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Journal articles on the topic 'Feature writing'

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Published: 4 June 2021
Last updated: 29 July 2024

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1

Farsari, Maria, Alberto Piqué, and Koji Sugioka. "Laser Writing: feature introduction." Optical Materials Express 9, no. 11 (October 9, 2019): 4237. http://dx.doi.org/10.1364/ome.9.004237.

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2

Spear, Mike. "Feature Reading Adds Dimension to Feature Writing." Journalism Educator 42, no. 4 (December 1987): 26–27. http://dx.doi.org/10.1177/107769588704200409.

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3

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

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A veteran writing teacher asks the question—What keeps teaching fresh and new?—and discovers, in the process of writing a teaching narrative, how her teaching voice and writing voice intertwine, both in the classroom and on the page.
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Richardson, Nick. "Whither the future of feature writing?" Asia Pacific Media Educator 28, no. 2 (December 2018): 218–22. http://dx.doi.org/10.1177/1326365x18807023.

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Historically feature writers occupied a privileged, often protected, position in a newsroom. While news reporters were required to produce copy to a tight deadline, the feature writer had the luxury of time in which to craft a well-researched and argued piece. Today, that is rarely the case. Feature writers are no longer inured from every day newsroom pressures. They’re expected to produce news as well as features, a reality which has contributed to a decline in the quality of longer form journalism. While technology has promoted greater interactivity among writer and audience, or content producer and audience in the case of online features, the focus and scope of features has changed immeasurably.
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Masterton, Murray. "Feature Writing on the Environment." Media Asia 19, no. 2 (January 1992): 82–86. http://dx.doi.org/10.1080/01296612.1992.11726382.

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6

Carrell, Bob J. "Professional feature writing, second edition." Public Relations Review 21, no. 2 (June 1995): 168–69. http://dx.doi.org/10.1016/0363-8111(95)90012-8.

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Henderson, Karen L. "Feature: Publishing in Developmental Writing." Teaching English in the Two-Year College 42, no. 4 (May 1, 2015): 393–99. http://dx.doi.org/10.58680/tetyc201527235.

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This essay details the foundational theory as well as the practical problems that led to the creation of this class project that focuses on authentic audience and persistent revision practices. The author won a Diana Hacker Award.
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CHA, SUNG-HYUK, CHARLES C. TAPPERT, MICHAEL GIBBONS, and YI-MIN CHEE. "AUTOMATIC DETECTION OF HANDWRITING FORGERY USING A FRACTAL NUMBER ESTIMATE OF WRINKLINESS." International Journal of Pattern Recognition and Artificial Intelligence 18, no. 07 (November 2004): 1361–71. http://dx.doi.org/10.1142/s0218001404003642.

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We investigate the detection of handwriting forged by novices. To facilitate document examination it is important to develop an automated system to identify forgeries, or at least to identify those handwritings that are likely to be forged. Because forgers often carefully copy or trace genuine handwriting, we hypothesize that good forgeries — those that retain the shape and size of genuine writing — are usually written more slowly and are therefore wrinklier (less smooth) than genuine writing. From online handwriting samples we find that the writing speed of the good forgeries is significantly slower than that of the genuine writings. From corresponding offline samples we find that the wrinkliness of the good forgeries is significantly greater than that of the genuine writings, showing that this feature can help identify candidate forgeries from scanned documents. Using a total of eight handwriting distance features, including the wrinkliness feature, we train a neural network to achieved 89% accuracy on detecting forged handwriting on test samples from ten writers.
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Felski, Rita. "Sociological writing as resonant writing." Sociological Review 70, no. 4 (July 2022): 656–65. http://dx.doi.org/10.1177/00380261221106521.

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This article focuses on two examples of sociological writing that have attracted wide public interest: Didier Eribon’s best-selling memoir about his working-class origins, Returning to Reims, and Hartmut Rosa’s door-stopper work of social theory, Resonance, featured on the cover of the German news magazine Stern. These two very different works – one indebted to Bourdieu and Foucault, the other located in the tradition of the Frankfurt School – share certain qualities. First, a formal feature I’ll call scale-shifting: a leavening of theoretical claims with vivid examples and resonant details. And second, a commitment to doing justice to the phenomenological depth of ordinary persons’ self-understanding. Both writers, in other words, approach the world as deserving of a poet’s attentive and appreciative eye as well as a theorist’s critical gaze.
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Morgan, Denise N. "Writing Feature Articles With Intermediate Students." Reading Teacher 64, no. 3 (November 2010): 181–89. http://dx.doi.org/10.1598/rt.64.3.3.

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Fensch, Thomas. "Interview Tapes Improve Student Feature Writing." Journalism Educator 43, no. 2 (June 1988): 90–92. http://dx.doi.org/10.1177/107769588804300221.

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12

Ricketson, Matthew, and Caroline Graham. "The State of Feature Writing Today." Asia Pacific Media Educator 28, no. 2 (December 2018): 205–17. http://dx.doi.org/10.1177/1326365x18811528.

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This commentary considers the changing nature of feature writing within the contexts of: multimedia tools, the online publishing landscape, shrinking newsrooms, changing revenue models, freelance markets, audience and story analytics and journalism education.
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13

Wiyanto, Muhammad Saibani, and Panji Wisnu Asmorobangun. "GENDER DIFFERENCES OF STUDENTS’ WRITING ABILITY IN DESCRIPTIVE TEXT." Journal of Languages and Language Teaching 8, no. 2 (April 25, 2020): 153. http://dx.doi.org/10.33394/jollt.v8i2.2314.

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Language has an important role for every member of the speech community. The connection between language and society is recognized as the main interest of sociolinguistics. Nowadays, sociolinguistic has involved many significant research topics. One of them is the relationship between gender and language. Studies about gender differences have been conducted for many years, which also deals with the use of a language as a foreign language. For instance, studying English as a foreign language (EFL) among the nonnative speakers and its gender-sensitive investigation. The current article provides insights on gender differences among senior high school students with a focus on their writing ability. The purposes of this article were to find the linguistic feature that male and female students tend to use and to find out the gender differences reflected on the students writing ability. The article used a qualitative design with document analysis as the approach. The subject of this article was one class of X MIPA 2 at MAN 6 Jombang. The source of the data was students’ writings, while the data were all linguistics components of the students’ works. The data contain some types of linguistic features based on Mulac’s theory. This article found four linguistic features used by the students. It can be concluded that males often used locative feature and females often used a reference to quantity feature and “I” reference feature.
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Trihastutie, Nopita. "Feature Writing and Stylistics as Media for Local Branding: A Structural Hermeneutic Analysis." Loquēla (Journal of Linguistics, Literature, and Education) 2, no. 1 (February 16, 2024): 29–42. http://dx.doi.org/10.61276/loqula.v2i1.33.

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Feature writing is a typical journalistic product that contains a combination of news and opinion, with a storytelling style containing human interest and beautiful language. The art of feature writing is more widely understood in the context of entertaining and inspirational reading products rather than as a medium for promotion. The purpose of this study is to make a theoretical analysis to understand the art of feature writing by looking at the substance from the stylistic side that features are more than entertaining reading but are positioned as a medium for local branding. The results show that the morphology of feature writing is built on cohesion and imagery as the dominant elements of stylistics that support the delivery of meaning through the narrative structure. In conclusion, from a structural hermeneutic perspective, stylistic elements in feature writing not only build an entertaining discourse, but objective and informative, which implicitly promotes the locality as local branding.
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Fitria, Fitria, Hamidah Hamidah, and Anang Walian. "STUDI KOMPARASI POLA PENULISAN BERITA FEATURE PADA MEDIA ONLINE LIPUTAN6.COM DAN TRIBUNSUMSEL.COM." TABAYYUN 1, no. 1 (April 6, 2021): 25–40. http://dx.doi.org/10.19109/tabayyun.v1i1.8172.

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ABSTRACK News writing can be conveyed in various types of writing, depending on what style the journalist or media wants to apply. These various styles of information delivery lead to various types of news, one of which is feature news. The existence of feature news is used as a media as a distraction for readers after reading hard news. In addition, the function of a media is not only to provide information for readers but also as a means of entertaining the audience, so that the features should be present to please and inspire readers. Therefore, researchers are interested in raising the title, "Comparative Study of Featured News Writing Patterns in Online Media Liputan6.com and TribunSumsel.com" as research material. This study aims to find the similarities and differences in the feature news writing patterns applied to the online media Liputan6.com and TribunSumsel.com. This study uses a feature structure pattern analysis approach to Andi Baso Mappatoto's theory which has four types, namely, inverted pyramid, ordinary pyramid, rectangular pyramid and chronological pyramid. The methodology used in this research is a comparative study method which is a qualitative descriptive model. Collecting data using the method of observation, interviews, and collecting documents in the form of writing human interest features and scientific features on both online media. The results showed that the human interest news feature Liputan6.com applied a rectangular pyramid building pattern with story intro composition, thematic paragraph patterns and summary closings, while in the media TribunSumsel.com applied a rectangular pyramid building pattern with a summary intro composition, block paragraph patterns and climax closings. In the scientific features in the Liputa6.com media, it uses a chronological pyramid building pattern consisting of a summary intro, a chronological paragraph pattern and a climax closing, while Tribunsumsel.com still uses a rectangular building pattern composed of summary intros, thematic paragraph patterns and climax closings. Keyword: Patterns, News, Feautures, Media, Online Media
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16

Marleni, Marleni. "Enhancing the Students’ Writing Skill through Technological Writing Feature of Wridea." Journal of English Education and Teaching 4, no. 1 (March 7, 2020): 140–53. http://dx.doi.org/10.33369/jeet.4.1.140-153.

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This study experimental research investigated the effect of using Wridea on enhancing EFL writing performance in PGRI University. It shed a light on how Wridea could enhance the writing skill. Wridea helped many of the participants to be more metacognitively aware of their English writing process. The results of this study showed that Wridea could be utilized as a service for improving the writing skill outside of the classrooms.
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17

Cecil-Lemkin, Ellen. "Feature: Expanding Access in Collaborative Writing Pedagogy." Teaching English in the Two-Year College 49, no. 3 (March 1, 2022): 203–19. http://dx.doi.org/10.58680/tetyc202231802.

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18

Land, F. Mitchell. "Awakening the Right Brain in Feature Writing." Journalism & Mass Communication Educator 50, no. 3 (September 1995): 52–60. http://dx.doi.org/10.1177/107769589505000307.

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19

King, Tracy Holloway, Martin Forst, Jonas Kuhn, and Miriam Butt. "The Feature Space in Parallel Grammar Writing." Research on Language and Computation 3, no. 2-3 (July 2005): 139–63. http://dx.doi.org/10.1007/s11168-005-1295-z.

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20

Pagliawan, Dominador L. "Feature Style for Academic and Scholarly Writing." Academic Journal of Interdisciplinary Studies 6, no. 2 (July 26, 2017): 35–41. http://dx.doi.org/10.1515/ajis-2017-0004.

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Abstract Writing research and other academic papers considered to be technical requires formal style and usage of a language. Moreover, it demands a serious tone and, as such, it does not allow jokes, expressions, and creative or artistic nuances contrary to informal essays and feature articles. Far from being entertaining, then, technical papers, to include research works, have been branded as something boring to read, hence their limited readership in contrast, again, to feature-penned reading materials. Rather than reject an academic paper submission of a college student sampling a deviant style, or feature in particular, this inquiry made use of his paper as an instrument for a case study. Using a qualitative, textual analysis method, this study examined his work in view of feature writing techniques to determine the extent of its departure from formal style, and to weigh its entertainment value that could arouse interest and promote ease of reading. The results indicate a breakthrough in academic paper writing which could make research-based articles more entertaining to read.
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21

Collins, Daniel. "Feature: Writing as Reckoning: Composition and Collage." Teaching English in the Two-Year College 45, no. 2 (December 1, 2017): 168–82. http://dx.doi.org/10.58680/tetyc201729429.

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22

Li, Bo, and Er Liang Zhang. "The Ego-Motion Detection Algorithm for Digit-Writing Hand Gesture Recognition." Key Engineering Materials 439-440 (June 2010): 1057–62. http://dx.doi.org/10.4028/www.scientific.net/kem.439-440.1057.

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This paper addresses digit-writing hand gesture recognition using ego-motion detection algorithm. In training stage, according to the manual labeled feature points, the ego-motion detection algorithm is constructed and the corresponding average feature is obtained. In recognition stage, the interesting digit-writing hand gesture region is firstly segmented by skin and movement cues. Secondly, the models are fitted to the image that includes the hand gesture, and the relative features are extracted. Thirdly, the classification is done by comparing the extracted features and average features.
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23

LeVan, Karen Sheriff, and Marissa E. King. "Feature: Self-Annotation as a Course Practice." Teaching English in the Two-Year College 44, no. 3 (March 1, 2017): 289–305. http://dx.doi.org/10.58680/tetyc201729004.

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Self-annotation forces students to build sideline commentary for their own writing. As a self-assessment strategy, annotation at every stage of the writing process turns underprepared writers into more confident decision makers and communicators.
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24

He, Yizhou. "An Intelligent Diagnosis System for English Writing Based on Data Feature Extraction and Fusion." Complexity 2021 (August 17, 2021): 1–7. http://dx.doi.org/10.1155/2021/4960893.

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English writing is conducive to the online communication and communication of language; the current diagnosis system of English writing is difficult to accurately find and diagnose the wrong words, which leads to a low diagnosis rate of wrong words in English writing system. To solve this problem, this paper designs an intelligent diagnosis system for English writing based on data feature extraction and fusion. First of all, B/S architecture is introduced on the basis of the conventional intelligent diagnosis system structure of English writing, which makes up for the problem that the C/S mode is prone to diagnostic errors. Secondly, the features of English lexical data are extracted and fused to provide better input for the diagnostic model, which effectively solves the problems of complex vocabulary and feature redundancy in English writing. The simulation results show that the proposed intelligent diagnosis system for English writing has higher diagnostic accuracy and faster query speed.
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Somasundaran, Swapna, Michael Flor, Martin Chodorow, Hillary Molloy, Binod Gyawali, and Laura McCulla. "Towards Evaluating Narrative Quality In Student Writing." Transactions of the Association for Computational Linguistics 6 (December 2018): 91–106. http://dx.doi.org/10.1162/tacl_a_00007.

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This work lays the foundation for automated assessments of narrative quality in student writing. We first manually score essays for narrative-relevant traits and sub-traits, and measure inter-annotator agreement. We then explore linguistic features that are indicative of good narrative writing and use them to build an automated scoring system. Experiments show that our features are more effective in scoring specific aspects of narrative quality than a state-of-the-art feature set.
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26

Whitney, Justin G. "Feature: Perpetual Convergence: Writing Knowledge Transfer and Figured Worlds." Teaching English in the Two-Year College 49, no. 2 (December 1, 2021): 107–23. http://dx.doi.org/10.58680/tetyc202131660.

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Ihara, Rachel, and Annie Del Principe. "Feature: Writing on the Periphery: The Writing Landscape of a Two-Year College." Teaching English in the Two-Year College 48, no. 2 (December 1, 2020): 215–38. http://dx.doi.org/10.58680/tetyc202031048.

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This article reports on a longitudinal study of the writing assignments students at our two-year college were given in courses outside of composition. While other studies have looked at writing assigned across the curriculum, this research typically focuses on four-year, rather than two-year, institutions. Our study of a small cohort of students suggests that at our institution there is a significant disconnect between the amount and types of writing students are assigned in composition and non-composition courses. Our findings add to the existing literature on college writing, while also informing our understanding of the goals and purposes of composition within our local context.
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Handayani, Dina Fitria, Dini Deswarni, and Annisa Mutia Rahmah. "Using Blogs as a Medium for Learning Feature Writing Skills." International Journal of Educational Dynamics 6, no. 2 (June 1, 2024): 476–83. http://dx.doi.org/10.24036/ijeds.v6i2.479.

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Blog is a digital media many people use to express themselves and share information. In addition, blogs can be used as a medium for learning feature writing skills. This research is motivated by students' difficulties in generating story ideas, organizing stories, and balancing facts and narrative. This study aims to describe the use of learning media in the form of blogs in learning feature writing. This study is a qualitative research. The data collection techniques used were interviews, observations, and document studies on the results of students' feature writing. Based on the data analysis, it was obtained an overview of the skills in feature writing, 15 students got grades in the good category and 5 people got grades in the fair category.
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Kim, HyangHee, Duk L. Na, and Eun Sook Park. "Intransigent Vowel-Consonant Position in Korean Dysgraphia: Evidence of Spatial-Constructive Representation." Behavioural Neurology 18, no. 2 (2007): 91–97. http://dx.doi.org/10.1155/2007/751407.

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Dysgraphia due to a focal brain lesion can be characterized by substitution, transposition, deletion and/or addition errors of graphemes or strokes. However, those linguistic errors can be language-specific because the writing system of a given language may influence error patterns. We investigated a Korean stroke patient, a 57-year-old English teacher with dysgraphia both in Korean Han-geul (한글) and in English alphabet writings. The results of an experimental testing revealed transposition errors between a consonant and a vowel only in English but not in Korean writings. This austerity of vowel-consonant position may be attributed to a unique Korean writing system of a spatially well-formed syllabic configuration or block with consonant(s) and a vowel. In light of a neuropsychological model of writing, which depicts a multi-level spelling and writing process, we suggest a spatial-constructional component of internal orthographic representations in Korean writing. This Korean graphemic configuration feature may be resistant to a focal, left cerebral damage, and thus, we also discuss our results in terms of cerebral lateralization of the writing processes.
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Hall-Mills, Shannon, and Kenn Apel. "Linguistic Feature Development Across Grades and Genre in Elementary Writing." Language, Speech, and Hearing Services in Schools 46, no. 3 (July 2015): 242–55. http://dx.doi.org/10.1044/2015_lshss-14-0043.

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Purpose As children develop skills in writing across academic contexts, clinicians and educators need to have a fundamental understanding of typical writing development as well as valid and reliable assessment methods. The purpose of this study was to examine the progression of linguistic elements in school-age children's narrative and expository writing development. Method Narrative and expository writing samples produced by 89 children in Grades 2 through 4 were analyzed at the microstructure and macrostructure levels. Measures of receptive vocabulary, word-level reading, and reading comprehension were obtained. Results Exploratory factor analyses revealed 4 microstructure factors (e.g., productivity, grammatical complexity, grammatical accuracy, and lexical density) and 1 macrostructure factor (e.g., a combination of organization, text structure, and cohesion). Multivariate analyses of covariance with reading comprehension as a covariate showed that productivity and macrostructure were sensitive to grade-level and genre differences and that expository grammatical complexity was sensitive to grade-level differences. Conclusions Findings are discussed in light of grade-level standards for narrative and expository writing and current practices in writing assessment. Multiple suggestions are offered for clinical and educational implications, and specific directions are provided for future research.
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31

Putri, Liza Amalia. "Linguistic Features and Generic Structures in Discussion Writing: A Case Study at Politeknik Negeri Media Kreatif." Jurnal Ilmiah Publipreneur 8, no. 1 (August 30, 2020): 57–65. http://dx.doi.org/10.46961/jip.v8i1.58.

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What kind of linguistic features and generic structures do the students of Politeknik Negeri Media Kreatif use in their discussion writing? This study aims at analyzing the linguistic features and generic structures found in the students’ writing. The SFL Theory of Genre covering linguistic features and generic structures by Gerot and Wigmel is used to analyze the data. The study uses the descriptive qualitative research method and analyzes the writing of the students who have learned how to write discussion essay. The finding is that the dominant linguistic feature of all the texts is the generic human and non-human participants. All students follow the rules of writing: the generic structure, the arguments for, the arguments against and the conclusion or recommendation. The students have put all linguistic features in their discussion writing.
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32

Perdanasari, Lukie, Riyanto Sigit, and Achmad Basuki. "Analysis on Handwritten Document Text to Identify Human Personality Characteristics by Using Preprocessing and Feature Extraction." EMITTER International Journal of Engineering Technology 6, no. 2 (December 29, 2018): 254–74. http://dx.doi.org/10.24003/emitter.v6i2.289.

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It is important that a company uses the right means to recruit employees with certain personal characteristics as needed. Nowadays, the techniques to respond to psychological tests on people’s characteristics have been widely understood by most job applicants, so that it is difficult to know their true personality. Graphology is a way to identify a person’s characteristics by analyzing the handwriting from the document text made by the applicant. The two types of text document of each applicant are obtained from people of different ages and different writing times. The methods of graphology used in this research for identifying the handwriting are preprocessing and feature extraction. The preprocessing method uses projection integrals, shear transformations, and template matching. While the feature extraction process applies 10 features, they are, margins, line spacing, space between words, size of writing, style, zone, direction of writing, slope of writing, width of writing and shape of the letter. The result of the experiment from five writers shows the accuracy of writing identification equals to 82%, while personality identification equals to 67,4%.
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Tang, Shaofeng. "Digital Storytelling Approach in a Multimedia Feature Writing Course." Journal of Language Teaching and Research 7, no. 3 (May 1, 2016): 572. http://dx.doi.org/10.17507/jltr.0703.19.

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With the rapid development of multimedia technology, digital storytelling has been widely applied in education. This article argues that digital storytelling is a multimedia narrative form which involves critical thinking and creative abilities. These two elements are very important in multimedia feature writing. This article analyzes the application of digital storytelling approach in a multimedia feature writing course through a literature review and a case study. It concludes that the process of completing a digital storytelling project develops students’ creativity and critical thinking. Thus, the digital storytelling approach can be seen as a positive applicable approach in a multimedia feature writing course.
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Mndawe, Isaac. "A step-by-step integration of isiZulu mood as a grammatical feature into secondary school level creative writing." Journal for Language Teaching 54, no. 1 (March 4, 2021): 215–33. http://dx.doi.org/10.4314/jlt.v54i1.6.

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This article proposes how to infuse grammatical features, isiZulu moods in particular, into the creative writing processes at Senior and Further Education and Training (SP and FET) Phases. IsiZulu moods are grammatical features that are underused by teachers in the teaching of isiZulu creative writing. This study would help isiZulu teachers to acquire adequate language teaching skills and techniques, thus learning the proper application of grammatical feature. IsiZulu teachers would shift from teaching grammar as a standalone to communicative language teaching. The main method of investigation was the review of literature on the teaching of grammar, such as the works of Harry Noden, Image Grammar, isiZulu textbooks and methodology books used for language teaching. The Departmentof Education curriculum documents were analysed and discussed systematically. We have observed that the presentation of moods in most isiZulu of school textbooks is technical in that it focuses on their morphological structure and less on their semantic and syntacticstructures. The syllabus is not explicit why grammatical feature, such as mood, should be studied and how learners can apply the different moods in their creative writing activities. We argue that learning how to use isiZulu moods could improve learners’ quality of writing and enable them to write effective texts. Keywords: Creative writing; writing skills; isiZulu grammar; sentences; moods
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Yang, Liping, Tao Xin, Sheng Zhang, and Yunye Yu. "Predication of Writing Originality Based on Computational Linguistics." Journal of Intelligence 10, no. 4 (December 13, 2022): 124. http://dx.doi.org/10.3390/jintelligence10040124.

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Existing assessment methods of writing originality have been criticized for depending heavily on subjective scoring methods. This study attempted to investigate the use of topic analysis and semantic networks in assessing writing originality. Written material was collected from a Chinese language test administered to eighth-grade students. Two steps were performed: 1. Latent topics of essays in each writing task were identified, and essays on the same topic were treated as a refined reference group, within which an essay was to be evaluated; 2. A group of features was developed, including four categories, i.e., path distance, semantic differences, centrality, and similarity of the network drawn from each text response, which were used to quantify the differences among essays. The results show that writing originality scoring is not only related to the intrinsic characteristics of the text, but is also affected by the reference group in which it is to be evaluated. This study proves that computational linguistic features can be a predictor of originality in Chinese writing. Each feature type of the four categories can predict originality, although the effect varies across various topics. Furthermore, the feature analysis provided evidence and insights to human raters for originality scoring.
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36

Thelin, William H., and Kara Taczak. "Feature: (Re)Envisioning the Divide: Juliet Five Years Later." Teaching English in the Two-Year College 41, no. 1 (September 1, 2013): 6–19. http://dx.doi.org/10.58680/tetyc201324201.

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Five years after our original study on fourteen- and fifteen-year-old dual enrollment students, this article explores the implications of dual enrollment by returning to one of the original study participants to assess the impact on writing performance, writing practices, and her life more generally.
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37

Liu, Caixia. "Literature Review of The Relationship between Written Discourse Features and Integrated Listening-to-Write Task." Frontiers in Sustainable Development 4, no. 4 (April 30, 2024): 172–82. http://dx.doi.org/10.54691/9ywfmq03.

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This paper reviews the relevant literature on the relationship between discourse writing features including complexity, accuracy, and fluency, and integrated Listening-to-Write Scores. Due to the diversity and complexity of the indicators for measuring discourse writing feature, reviewing and analyzing the relevant literature on discourse writing features helps to comprehensively understand the research content, research methods, and research progress of the previous literature. Meanwhile, as integrated writing tasks in large-scale and classroom-based writing assessments have risen in popularity, research studies have increasingly concentrated on providing validity evidence. Therefore, it is beneficial to review the existing literature whose research findings can serve as the basis for further research on certain issues, while also helping to expand research ideas, and research methods.
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38

Nazzal, Jane S., Carol B. Olson, and Huy Q. Chung. "Feature: Writing Proficiency and Student Placement in Community College Composition Courses." Teaching English in the Two-Year College 46, no. 4 (March 1, 2019): 317–46. http://dx.doi.org/10.58680/tetyc201930156.

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Despite national efforts to accelerate students through precollegiate writing course sequences to transfer-level composition, questions persist regarding appropriate placement and the support needed for students to succeed. An analytical text-based writing assessment was administered to students across four levels of composition courses at a California community college. Differences in student writing scores between course levels and the relationship between writing score, course level, and high school GPA were examined. Key findings include (1) significant differences in average scores between the first precollegiate course and other courses in the sequence and (2) weak relationships between course level and high school GPA and assessment scores and high school GPA.
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39

Handayani, Magpika. "SENTENCE FEATURE IN STUDENTS’ ACADEMIC WRITING (Case Study in Polytechnic of Tonggak Equator Pontianak)." Journal of English Educational Study (JEES) 2, no. 2 (November 11, 2019): 63–69. http://dx.doi.org/10.31932/jees.v2i2.490.

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Abstract: Academic writing is one type of writing that should be mastered by students in Polytechnic of Tonggak Equator Pontianak. Academic writing is very important because it functions as a way to express an idea or another way of communication in doing research. Academic writing is essential to process in writing academic articles. Moreover, writing skills are an important part of communication. Academic writing is a specific ability of communication to put writers’ ideas on paper, to organize their knowledge, and then how to make sentences become a paragraph. This research is descriptive qualitative research. The writer collected the data by giving instructions to the students to write an academic article. The respondents are 60 students who are the representative of the students from class A to F in semester 5. This semester is chosen because they have academic writing subject. The result of the research shows that the most crucial problem in writing a sentence in academic context by students of Polytechnic Tonggak Equator Pontianak is in the sentence category. In this problem, students are not able to vary their sentences in their paragraphs that might cause the quality of their sentence is not proficient.Keyword: Sentence Feature, Academic Writing, Politeknik Tonggak Equator Students
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40

Brearey, Oliver. "Feature: Understanding the Relationship between First- and Second-Semester College Writing Courses." Teaching English in the Two-Year College 42, no. 3 (March 1, 2015): 244–63. http://dx.doi.org/10.58680/tetyc201526940.

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This article situates the teaching of first- and second-semester college writing courses in relation to current discussions about the Common Core State Standards Initiative, competency-based education, the “Framework for Success in Postsecondary Writing,” the “WPA Outcomes Statement for First-Year Composition,” and vertical college writing curricula.
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Ranatunga, Sandaruwan Prabath Kumara. "Finding Efficient Linguistic Feature Set for Authorship Verification." Journal of Computer Science 1, no. 1 (October 7, 2013): 35–43. http://dx.doi.org/10.31357/jcs.v1i1.1616.

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Authorship verification rely on identification of a given document is written by a particular author or not. Internally analyzing the document itself with respect to the variations in writing style of the author and identification of the author’s own idiolect is the main context of the authorship verification. Mainly, the detection performance depends on the used feature set for clustering the document. Linguistic features and stylistic features have been utilized for author identification according to the writing style of a particular author. Disclose the shallow changes of the author’s writing style is the major problem which should be addressed in the domain of authorship verification. It motivates the computer science researchers to do research on authorship verification in the field of computer forensics and this research also focuses this problem. The contributions from the research are two folded: Former is introducing a new feature extracting method with Natural Language Processing (NLP) and later is propose a new more efficient linguistic feature set for verification of author of the given document. Experiments on a corpus composed of freely downloadable genuine 19th century English Books and Self Organizing Maps has been used as the classifier to cluster the documents. Proper word segmentation also introduced in this work and it helps to demonstrate that the proposed strategy can produced promising results. Finally, it is realized that more accurate classification is generated by the proposed strategy with extracted linguistic feature set.
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Hapsari, Yulia, Hamamah Hamamah, Ive Emaliana, Putu Dian Danayanti Degeng, and Lydia Kusumahwati. "Devising Online Writing Services: An Exploration of an Academic Writing Class." International Journal of Learning, Teaching and Educational Research 22, no. 12 (December 30, 2023): 279–98. http://dx.doi.org/10.26803/ijlter.22.12.14.

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As a part of a longitudinal study on the development of a web-based integrated writing service (WISSE), this article explores the most needed technological services in assisting students in their academic writing. This is a response to the widely available yet unintegrated online applications that have the potential to assist students’ writing. This study involved four students, four teachers, and two stakeholders of academic writing classes at a prominent university in Indonesia. The Nominal Group Technique (NGT) was applied to explore beneficial features that could be embedded in the WISSE by taking into account the problems, solutions, and roles of online applications in academic writing. The collected field notes from the NGT were then analyzed using thematic analysis. The results revealed that the most needed online applications to feature in the WISSE are those that assist students during the outlining process, check for grammatical accuracy, and communicate ideas through face-to-face conferences with teachers. The demand for these features stem from the necessity of teacher feedback, especially in ensuring the coherence and validity of their ideas which is especially crucial for students since the online applications are considered lacking in providing such feedback. These findings suggest improvements in how and at which stage(s) feedback is provided throughout the WISSE learning process. The results of this study focally emphasize the importance of teachers’ presence to provide human-based feedback to cater to students’ critical thinking through the use of online writing assistants.
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43

Marsh, Bill. "Feature: Reading-Writing Integration in Developmental and First-Year Composition." Teaching English in the Two-Year College 43, no. 1 (September 1, 2015): 58–70. http://dx.doi.org/10.58680/tetyc201527460.

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Based on research conducted at Wilbur Wright College, one of the City Colleges of Chicago, this article explores the strategies, methods, and theoretical frameworks used by English instructors to teach reading-writing connections in developmental and credit-level writing courses.
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Skubisz-Ślusarczyk, Sylwia. "“The feature, or — perhaps — the features” of handwriting development level in handwriting identification analysis." Nowa Kodyfikacja Prawa Karnego 47 (August 3, 2018): 105–14. http://dx.doi.org/10.19195/2084-5065.47.8.

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As the handwriting process is a multistage action, we start learning it in pre-school and complete it during the graphic maturity period. We begin with expressing our thoughts and emotions by means of images, to proceed with imitating parts of the writing signs, and in the next stage — their complete patterns. While learning how to write, we try to precisely reproduce a presented model. At this stage, the graphism demonstrates no individual features. Individualised handwriting occurs only after the writing activity has become automated. It is only then that the writer does not produce the letters or letter groups in the same manner.The factors which affect letter shaping, expressed in handwriting features, have a respective impact on the value and quality of the written record. The handwriting features can be numbered among so-called communication features. Since they are defined by means of description, the vast majority of handwriting features belong to low-specificity features. This also refers to handwriting development — a feature presented without a comprehensive and unambiguous classification.
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Hanidar, Sharifah, Rio Rini Diah Moehkardi, Mala Hernawati, and Adiba Qonita Zahroh. "Menghidupkan Storynomic Tourism: Mempromosikan Kuliner Ponorogo Melalui Penulisan Feature." Bakti Budaya 5, no. 1 (April 28, 2022): 40–60. http://dx.doi.org/10.22146/bakti.4075.

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By taking into account the COVID-19 pandemic situation, which has a very significant impact on the education, economy, and tourism sectors, the Community Service Team of the English Studies Program, Faculty of Cultural Sciences, Universitas Gadjah Mada designed a series of training programs on feature writing focusing on the theme of Ponorogo unique culinary. The series of activities carried out in a blended learning method (online and offline) were intended for Class X students of SMAN I Babadan, Ponorogo, East Java. The activities were designed to improve the students’ writing and soft-skills, and to promote Ponorogo culinary tourism by applying a narrative-based tourism approach or creative content, which is also known as storynomic tourism. The team facilitated a series of training sessions on writing popular articles, assisted the students in conducting direct observations and interviews with the local culinary entrepreneurs, and assisted them in writing interesting features in either Indonesian or English. The output of the activity is a book entitled “Kumpulan Ulasan Kuliner Khas Ponorogo, Jawa Timur” published by the English Studies Program, Faculty of Cultural Sciences, Universitas Gadjah Mada.
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Trimble, Thomas, and Adrienne Jankens. "Using Taxonomies of Metacognitive Behaviors to Analyze Student Reflection and Improve Teaching Practice." Pedagogy 19, no. 3 (October 1, 2019): 433–54. http://dx.doi.org/10.1215/15314200-7615400.

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Recent interest in reflective writing in the classroom is tied to the suggested links among reflection, metacognition, and learning transfer. There is still a limited understanding, however, about the distinguishing features of reflective writing and how teachers might identify and use these features to teach effective reflective practices and to interact with student reflective writing. This study uses Gorzelsky et al.’s (2016) taxonomy of metacognitive behaviors to examine the end-of-semester reflective essays of undergraduate students enrolled in a first-year writing course at a large midwestern university. The authors identify and describe a feature of student reflective writing involving the use of emotional language and, working from their findings, suggest a teaching strategy and set of classroom activities aimed at leveraging students’ emotive expressions in ways that foster metacognitive awareness.
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Looker, Samantha. "Feature: Writing about Language: Studying Language Diversity with First-Year Writers." Teaching English in the Two-Year College 44, no. 2 (December 1, 2016): 176–98. http://dx.doi.org/10.58680/tetyc201628901.

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48

Zino, Dominique. "Feature: Underlife and the Emergence of a Two-Year College Writing Program." Teaching English in the Two-Year College 47, no. 3 (March 1, 2020): 235–62. http://dx.doi.org/10.58680/tetyc202130584.

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While Robert Brooke’s discussion of underlife focused on the autonomy of students, in this article I apply his conclusions to the behaviors performed and desires expressed by faculty members, specifically six tenured, two-year college English faculty members who conceptualize their work teaching writing in relation to both individual writing courses and one or more aspects of a writing program.
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Johnson, Mark D. "Formal Genre-Specific Knowledge as a Resource-Dispersing Feature of Task Complexity." Languages 8, no. 1 (February 24, 2023): 64. http://dx.doi.org/10.3390/languages8010064.

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Recent second language (L2) writing research informed by task-based theories of second language acquisition has enthusiastically adopted task complexity frameworks to describe the specific cognitive demands of a given writing task and the effect of those cognitive demands on written L2 production. However, missing from many studies on the effects of task complexity on L2 written production is a discussion of genre as a potential source of task complexity. This paper examines the potential of genre as a resource-dispersing form of task complexity that is unique to writing. The article summarizes the predictions of task-based theories of second language acquisition particularly the predictions of the Cognition Hypothesis and its intersection with Kellogg’s widely-cited model of working memory in writing. It then argues that formal genre-specific knowledge constitutes a resource-dispersing form of task complexity that is distinct from general L2 proficiency and general writing proficiency.
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50

Pelletier, Luc R. "Writing a Feature Article: Not All Articles Are Alike." Nurse Author & Editor 13, no. 4 (December 2003): 7–8. http://dx.doi.org/10.1111/j.1750-4910.2003.tb00519.x.

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