFL learners. Due to the existing problems in present college English writing instruction, teachers fail to provide effective guidance in students’ writing process and students report a low level of motivation and confidence in writing tasks. Through purposeful reading discussions driven by writing tasks, students are provided with sufficient opportunities to receive language input. Reading-to-writing activities, based on output-driven hypothesis, help students consolidate and internalize linguistic and stylistic knowledge acqui

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5

He, Tung-hsien. "Personality Facets, Writing Strategy Use, and Writing Performance of College Students Learning English as a Foreign Language." SAGE Open 9, no. 3 (2019): 215824401986148. http://dx.doi.org/10.1177/2158244019861483.

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This study applied the structural equation modeling (SEM) technique to explore the predictive relations among personality facets, writing strategy use, and writing performance of college students learning English as a foreign language (EFL). In total, 201 participants composed an argument-based essay, before being surveyed using two self-report instruments: the Personality Facet Scale (PFS), which measured 10 facets within the framework of the Five-Factor Model (FFM), and the Writing Strategy Scale (WSS) that assessed six types of strategy. The established structural model indicated the follow

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6

Haug, Laura. "Introducing integrated language skills assessment at the language department of a Czech university." Language Learning in Higher Education 11, no. 1 (2021): 253–62. http://dx.doi.org/10.1515/cercles-2021-2010.

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Abstract Integrated assessment evaluates language proficiency through tasks that require the test-taker to produce a written or spoken output based on listening or reading comprehension (reading or listening-into-writing or speaking). Since integrated assessment aims at reflecting the communicative and cognitive requirements of academic life and other professions, it is considered a means of assessment that is both authentic and valid. Examples of integrated tests can be found in high-stakes examinations at universities with English as the medium of instruction, and in the standardised high-st

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7

Abugohar, Mohammed Abdulgalil, Ma’in Ateyah Al-Hnifat, Omar Ali Al-Smadi, Radzuwan Ab Rashid, and Kamariah Yunus. "English Language Speaking Skill Issues in an EMP Context: Causes and Solutions." International Journal of English Linguistics 9, no. 3 (2019): 211. http://dx.doi.org/10.5539/ijel.v9n3p211.

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A good start in researching on language teaching and learning issues is to first analyse target learners&rsquo; actual performance and their needs. This mixed-methods 2-cycle study is aimed to analyse medical-college students&rsquo; language needs through two instruments&mdash;a self-rated report and a guided focus group. Out of the main four language skills (speaking, reading, listening, and writing), Cycle 1 aimed at exploring the most trouble-provoking skill for EMP students through a 7-item rating report with a sample of 45 participants. Based on the results of Cycle 1 which la

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8

Staurowsky, Ellen J., and Allen L. Sack. "Reconsidering the Use of the Term Student-Athlete in Academic Research." Journal of Sport Management 19, no. 2 (2005): 103–16. http://dx.doi.org/10.1123/jsm.19.2.103.

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Although the termstudent-athletedoes not appear in any standard English dictionary, it is routinely used in the United States in reference to athletes who participate in secondary and post-secondary school sport programs. Popular usage of the termstudent-athletesuggests widespread agreement in the culture and among academics that it is a term with either a favorable meaning or, at the very least, a benign or neutral one. In recent years, however, scholars who have explored the evolution and etymology of the term report that its introduction into the language of sport in the United States was a

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9

Keating, Terrence, and Mike Long. "Collaborating For Success: Team Teaching The Engineering Technical Thesis." American Journal of Engineering Education (AJEE) 3, no. 1 (2012): 19–28. http://dx.doi.org/10.19030/ajee.v3i1.6886.

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This paper will examine the collaborative teaching process undertaken at College of the North Atlantic- Qatar (CNA-Q) by Engineering and the Communication faculties to improve the overall quality of engineering students’ capstone projects known as the Technical Thesis. The Technical Thesis is divided into two separate components: a proposal stage (Tech Thesis 1- investigative) and a technical/presentation stage (Tech Thesis 2 - final written and oral communicative report). It involves a complex blending of experimentation, technical information and data with competent formal technical report w

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10

Тарабань, Роман, Кодуру Лакшмоджі, Марк ЛаКур, and Філіп Маршалл. "Finding a Common Ground in Human and Machine-Based Text Processing." East European Journal of Psycholinguistics 5, no. 1 (2018): 83–91. http://dx.doi.org/10.29038/eejpl.2018.5.1.tar.

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Language makes human communication possible. Apart from everyday applications, language can provide insights into individuals’ thinking and reasoning. Machine-based analyses of text are becoming widespread in business applications, but their utility in learning contexts are a neglected area of research. Therefore, the goal of the present work is to explore machine-assisted approaches to aid in the analysis of students’ written compositions. A method for extracting common topics from written text is applied to 78 student papers on technology and ethics. The primary tool for analysis is the Late

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