Journal articles: 'Essay writing'

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Eshmanova, Nodira Nazarkulovna. "ВEST ESSAY WRITING AND ESSAY WRITING TECHNIQUES IN ELEMENTARY SCHOOL." CURRENT RESEARCH JOURNAL OF PEDAGOGICS 02, no. 10 (October 1, 2021): 190–95. http://dx.doi.org/10.37547/pedagogics-crjp-02-10-34.

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The article analyzes the most important of them in the practice of Uzbek pedagogy, the development of the skills of writing essays and essays among primary school students and when familiarizing themselves with the laws of the Uzbek language, the implementation of the selection procedure and orientation by disciplines.

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Mustadi, Ali, and Miftakhul Amalia. "Spelling writing error analysis in nonfiction essay of elementary students." Jurnal Prima Edukasia 8, no. 2 (July 1, 2020): 177–87. http://dx.doi.org/10.21831/jpe.v8i2.33436.

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Spelling writing error often occurs in an essay. The spelling error is found in nonfiction essays of the V grade students. This research purpose is to describe the error in spelling writing in nonfiction essays of V grade students in SD Negeri 1 Kadipiro, Kasihan Bantul. The research is a content analysis research using a qualitative approach. The data source of this research is Indonesian nonfiction essays. Data collecting technique used was reading and by note-taking. The instrument of the research is the mechanical analysis sheet. Validity used in this research is semantic validity. Reliability of this research is stability and reproducibility. Analysis unit in this research covers letters usage, writings words, use of punctuation, and uptake words writings element. The data analysis technique used consists of data collection, sample determination, recording/noting, reduction, and drawing a conclusion. The research finding shows that there are writing errors in student’s nonfiction essay, such as letter usage (54,47%), word writing errors (25%), error in using punctuation (18,16%), and error in writing uptake words (2,37%). Factors that cause errors in writing include limited time in learning to write, lack of mastery in spelling rules, and lack of accuracy in writing.

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Hameed, Yassir Shaeer, and Ala'a Ismael Challob. "Synonymy as a Cohesive Device in Students' English Essay Writing." Al-Adab Journal 2, no. 140 (March 15, 2022): 91–110. http://dx.doi.org/10.31973/aj.v2i140.3632.

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English writing as a productive skill, is the most challenging skill for EFL students. Nowadays, writing cohesive texts is of great importance especially the essay writing. Consequently, this study is concerned with the use of synonymy as one of the lexical cohesive devices in EFL students' essay writing. This study aims at identifying the most frequently used synonyms in Iraqi university students' essay writing. It also aims at investigating the way in which the use of synonyms as a lexical device contributes in building-up a well-built cohesive essay. Twenty male and female/ third-year students in the English Department, College of Education for Humanities, University of Anbar-Iraq were purposively chosen to participate in writing twenty descriptive essays. A qualitative research design was used in data collection using writing task instrument. Thus, data were analyzed qualitatively using content qualitative analysis procedure. Findings revealed that the frequency of synonymy occurrence in the students' essays was more than that of near-synonymy type. It was also indicated that the students used different synonyms and near-synonyms in their essays to achieve the goal of logical cohesion though they have a little knowledge of this type, synonymy, of lexical cohesive devices. It was also revealed that they have problems in the selection of the appropriate synonyms in their writings due to the lack of sufficient vocabulary knowledge.

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Gregg, Noel, Chris Coleman, Mark Davis, and Jill C. Chalk. "Timed Essay Writing." Journal of Learning Disabilities 40, no. 4 (July 2007): 306–18. http://dx.doi.org/10.1177/00222194070400040201.

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Banerjee, Sukanya. "Writing Bureaucracy, Bureaucratic Writing." Nineteenth-Century Literature 75, no. 2 (September 2020): 133–58. http://dx.doi.org/10.1525/ncl.2020.75.2.133.

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Sukanya Banerjee, “Writing Bureaucracy, Bureaucratic Writing: Charles Dickens, Little Dorrit, and Mid-Victorian Liberalism” (pp. 133–158) In its famed representation of the Circumlocution Office, Charles Dickens’s Little Dorrit (1857) is widely recognized as satirizing bureaucracy. Arguing instead that the novel proffers a more nuanced perspective on bureaucracy, this essay situates Dickens’s depiction of the Circumlocution Office amid mid-Victorian debates on liberalism. More specifically, the essay makes note of the tension between ascendant ideals of representative government and the acknowledged importance of a nonelected but competent bureaucracy. Dickens’s mediation of this tension, the essay argues, not only informs his representation of the Circumlocution Office but also accounts for the novel’s subdued tone and characterization, which the essay reads as ambivalence. But in reading the novel’s depiction of bureaucracy through the lens of ambivalence, the essay is also alert to Dickens’s bureaucratic method of writing Little Dorrit itself. The bureaucratic writing of the novel, the essay suggests, opens up the possibility not only of rethinking the role and place of bureaucracy but also of the boundaries between bureaucratic and literary sensibilities as well.

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Febriani, Tri Nurilah. "“Writing is challenging”: factors contributing to undergraduate students’ difficulties in writing English essays." Erudita: Journal of English Language Teaching 2, no. 1 (May 31, 2022): 83–93. http://dx.doi.org/10.28918/erudita.v2i1.5441.

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Essay writing is one of writing skills that must be mastered by students especially college ones because they often get an assignment to write an essay. However, many students find it difficult when they are assigned to compose an essay. This research aims to investigate the difficulties in English essay writing and its factors. Framed in a narrative inquiry, 33 students and one lecturer volunteered to participate. Data were collected through open-ended questionnaires and semi-structured interviews. The data were analyzed using thematic analysis by Braun and Clarke. Study findings reveal that students find difficulties in grammar, vocabulary, cohesion and coherence, and developing topic ideas. Factors that contribute to students' difficulties are both internal factors (psychological factors and linguistic factors) and external factors (peer support and advisor support). Several ways that students do to overcome the difficulties in writing essays were motivating themselves, studying and reading a lot, and writing practice. In addition, they were also asked their friends and their lecturer to get more explanation. To make a good essay, students need to improve their grammar and punctuation ability. They, likewise, need to increase their logical thinking ability to create coherent and cohesive essays.

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Seytnazarova, Sh. "Teaching writing essay to intermediate level learners." Ренессанс в парадигме новаций образования и технологий в XXI веке, no. 1 (May 30, 2022): 213–14. http://dx.doi.org/10.47689/innovations-in-edu-vol-iss1-pp213-214.

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An essay is a piece of writing that methodically analyses and evaluates a topic or issue. Fundamentally, an essay is designed to get your academic opinion on a particular matter. The word essay derives from the French infinitive essayer, "to try" or "to attempt". In English essay first meant "a trial" or "an attempt", and this is still an alternative meaning. The Frenchman Michel de Montaigne (1533–1592) was the first author to describe his work as essays; he used the term to characterize these as "attempts" to put his thoughts into writing, and his essays grew out of his commonplacing.

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Thao, Vo Thi Thu. "The Impact of Critical Thinking on HUFI English-major Freshmen’s Essay Writing." Journal of English Language Teaching and Applied Linguistics 3, no. 6 (June 8, 2021): 80–86. http://dx.doi.org/10.32996/jeltal.2021.3.6.11.

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According to the final test results of writing courses, it is indicated that the essay writing process has been still a radical challenge among HUFI English-major students. This paper illustrates a preliminary study in which English-major students’ perceptions about how critical thinking skills impact their process of writing short essays is investigated. To verify the issue, survey research and classroom observations were planned and conducted. A set of questionnaires was first handed out to 120 students in the Writing 2 course (Essay Writing) to explore students’ insights on the importance of critical thinking in their writing, and then six sections of students’ in-class writing were observed to identify both benefits and challenges of applying critical thinking skills to the essay writing task. The findings indicated that critical thinking plays a crucial role in enhancing students’ ability to plan and capacity to write essays as well as minimizing weaknesses in students’ essay writing process.

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Riddell, Jessica. "Performance, Feedback, and Revision: Metacognitive Approaches to Undergraduate Essay Writing." Collected Essays on Learning and Teaching 8 (June 12, 2015): 79. http://dx.doi.org/10.22329/celt.v8i0.4256.

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Abstract This paper explores ways in which frequent feedback and clear assessment criteria can improve students’ essay writing performance in a first-year English literature course. Students (n = 68) completed a series of three scaffolded exercises over the course of a semester, where they evaluated undergraduate essays using a predetermined assessment process. They were then asked to write their own essays and evaluate them using the same assessment criteria. The efficacy of the project was evaluated based upon student feedback, both quantitative and qualitative, and an analysis of their marks. The essay-writing project was informed by fundamental principles supported by research in teaching and learning: namely, that early intervention in first-year courses helps students improve their essay-writing skills, clear and transparent expectations are crucial for positive student perceptions around learning, carefully scaffolded assignment help students develop their writing skills over time, and increasing the frequency of writing opportunities and feedback leads to higher learning outcomes. Findings suggest that a metacognitive approach to essay writing can provide significant opportunities for students to improve their essay-writing skills. The essay-writing project has implications for those who plan, support, and deliver first-year university courses, particularly those courses involving academic writing assignments.

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Bulqiyah, Suhaimah, Moh Arif Mahbub, and Dyah Ayu Nugraheni. "Investigating writing difficulties in essay writing: Tertiary students’ perspectives." English Language Teaching Educational Journal 4, no. 1 (May 3, 2021): 61. http://dx.doi.org/10.12928/eltej.v4i1.2371.

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This study is primarily designed for investigating the tertiary students’ perspectives on the writing difficulties of essays. This study was conducted in explanatory research in which quantitative and qualitative data were obtained from the web-based questionnaire and semi-structured interview, then analyzed separately. 21 undergraduate students have enrolled in the survey and 6 of them were invited to the interview section. This research reveals tertiary students' problems in essay writing course are categorized into: affective problems which raise from students’ and lecturers’ attitude while teaching and learning Essay Writing Course, cognitive problems that considered as the difficulties in the areas of writing viewpoint, transferring language, and the process of writing, and linguistic problems in the area of lexico-grammar, vocabulary, and the structure of the essay. Due to the findings, those aspects of academic writing should be serious attention for both EFL students and teachers to overcome the problems. The findings of this study have implications for EFL writing course designers as basic data of material improvement and for researchers particularly in the realms of language and education.

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Li, Fang, and Yingqin Liu. "Toward an Intercultural Rhetoric: Improving Chinese EFL Students’ Essay Writing through Outline Writing." Journal of Language Teaching and Research 10, no. 1 (January 1, 2019): 83. http://dx.doi.org/10.17507/jltr.1001.10.

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This study explores the effects of teaching EFL students to use an outline in their English essays. The researchers maintain that using outlines can raise students’ awareness of different audience expectations embedded in the rhetoric of the target language (English) and culture and can improve their English academic writing. The study was based on a four-week long case study at a university in Xi’an, China, in which 24 Chinese EFL students at the College of Translation Studies participated. A discourse analysis was conducted by comparing the Chinese EFL students’ English essays produced at the beginning of the study with those produced at the end of the study after learning and practicing outlining for writing the English essays. Email inquiries were used for understanding the participants’ viewpoints on learning how to write English essay outlines. The findings reveal that teaching EFL students to use outlining in their English essays is an effective way to help them improve their essay writing. Not only can it enhance the students’ understanding about using the English thesis statements, but it can also help improve the use of related, logical, and specific detailed examples to support the main ideas in their essays. The email inquiries also revealed that the students believe that outline learning helped them to understand the differences between Chinese and English essay writing. The implications of the study for intercultural rhetoric are also discussed.

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Hajeid, Mohammad Rajab. "Developing Students Essay Writing." English Language Teaching 11, no. 12 (November 16, 2018): 101. http://dx.doi.org/10.5539/elt.v11n12p101.

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This paper tries to shed light on the use and endeavors teachers bear in correcting students writing papers without achieving good results to improve their writing. This theoretical research or reflection of this paper attempts to explore the reasons why some teachers sometimes feel that their teaching of writing is worthless since they spend a lot of time commenting and writing marks on students corrected papers and still many students do not get better or improved.

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West, Harry, Gemma Malcolm, Sophie Keywood, and Jennifer Hill. "Writing a successful essay." Journal of Geography in Higher Education 43, no. 4 (August 16, 2019): 609–17. http://dx.doi.org/10.1080/03098265.2019.1655720.

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Jones, Anne Hudson. "Essay: Writing and healing." Lancet 368 (December 2006): S3—S4. http://dx.doi.org/10.1016/s0140-6736(06)69902-9.

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McIntosh, Malachi, Pavan Kumar Malreddy, Ole Birk Laursen, Madhu Krishnan, Sadiqa Beg, Stephanie Decouvelaere, Denise deCaires Narain, et al. "Writing Now Review Essay." Wasafiri 27, no. 3 (September 2012): 78–97. http://dx.doi.org/10.1080/02690055.2012.687867.

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Kimyongür, Angela. "Review Essay : Writing Women." French Cultural Studies 13, no. 37 (February 2002): 111–19. http://dx.doi.org/10.1177/095715580201303707.

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Hammer, Carol. "Writing Better Essay Questions." Clearing House: A Journal of Educational Strategies, Issues and Ideas 59, no. 7 (March 1986): 298. http://dx.doi.org/10.1080/00098655.1986.9955672.

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Leung, W. C. "TIPS ON... Essay writing." BMJ 324, no. 7338 (March 16, 2002): 87Sa—87. http://dx.doi.org/10.1136/bmj.324.7338.s87a.

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Sundari, Hanna, and Rina Husnaini Febriyanti. "How do EFL university student-writers prepare their draft? An analysis of writing strategy use in EFL writing instruction." Englisia: Journal of Language, Education, and Humanities 9, no. 2 (April 30, 2022): 60. http://dx.doi.org/10.22373/ej.v9i2.10374.

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The use of writing strategy across writing levels in a virtual EFL writing course was still rarely found in the literature. To fill this gap, therefore, this current research aims at exploring writing strategy in EFL writing instruction. Informed by a research framework of descriptive case study, university student-writers who regularly attended a virtual academic writing course filled out the online writing strategy inventory (Yang & Plakans, 2012) and submitted the argumentative essays. The findings show that the writing strategy was diverse across levels. At the stage of before drafting the essay, all student-writers reread task requirement and understood the type of essay and organization, searched for valid references, and tried to avoid plagiarism. Moreover, student-writers with higher levels also summarized ideas, analyzed sentences and contents, and made writing plan. At drafting the essay, they double checked the requirement, revised the essay, reread the essay and the sample texts, and provided valid arguments. However, student-writer with lowest level was not used those strategies. At the stage of after drafting, student-writers in all levels applied similar several writing strategies. However, not all of them added new points from sample texts, references, and lecture. To the student-writer with the lowest level, several writing strategies were not applied. This may indicate that student-writers with higher levels have writing awareness to use writing strategy effectively to improve their essay. Then, it can be drawn a conclusion that the more writing strategies used during drafting the essay, the more score and the higher quality of the essay was possibly achieved.

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Butterfuss, Reese, Rod D. Roscoe, Laura K. Allen, Kathryn S. McCarthy, and Danielle S. McNamara. "Strategy Uptake in Writing Pal: Adaptive Feedback and Instruction." Journal of Educational Computing Research 60, no. 3 (May 8, 2022): 696–721. http://dx.doi.org/10.1177/07356331211045304.

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The present study examined the extent to which adaptive feedback and just-in-time writing strategy instruction improved the quality of high school students’ persuasive essays in the context of the Writing Pal (W-Pal). W-Pal is a technology-based writing tool that integrates automated writing evaluation into an intelligent tutoring system. Students wrote a pretest essay, engaged with W-Pal’s adaptive instruction over the course of four training sessions, and then completed a posttest essay. For each training session, W-Pal differentiated strategy instruction for each student based on specific weaknesses in the initial training essays prior to providing the opportunity to revise. The results indicated that essay quality improved overall from pretest to posttest with respect to holistic quality, as well as several specific dimensions of essay quality, particularly for students with lower literacy skills. Moreover, students’ scores on some of the training essays improved from the initial to revised version on the dimensions of essay quality that were targeted by instruction, whereas scores did not improve on the dimensions that were not targeted by instruction. Overall, the results suggest that W-Pal’s adaptive strategy instruction can improve the quality of students’ essays overall, as well as more specific dimensions of essay quality.

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Jones, Adrian N. "A (theory and pedagogy) essay on the (history) essay." Arts and Humanities in Higher Education 17, no. 2 (April 27, 2016): 222–40. http://dx.doi.org/10.1177/1474022216645260.

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Everyone who writes anything – even non-fiction! – knows you discover things as you go along. Writing is a heuristic. Writing history is no different. Yet senior-secondary and tertiary exponents of the teaching and learning of history are often strangely tongue-tied on the matter of writing and thinking as engines of discovery in historical studies in particular, and in the humanities and sciences in general. The quirks and customs of the actual research and writing practices underpinning knowledge of histories, whatever the genre, are less often modelled and explicitly discussed in advanced classrooms than the products of the historical research, the so-called history ‘content’. This essay re-considers the theory and practice of writing essays in general, and history essays in particular. Specific ways in which writing enables discoveries and ways in which it deepens interpretations are explored. Conclusions are derived for a better agenda, other than offering more content, for an advanced-level history education.

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Pacursa, Liriolyn, and Analyn D. Almoite. "When Writing Gets Rough: Writing Assistance Towards the Transformation of Educational Landscape." SALTeL Journal (Southeast Asia Language Teaching and Learning) 5, no. 2 (July 14, 2022): 01–12. http://dx.doi.org/10.35307/saltel.v5i2.88.

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Writing is one of the skills that has been harmed throughout these tough times of pandemics since students have been unable to strengthen their writing skills. The purpose of this study was to see how well BTLEd students could write the various elements of an argumentative essay in the (Pre-Test) and (Post-Test) phases. The pre-test and post-test essay scores of the 65 BTLEd students were analyzed using a mixed-method technique. The students' degree of competence in writing the various elements of the argumentative essay in their pre-test was described as progressively competent, according to the findings. However, the students' post-test performance improved after they completed their virtual writing intervention. Furthermore, it was noted that there is a significant difference between the pre-test and post-test performance of the respondents. Students' competency in writing must be continuously monitored and evaluated in order to improve their skills in writing argumentative essays.

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Ezeokoli, Francis Ogbonaya, and Patience Igubor. "Improving Secondary School Students’ Achievement In English Essay Writing Using Two Modes Of Essay Structure-Based Instructional Strategies." International Journal for Innovation Education and Research 4, no. 7 (July 31, 2016): 34–62. http://dx.doi.org/10.31686/ijier.vol4.iss7.563.

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Writing is a tool for communication and learning.However, students’ performance in essay writing in Nigeria has been poor. This under-achievement has been traced to ineffective methods and strategies. Literature reveals that most studies focused on innovative ways to improve students’ achievement in essay writing without attention to essay structure-based instructional strategies. This study, therefore, determined the effects of two modes of Essay Structure-Based Instructional Strategies (ESBIS) on students’ achievement in argumentative and expository (cause/effect) essays. The moderating effects of vocabulary knowledge and attitude to essay writing were also examined. The study adopted a pretest-posttest, control group, quasi-experimental design using a 3×2×3 factorial matrix. Two Local Government Areas (LGAs) in Benin City were randomly selected. Three public secondary schools from each LGA were purposively selected while two intact SS II classes were randomly assigned to each of the treatment and control groups. The instruments used include: Achievement Testsin Argumentative (r=.79) and Expository Essays (r=.80), Vocabulary Knowledge Test (r=.83), Questionnaire on Students’ Attitude to Essay Writing (r=.73). Data were analysed using ANCOVA and Bonferroni post-hoc test at 0.05 alpha level.There was significant main effect of treatment on students’ achievement in each of argumentative (F (2, 284) = 9.78;.064) and expository (F (2, 284) = 55.26;.28) essays and in both combined (F (2, 284) = 4.80;.033). The two-way interaction effect of treatment and the moderator variables on students’ achievement in each of argumentative and expository essays as well as in both combined was not significant.

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Aridah, Aridah, and Weningtyas Parama Iswari. "The effect of indirect feedback on students’ writing performance across different learning strategies." Cypriot Journal of Educational Sciences 16, no. 3 (June 30, 2021): 1021–35. http://dx.doi.org/10.18844/cjes.v16i3.5820.

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This paper aims at knowing how indirect feedback affects the writing performance of students who have different language learning strategies. The study used pre-experimental design with pretest and posttest design. Twenty-one students participated in the treatment which lasted for one semester. The treatment applied a process writing approach in which feedback provision was one of the steps in the process. The students were required to write five essays on different topics and the teacher gave indirect feedback on each essay draft. During the revision session, the students revised and rewrote their essays following the feedback provided by the teacher. The last version of each essay was scored. The results showed the students’ writing performance significantly improved from the first essay to the succeeding essays, regardless of their learning strategies. However, a significant difference in writing performance across different learning strategies was not found. They both performed equally well. Keywords: Direct Strategies, Indirect Strategies, Indirect Feedback, Process Approach, Writing Performance

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Kusmaita, Kusmaita. "Korelasi antara Penguasaan Kosakata dengan Kemampuan Menulis Karangan Narasi pada Pelajaran Bahasa Indonesia Siswa Kelas XI SMA Negeri 4 Bengkulu." Diksa : Pendidikan Bahasa dan Sastra Indonesia 5, no. 2 (December 31, 2019): 114–21. http://dx.doi.org/10.33369/diksa.v5i2.9921.

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Not all of the ability to write narrative essays from Bengkulu 4 High School students still obtained good criteria. This is thought to be caused by the low mastery of the vocabulary. For this reason, testing of the correlation between vocabulary mastery and narrative essay writing skills is needed. The purpose of this study is to: 1) describe the level of mastery of Indonesian vocabulary, 2) describe the level of narrative essay writing ability, and 3) determine whether there is a significant relationship between mastery of vocabulary mastery with narrative essay writing ability. The research method uses the correlation method. Data collection techniques using technical tests. The test instrument trial then the validity and reliability are calculated. Correlation analysis using the Product Moment formula. The results showed that there was a positive correlation between vocabulary mastery and narrative essay writing ability with a value of 0.724. This is also proved by mastering students 'vocabulary sufficiently and vice versa the results of students' narrative essay writing ability are also categorized sufficiently. This proves that the better the students' vocabulary mastery, the better the ability to write narrative essays.

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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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Karapetyan, Marina. "Logical Coherence in Persuasive Writing." Armenian Folia Anglistika 7, no. 1 (8) (April 15, 2011): 91–104. http://dx.doi.org/10.46991/afa/2011.7.1.091.

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Logical coherence is one of the most important standards of a persuasive speech. The article investigates the components of coherent mentality in persuasive writing based on the analysis of essay samples. The analysis proves that logical coherence and combination of thoughts provide the reader with certain information which contributes to an easier perception of the message developing trust towards the author and his opinion. In this regard, essays written by students possess a number of errors which hinder the grounded narration of the thought making the essay less persuasive.

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Bertuzzo, Elisa T. "A failed essay at non-anthropocentric essay-writing." disP - The Planning Review 56, no. 1 (January 2, 2020): 72–73. http://dx.doi.org/10.1080/02513625.2020.1756642.

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Hui, Yuk. "Writing and Cosmotechnics." Derrida Today 13, no. 1 (May 2020): 17–32. http://dx.doi.org/10.3366/drt.2020.0217.

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This paper aims to approach the notion of writing in the digital age in order to reflect on the question of technodiversity, or the multiplicity of cosmotechnics. It takes off with what seems to be two criticisms against each other: one from Derrida's Of Grammatology, where he claims that ‘the notion of technics can never simply clarify the notion of writing’; and the other from Stiegler's Discretising Time, where he openly criticized Derrida, ‘I think that Derrida unfortunately has never really explored the condition of the history of the supplement’. The essay elaborates on the contexts of these claims and suggests that this ‘indirect’ debate could be read as a parallax concerning the diversities of writing, one horizontal and the other vertical. Derrida, this essays argues, through his setting up of opposition between Hegel and Leibniz, Western phonogram and Chinese pictogram, substance and relation, proposes a diversity of writings which cannot be reduced to each other; while Stiegler by outlining a history of grammatisation, from literal, to analogue and now digital writing, proposes that philosophy has to be rethought according to this history and its respective technological conditions. This essay proposes synthesizing Derrida and Stiegler's claims to reflect on the future of technodiversity.

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Dr. Abida Baloch and Mehbob Shah. "براہوئی مقالہ نگاری اسہ جاچ اس." Al-Burz 10, no. 1 (December 20, 2018): 65–77. http://dx.doi.org/10.54781/abz.v10i1.73.

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An essay is a short academic composition. The word “essay” is derived from a French word “essai” or “essayer,” which mean “trail.” In composition, however, an essay is a piece of non-fiction writing that talks or discusses a specific topic. Presently, essay is part of every degree program. An essay is a specific discussion or debate on a topic from a specific point of view. Everyone discusses the topic from his own specific angle. Readers not only get a glimpse of what the other aspect of the topic is, they also come to know about the tone and voice of the writers to decide whether he has achieved a certain level of capability in writing. in this paper Brahui essay writing and its evaluation has been discussed in brief.

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Kim, Hyeonjeong. "Direction of Essay Writing Education in College Writing." Korean Society of Culture and Convergence 43, no. 11 (November 30, 2021): 347–63. http://dx.doi.org/10.33645/cnc.2021.11.43.11.347.

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Sari, Eka Dyah Puspita, and Mia Fitria Agustina. "Thematic Development in Students’ Argumentative Essay." IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature 10, no. 1 (June 10, 2022): 166–74. http://dx.doi.org/10.24256/ideas.v10i1.2563.

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In writing argumentative essay, the writer should mind complete parts of the essay and other linguistic elements. The two important linguistic elements are theme and rheme. Since theme and rheme are crucial in clause structure, thematic development is regarded important in the development of text. There are three patterns of thematic development proposed by Eggins, i.e., theme reiteration, zig-zag pattern, and multiple-theme pattern. This research states its objective as to analyze the thematic development occurred in students’ argumentative essay. The occurrence of thematic development is analyzed and elaborated into the finding and discussion. This research is a qualitative research. There are 13 essays written by students. The essays are chosen randomly to maintain the objectiveness of the analysis. Those essays consist of 323 clauses. They are analyzed based on the concept of thematic development proposed by Eggins. The analysis of thematic development of the clauses shows that theme reiteration emerges as the most preferable thematic development pattern. It can be seen that 217 clauses (67,2%) in students’ essay are in forms of theme reiteration. 84 clauses (26,0%) of the essay apply zig-zag pattern in thematic development. Multiple-theme pattern comes as the least preferred thematic development pattern. It only comes up in 22 clauses (6,8%) out of 323 clauses. It can be concluded that students understand the way to develop their essays by implementing combination of thematic development. It marks a successful phase of students’ writing skill. Nevertheless, students need writing practice intensively to make their writing skill grow better.

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Díaz Larenas, Claudio, Lucía Ramos Leiva, and Mabel Ortiz Navarrete. "Rhetorical, Metacognitive, and Cognitive Strategies in Teacher Candidates’ Essay Writing." PROFILE Issues in Teachers' Professional Development 19, no. 2 (July 1, 2017): 87–100. http://dx.doi.org/10.15446/profile.v19n2.60231.

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This paper reports on a study about the rhetoric, metacognitive, and cognitive strategies pre-service teachers use before and after a process-based writing intervention when completing an argumentative essay. The data were collected through two think-aloud protocols while 21 Chilean English as a foreign language pre-service teachers completed an essay task. The findings show that strategies such as summarizing, reaffirming, and selecting ideas were only evidenced during the post intervention essay, without the use of communication and socio-affective strategies in either of the two essays. All in all, a process-based writing intervention does not only influence the number of times a strategy is used, but also the number of students who employs strategies when writing an essay—two key considerations for the devising of any writing program.

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Šimenc, Marjan. "IPO Essay." Journal of Didactics of Philosophy 4, no. 3 (Special Issue) (December 31, 2020): 153–64. http://dx.doi.org/10.46586/jdph.2020.9587.

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The article examines the status of the IPO essay, starting from the thesis that the essay is a neutral form that does not favour or disadvantage any particular group of students and that allows everyone complete freedom of writing. The discussion yields two findings: firstly, the essay is not a neutral form, since students are required to adhere to specific rules in their writing. The basic regulations governing the essay are contained in the IPO Statute in the form of criteria of evaluation. Further provisions are laid down in the IPO Essay Guide. The Guide specifies in greater detail what is expected of students in their essay writing; however, these specifications seem to be one-dimensional. The article seeks to propose a more complex understanding of the philosophical essay based on various essay writing guides which focus on the essay as representing not merely a form of knowledge examination, but also a school of thought and a realm of freedom. Thus, the second conclusion arising from the article is the thesis that the philosophical essay is by essence linked to the freedom of the subject; however, this is not a complete freedom, but one that should be regarded as relating to philosophical socialisation and qualification.

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Suchona, Iffat Jahan. "Essay Writing Activities in Class: Bangladeshi Undergraduates’ Perspectives." Shanlax International Journal of English 8, no. 4 (September 1, 2020): 16–24. http://dx.doi.org/10.34293/english.v8i4.3340.

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Although smart writing skill is equally important in both academic and professional spheres, many Bangladeshi tertiary level learners find writing skills too difficult to be developed. In respect of this, the students are given many writing tasks (such as composing a five-paragraph essay) to improve their competencies in a language classroom. Anyhow, writing a good essay needs several cognitive steps that a student has to go through demanding a high level of motivation and constructive teacher feedback. Considering the fact, this paper has investigated tertiary level Bangladeshi learners’ perspectives about how the essay-writing tasks keep them motivated in class. This pilot project had been conducted using a set of 20 items (quantitative survey questionnaire), which was administered among thirty participants from the Department of English of a reputed Bangladeshi public university. The small-scale research revealed that the majority of the undergraduates stay motivated during the brainstorming part of essay writing tasks. However, many of them find the patterns of essays quite confusing. However, these learners believe more writing assignments, along with effective teacher feedback, can highly encourage them to develop their writing skills.

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Handayani, Fitri, and Mike Amelia. "Google Docs For Collaborative Essay Writing Practices During Covid-19 University Restrictions: EFL Students’ Perceptions." Modality Journal: International Journal of Linguistics and Literature 1, no. 1 (June 30, 2021): 01. http://dx.doi.org/10.30983/mj.v1i1.4504.

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AbstrakKarena pandemic COVID-19 dan kebijakan pemerintah untuk melaksanakan pembelajaran daring, mahasiswa merasa mendapatkan tantangan baru dalam perkuliahan termasuk dalam mata kuliah Essay Writing. Kurangnya interaksi secara tatap muka dan keterbatasan pembelajaran daring membuat perkuliahan Essay Writing tidak maksimal dilakukan untuk praktek menulis. Penelitian ini bertujuan untuk melihat persepsi mahasiswa terkait penggunaan Google Docs dalam perkuliahan Essay Writing yang telah dilakukan dosen. Data dikumpulkan dari tiga belas mahasiswa yang mengambil mata kuliah Essay Writing melalaui penyebaran angket dan wawancara semi terstuktur. Temuan penelitian menunjukkan bahwa mahasiswa memiliki persepsi positif terhadap penggunaan Google Docs untuk praktek menulis essai kolaborasi. Di samping itu, Google Docs juga membantu menciptakan lingkungan pembelajaran yang kolaboratif karena platform ini mendukung interaksi dosen dengan mahasiswa, begitupun mahasiswa dengan mahasiswa. Penggunaan Google Docs juga memberikan manfaat pada ketersediaan umpan balik dari dosen kepada mahasiswa serta mereka dengan mudah dapat melihat materi kuliah pada platform tersebut. Kata kunci: Google dokumen, menulis, esai. AbstractBecause of the COVID-19 pandemic and the government's policy to conduct online learning, EFL university students feel the challenge of dealing with the online learning process, including the Essay Writing Course. The lack of face-to-face interaction and limited online classes during the course makes it difficult for them to have maximum practices in essay writing. This study attempts to generate the perceptions of students in the course of writing essays to build a collaborative online learning environment using Google Docs. Data were collected from thirteen EFL university students taking an Essay Writing course through questionnaires and semi-structured interviews. The research found that students had a positive attitude towards the use of Google Docs for or collaborative essay writing practice. In addition, Google Docs helps create a collaborative learning environment as it supports interactions between lecturers-to-students and students-to-students and benefits from the availability of written feedbacks from lecturers and easy access to course materials.Keywords: Google Docs, Writing, Essay

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Connelly, Vincent, Julie E. Dockrell, and Jo Barnett. "A pilot intervention to improve the structural quality of exam essay writing in UK undergraduate psychology students." Psychology Teaching Review 12, no. 1 (2006): 43–56. http://dx.doi.org/10.53841/bpsptr.2006.12.1.43.

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Psychology undergraduates need to produce good quality essays in order to succeed at university. Students find the transition to university writing difficult. Using a rubric, a profile of student weakness in psychology essay writing was described. The students were generally poor at the structural organisation of their essays. A pilot intervention to improve essay structure was designed based on the profile of student weakness. The intervention was trialled with a group of 23 psychology undergraduate students. Those students who took part in the intervention programme had higher exam essay marks with longer and more clearly structured essays after the programme than a matched group of controls. The intervention group students produced essays that linked evidence more clearly to topics and provided better conclusion sections. Psychology tutors were able to show improvement in student writing with a short explicit lesson based on a discipline–specific profile of writing. However, there was no improvement in vocabulary for linking topics and the structure of the introductions remained poor. Ideas for the further development of this intervention are discussed.

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Solikhah, Imroatus. "LINGUISTIC PROBLEMS IN ENGLISH ESSAY BY EFL STUDENTS." IJOLTL: Indonesian Journal of Language Teaching and Linguistics 2, no. 1 (January 3, 2017): 31. http://dx.doi.org/10.30957/ijoltl.v2i1.231.

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This study reports linguistics problems in an essay writing by EFL undergraduate students. This study used content analysis design assigning 10 essay writing manuscripts for analysis. The 10 essays available for writing assignment were used as data sources. The study revealed that: linguistics problems appeared in terms of: syntax, sentence, grammar, tenses, and agreements. Essentially, the linguistic features in writing cover mastery on the rules of grammar. Four aspects of linguistic features are: syntax, grammar, vocabulary, and mechanics. Sentence problems, i.e. fragment, choppy, run-on, and stringy sentences, that is usually integral to syntactic and grammar problems are introduced.

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Paredes, Raymund A., Ana Castillo, Denise Chavez, Lionel G. Garcia, Cherrie Moraga, Beverly Silva, and Gary Soto. "Review Essay: Recent Chicano Writing." Rocky Mountain Review of Language and Literature 41, no. 1/2 (1987): 124. http://dx.doi.org/10.2307/1347613.

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MacMaster, Neil. "Review Essay : Writing French Algeria." French Cultural Studies 11, no. 31 (February 2000): 149–55. http://dx.doi.org/10.1177/095715580001103109.

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Gorman, J. L., Paul Veyne, and Mina Moore-Rinvolucri. "Writing History. Essay on Epistemology." History and Theory 26, no. 1 (February 1987): 99. http://dx.doi.org/10.2307/2505261.

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Paredes, Raymund A. "Review Essay: Recent Chicano Writing." Rocky Mountain Review 41, no. 1-2 (1987): 124–28. http://dx.doi.org/10.1353/rmr.1987.0053.

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Palaniyappan, Lena. "An elegy to essay writing." Psychiatric Bulletin 32, no. 4 (April 2008): 152. http://dx.doi.org/10.1192/pb.32.4.152b.

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Donovan, Stephen K. "Essay review: Writing about geology." Geological Journal 46, no. 4 (January 24, 2011): 374–79. http://dx.doi.org/10.1002/gj.1288.

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Phillips, J. P. N. "Essay-writing phobia in undergraduates." Behaviour Research and Therapy 24, no. 5 (1986): 603–4. http://dx.doi.org/10.1016/0005-7967(86)90042-2.

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Kaplan, Edward H. "Writing History: Essay on Epistemology." Review of Austrian Economics 1, no. 1 (December 1987): 237–41. http://dx.doi.org/10.1007/bf01539345.

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Norton, Linda S. "Essay-writing: what really counts?" Higher Education 20, no. 4 (December 1990): 411–42. http://dx.doi.org/10.1007/bf00136221.

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Handoko, Handoko, and Ayumi Ayumi. "Teaching Writing in Blended Environment." JURNAL ARBITRER 8, no. 2 (October 27, 2021): 197. http://dx.doi.org/10.25077/ar.8.2.197-206.2021.

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The article aims to describe the implementation blended learning environment in teaching writing skills. The research is based on the blended learning framework that integrates face-to-face methods and online learning methods. The face-to-face method is given to see students' activeness in delivering ideas and brainstorming before writing essays. The online learning method is used to see students' ability to elaborate ideas from drafting to become a complete essay. Thus, students can be effective in learning in class to discuss their draft an essay and not spend much time writing. The implementation of blended learning was distributed to three session: brainstorming, drafting, and final writing. The evaluation was done for each cycle. After the evaluation, students get feedback for their performance in the previous session. The result post-test shows that students in the experimental class have indicated a significant improvement in essay writing performance with significance 0,06>0,05 with an average score of 76,35. The result of the research is very important as a framework to develop learning models for teaching writing at universities.

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Kadiri, Goodluck C., Uche Lebechi Igbokwe, Udodirim Ngozi Okebalama, and Cajetan Ikechukwu Egbe. "The use of lexical cohesion elements in the writing of ESL learners." Research in Language 14, no. 3 (September 30, 2016): 221–34. http://dx.doi.org/10.1515/rela-2016-0014.

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This study investigated the use of lexical elements of cohesion in the essay writing of students of English as a Second Language. Two hundred essays of final year students of the University of Nigeria, Nsukka were collated and analyzed by the researchers in order to identify the lexical elements used to achieve cohesion in writing. The result showed that students used three lexical elements as postulated by Gutwinski in varying degrees in their writings. These include: repetition, synonyms, and lexical sets (collocations). Students tended to use more of repetitions and made minimal use of synonyms and lexical sets to achieve cohesion in writing. This has led to poorly written essays by students. It also implies that lexical cohesion elements should be taught in schools to enable students use them appropriately in writing.

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Ali, Wondwosen Tesfamichael. "Effects of Cooperative Learning Method (CLM) on Vocabularies and Grammars in Essay Writing." Budapest International Research and Critics in Linguistics and Education (BirLE) Journal 2, no. 1 (February 26, 2019): 1–11. http://dx.doi.org/10.33258/birle.v2i1.181.

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The target of this research was to examine whether or not the effects of CLM improved eleventh graders’ essay writing skills in terms of vocabularies and grammars. The quasi-experimental research was employed and the sample population was taken from two sections of eleventh grade. The CLM was implemented in the experimental group after the students had been made to have awareness about it whereas in the control group, the students were taught their lessons based on the usual lesson plan in which the elements of the method were not used. Data were collected through pre- and post-tests. Dependent t-tests were employed to test whether or not there were significant intra-group differences on the vocabularies and grammars in essay writing skills at 0.05 risk levels whereas independent samples t-tests were used to check if there were significant inter-group differences on the vocabularies and grammars in essay writing skills at 0.05 alpha levels. The analyses of the vocabularies and grammars in essay writing skills pre-test of the inter-groups showed that both groups had similar backgrounds in writing vocabularies and grammars in essays at the initial stage of this research. Nevertheless, after the treatments had been given to the experimental research participants, the analyses of the data indicated that the experimental group outscored significantly (p<0.05) the control group in writing vocabularies and grammars in essay writing post-test. This indicates that the effects of CLM brought about changes on the experimental group. Therefore, the major findings of this study reveal that the CLM enabled the participants in the experimental group to show improvements in writing vocabularies and grammars in essays.

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Journal articles on the topic 'Essay writing'

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