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Journal articles on the topic 'Functions of writing'

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Published: 4 June 2021

Last updated: 1 June 2024

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Emah, Sunday Sule, and Clement Gowon Omachonu. "Functions of Cohesive Devices in Text Comprehension and Writing." International Journal of Trend in Scientific Research and Development Volume-3, Issue-1 (2018): 79–85. http://dx.doi.org/10.31142/ijtsrd18266.

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de la Motte, Dean. "Writing Fonctionnaires, Functions of Narrative." L'Esprit Créateur 34, no. 1 (1994): 22–30. http://dx.doi.org/10.1353/esp.1994.0027.

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McGinley, William, and George Kamberelis. "Transformative Functions of Children’s Writing." Language Arts 69, no. 5 (1992): 330–38. http://dx.doi.org/10.58680/la199224801.

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Jaya, Moh Yusril, Siska Bochari, Hastini Hastini, and Ferry Rita. "An Analysis of Using Prepositional Phrase in Students’ Writing." Jurnal Onoma: Pendidikan, Bahasa, dan Sastra 9, no. 2 (2024): 1671–77. http://dx.doi.org/10.30605/onoma.v9i2.2896.

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Prepositional phrase is a group of words consisting of a preposition and its object that modify the object. This research focused on prepositional phrase that found on students’ writing made by fifth semester students of English Education Study Program, Tadulako University. The objectives of this research were to identify functions of prepositional phrase occur in the students’ writings and to find out the most dominant prepositional phrase used by the students in their writing. This research used descriptive qualitative design. The subject of this research was 10% of total subject (about 19 students). The subject was chosen by using purposive sampling technique. The data of this research were the sentences contain prepositional phrase in students’ writings. Based on the theory used, the researchers identified the functions of prepositional phrase in the data, and discovered the most dominant function of prepositional phrase. From the analysis, there are two functions of prepositional phrase found in the students’ writings. They are complement and adjunct. If it is adjunct, it can be adjectival adjunct and adverbial adjunct The most dominant function is complement which is 62%.

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Fitriana, Ita. "Meaning Representation and Religious Symbols Occur in Baiturrahmah Grand Mosque, Denpasar-Bali." e-Journal of Linguistics 15, no. 2 (2021): 218. http://dx.doi.org/10.24843/e-jl.2021.v15.i02.p07.

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Apart from being a place of worship, mosques also have cultural elements that can be researched, especially writing in and around them. This study uses the concept of landscape linguistics as a basis for explaining the meaning and symbols of religion including the writings on the Baiturrahmah Great Mosque in Denpasar. The purpose of this study was to determine the meaning and religious symbols behind the writing surrounding the mosque environment. This study used a qualitative methodology, where the writings about the mosque were recorded with a cellphone camera and analysed one by one. The results obtained from this study are not only the meaning displayed by the Baiturrahmah Grand Mosque, but also the religious symbols scattered in the writings around the mosque. Starting from writing the name of the mosque, writing on the place of ablution, writing on a charity box, a notice board, calligraphy in the room, to writing on sandals. All these writings if examined further turned out to have a variety of functions, namely information, promotions, prohibitions, appeals, decorations in the mosque.

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T. Kellogg, Ronald. "Book Review of "Executive Functions and Writing"." Journal of Writing Research 13, no. 13 issue 3 (2022): 473–79. http://dx.doi.org/10.17239/jowr-2022.13.03.05.

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Ballard, Karen A. "Nonnursing Functions: Put the Problem in Writing." MCN, The American Journal of Maternal/Child Nursing 17, no. 6 (1992): 289–90. http://dx.doi.org/10.1097/00005721-199211000-00002.

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Yi, Sugon. "Colloquial writing and its problems." Korean Association for Literacy 14, no. 2 (2023): 377–95. http://dx.doi.org/10.37736/kjlr.2023.04.14.2.12.

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Student writings generally lack refinement. Lengthy and unstructured writing makes the information less coherent. It appears as speech in written form. Such writing is difficult to comprehend. The text should be “more designed, selected, and organized.” This study defined the problem of student writing as “the written language of spoken language.'” It was delineated as an “expression of psychology unrelated to the subject,” “unnecessary repetition of the same word,” and “strengthening of friendly functions rather than delivery of information.” Finally, it explained writing as an “instructional expression.” This study found that a meticulous rhetorical strategy could increase readability and persuasion. Along with that, writing education needs to be conducted in this direction. Follow-up research will discuss specific educational measures.

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Lindenman, Heather, Dana Lynn Driscoll, Andrea Efthymiou, Matthew Pavesich, and Jennifer Reid. "A Taxonomy of Life Writing: Exploring the Functions of Meaningful Self-Sponsored Writing in Everyday Life." Written Communication 41, no. 1 (2023): 70–106. http://dx.doi.org/10.1177/07410883231207106.

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This essay takes as its focus the everyday writing that people compose: the self-sponsored, nonobligatory texts that people write mainly outside of work and school. Through analysis of 713 survey responses and 27 interviews with accompanying writing samples, this study provides a panoramic view of the functions of self-sponsored writing and rhetorical activity for U.S. adults, ages 18 to 65+ years, from a range of geographic, cultural, and professional backgrounds. The Taxonomy of Life Writing presented in this essay demonstrates the range of ways that writing functions in people’s daily lives. It includes 19 key functions of life writing, organized into six metafunctions: Creativity and Expression, Identity and Relationships, Organization and Coordination, Preservation and Memory, Reflection and Emotion, and Teaching and Learning. Based on our findings, we affirm the important and diverse functions that life writing serves and propose expanding the threshold concepts of writing to include greater focus on nonobligatory, self-sponsored writing activity.

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Mulyono, Budi, and Hapizah. "ANALYSIS OF MATHEMATICAL WRITING ERRORS RELATED TO THE ANGLE OF TRIGONOMETRI FUNCTIONS." Kalamatika: Jurnal Pendidikan Matematika 6, no. 1 (2021): 71–82. http://dx.doi.org/10.22236/kalamatika.vol6no1.2021pp71-82.

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Mathematical writing errors are often made by students, especially when writing mathematical expressions on the angle of trigonometric functions. One of the causes of this error is that students do not pay close attention to the difference between radians and degrees when writing questions or writing answers. These mathematical writing errors were made mainly by students who were oriented towards the result of the answer to a question, without paying attention to good and correct writing rules. One form of writing errors in mathematical expressions of trigonometric functions is writing y = sin (x + 45), which is considered the same as writing y = sin (x + 45o). If they are asked to compare the graphical form of the function of the two mathematical expressions in the same image, the writing error will be recognized and seen. Counterexamples and technology in learning mathematics can help students understand and correct errors in writing mathematical expressions of trigonometric functions.

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Liu, Qian. "Research on Writing Assessment in High School Writing Teaching." Frontiers in Sustainable Development 4, no. 4 (2024): 147–51. http://dx.doi.org/10.54691/gkbj9934.

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Writing assessment is a crucial part of language teaching process. A good writing assessment can promote students’ writing. However, some teachers and students do not attach much importance on writing assessment. This research aims to discuss the kinds and functions of writing assessment and give some advice for English teachers to help their assessment on writing.

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Raimes, Ann. "Teaching Writing." Annual Review of Applied Linguistics 18 (March 1998): 142–67. http://dx.doi.org/10.1017/s0267190500003524.

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With just the two words of the title “Teaching writing,” we are thrown into ambiguity characteristic of the enterprise the title names. Is that second word a participle, referring to the activity of generating, composing, and revising ideas on paper, or is it a more static gerund noun form—writing as an artifact, as text presented on a page, performing social functions? The position we take with regard to the multiple realities encompassed in this dichotomy and in others in our field gives shape to our teaching. And that shape is changing.

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Lu, Xiaofei, J. Elliott Casal, and Yingying Liu. "Towards the Synergy of Genre- and Corpus-Based Approaches to Academic Writing Research and Pedagogy." International Journal of Computer-Assisted Language Learning and Teaching 11, no. 1 (2021): 59–71. http://dx.doi.org/10.4018/ijcallt.2021010104.

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This paper outlines the research agenda of a framework that integrates corpus- and genre-based approaches to academic writing research and pedagogy. This framework posits two primary goals of academic writing pedagogy, that is, to help novice writers develop knowledge of the rhetorical functions characteristic of academic discourse and become proficient in making appropriate linguistic choices to materialize such functions. To these ends, research in this framework involves 1) compilation of corpora of academic writing annotated for rhetorical functions, 2) analysis of the organization and distribution of such functions, 3) analysis of the linguistic features associated with different functions, 4) development of computational tools to automate functional annotation, 5) use of the annotated corpora in academic writing pedagogy, and 6) exploration of the role of form-function mappings in academic writing assessment. The implications of this framework for promoting consistent attention to form-function mappings in academic writing research, pedagogy, and assessment are discussed.

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Connor, Jennifer J. "Technical Writing Kits: Their Origins, Functions and Context." Journal of Technical Writing and Communication 17, no. 3 (1987): 1. http://dx.doi.org/10.2190/98wu-2k2u-pb50-3e5c.

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Anderson, Donald L. "The Textualizing Functions of Writing for Organizational Change." Journal of Business and Technical Communication 18, no. 2 (2004): 141–64. http://dx.doi.org/10.1177/1050651903260800.

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Castelo, Luis Miguel Puente, and Leida Maria Monaco. "Conditionals and their Functions in Women's Scientific Writing." Procedia - Social and Behavioral Sciences 95 (October 2013): 160–69. http://dx.doi.org/10.1016/j.sbspro.2013.10.635.

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Fauzi, Mohd. "FUNGSI BAHASA DALAM SYAIR BIDASARI: KAJIAN SOSIOPRAGMATIK." Jurnal Ilmu Budaya 12, no. 1 (2015): 11–20. http://dx.doi.org/10.31849/jib.v12i1.1105.

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This writing deals with language functions which adops Leech concepts who uses five language functions. By using those concepts, this writing analyzes "Syair Bidasari" Sociopragmatically. The result shows that "Syair Bidasari" contains some language functions, they are informational, expressive, directive, aesthetic, andfatic language functions.

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Zahra, Rastya Mutiarani, Sumiyadi Sumiyadi, Isah Cahyani, and Andoyo Sastromiharjo. "Role of Executive Functions in Improving Students' Narrative Text Writing Ability." International Journal of Learning, Teaching and Educational Research 22, no. 6 (2023): 694–710. http://dx.doi.org/10.26803/ijlter.22.6.35.

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This research was motivated by the low ability of students to engage in narrative writing. The purpose of this research was to examine the role of executive function in the process of students writing narrative texts and to investigate the contribution of executive function to various aspects of narrative text composition. The research method used in this study was a factorial analysis design to find out which executive functions contribute the most to the students' narrative writing skills. The participants of this study were 250 elementary school students with an age range of 9-12 years old. The data collection was carried out through several tests. The tests conducted assessed the transcription skills, language skills, and executive functions involved in the students' writing process, specifically using menggunakan CLAN (Computerized Language Analysis), Mean Length of T-unit in words (MLTUw), and the ERRNI test (Expression, Reception and Recall of Narrative Instrument). The research findings show that executive function contributes directly and indirectly to the students' narrative writing abilities. Aspects of the constraints encountered, updating, and planning contribute directly to both the long and short aspects of the text. In addition, the constraint and renewal aspects indirectly contribute to the length of the text, the level of complexity of the sentences, and the quality of the story content. The implication of this research is that a teacher must be able to optimize the implementing function, namely by planning, revising, and reviewing the students' abilities using various writing strategies and methods. The development of this executive function is very beneficial for students in relation to improving their writing skills, especially the writing of literary texts.

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Jawat Nur, Abdul. "EKSOTIKA INSKRIPSI ARAB PADA KERIS TANGGUH KAMARDIKAN." Jurnal CMES 13, no. 1 (2020): 33. http://dx.doi.org/10.20961/cmes.13.1.44560.

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<p>This study discusses the exotic Arabic inscriptions on kamardikan kris based on sociopragmatic studies. This research is interesting to do because not all kamardikan kris found Arabic inscriptions. The existence of Arabic inscriptions on the kamardikan kris is interesting to study from the type of Arabic script and also the intention of the owners to collect the kris. The method used in this study is the method of providing data, the method of analyzing data, and the method of presenting the results of data analysis. Based on an analysis of the types of Arabic script on the kamardikan keris it is concluded that Arabic writings on the kamardikan kris use one type of writing, namely naskhī writing and diwānī writing and some use a combination of several types of writing, namely (a) naskhi and diwāni writing, (b) Naskhī, Țugrā, and Śuluśi writing, (c) Naskhī, Țugrā, and Raihanī writing, (d) naskhī and Diwanī Jalī writing, and (e) writing the tattoo. Based on sociopragmatic studies, the Arabic inscriptions on the kamardikan kris have (a) aesthetic, (b) symbolic, (c) safety, and (d) success functions.</p>

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Inansugan, Kei, Kethelle Sajonia, and Nelson Pastolero. "Discourse Markers in Journalism: A Case in Compostela Valley State College-Maragusan." International Journal of English Literature and Social Sciences 6, no. 5 (2021): 266–77. http://dx.doi.org/10.22161/ijels.65.42.

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This study mainly explored the use of Discourse Markers (DMs) in journalistic writings and the factors that prompted the BSED English students of CVSC Maragusan to commit errors. This study employed the qualitative research. Ten (10) informants were part of the writing assessment and phone interview and were chosen through purposive sampling. For ethical considerations, this study underwent an ethics review before the data were gathered. Furthermore, to adhere to the Data Privacy Act, the identity of the respondents was held confidential. The Coding and thematic analysis were used in data analysis. The study's findings revealed that students have limited knowledge about DMs and their functions in basic writing. Additionally, the limited knowledge about DMs are the factors that prompted the respondents to commit errors in using the DMs in their journalistic writings. These findings imply that students should be taught more about the DMs, their types, and their proper usage in writing. With this, the incorporation of the DMs in the discussion should be given more attention, especially in writing class.

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Sze, Celine, Marilyn Chapman, and Ling Shi. "Functions and genres of ESL children’s English writing at home and at school." Journal of Asian Pacific Communication 19, no. 1 (2009): 30–55. http://dx.doi.org/10.1075/japc.19.1.03sze.

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Drawing on a sociocultural perspective of genre as a social action situated in a particular context, this study examined the functions and genres of four second-grade ESL (English as a Second Language) children’s English writing at home and at school. The two boys and two girls were born and raised in Canada, speaking English at school and with their siblings, and Cantonese at home with their parents. A total of 67 pieces of school writing and 54 pieces of home writing were collected over a five-week period. Findings show that home writing exhibit a wider range of functions and genres than school writing. The study suggests that teachers should be aware of the value of the writing opportunities and contexts bicultural children have at home and, therefore, incorporate such home experiences into classroom teaching to enrich the process of literacy development.

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Nakhon Kitjaroonchai and Suksan Suppasetseree. "Effects of Online Collaborative Writing via Google Docs on Learners’ Writing Performance and Interaction: A Case Study of Asian EFL Learners." English as a Foreign Language International Journal 2, no. 6 (2022): 6–32. http://dx.doi.org/10.56498/420262022.

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This study investigated the effects of online collaborative writing and writing contributions in Google Docs of 35 Asian EFL university learners in a composition course. Data were collected from students’ pre- and post-test writing, two extended online collaborative tasks: writing descriptive and argumentative essays, and student reflections. Students’ writing performances were assessed using Jacobs et al.’s (1981) composition analytic scoring rubric. Paired sample t-test analysis showed that academic writing performance significantly increased after participating in two extended collaborative writing tasks. Learners developed more extended written texts and texts were more accurate in the post-test writing. Furthermore, Pearson correlation coefficient (Pearson’s r) analysis showed that learners’ text contributions, their use of writing change functions and language functions during the collaborative process was positively correlated with their post-writing performance. This study supports the notion of writing as an exploratory and recursive process, but not linear.

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An, Xuehua, and Mingying Xu. "Conjunctive Adverbials in Chinese ESL Postgraduates’ Expository Writing." Journal of Language Teaching and Research 9, no. 6 (2018): 1243. http://dx.doi.org/10.17507/jltr.0906.13.

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Conjunctive adverbials perform important cohesive and connective functions in discourse. Logically linking sentences into paragraphs and paragraphs into an essay might impose great challenge for ESL learners. This paper investigated the use of conjunctive adverbials in the expository writings of Chinese postgraduate students. Learner corpus of 365 pieces of writings was compiled for analysis. The findings indicated that the participants tended to use additive and sequential types of linking adverbials than adversative and causal types. The results also showed that the students relied more heavily on a limited set of conjunctive adverbials and were not aware of the writing registers.

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Olive, Thierry. "Working Memory in Writing: Empirical Evidence From the Dual-Task Technique." European Psychologist 9, no. 1 (2004): 32–42. http://dx.doi.org/10.1027/1016-9040.9.1.32.

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The dual-task paradigm recently played a major role in understanding the role of working memory in writing. By reviewing recent findings in this field of research, this article highlights how the use of the dual-task technique allowed studying the processing and short-term storage functions of working memory involved in writing. With respect to processing functions of working memory (namely, attentional and executive functions), studies investigated resource allocation, step-by-step management, and parallel coordination of the writing processes. With respect to short-term storage in working memory, experiments mainly attempted to test Kellogg's (1996) proposals on the relationship between the writing processes and the slave systems of working memory. The dual-task technique proved fruitful in understanding the relationship between writing and working memory because researchers exploited its major advantage, namely, its flexibility.

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Dinkelman, Martha O., and Laurie O. Cavey. "Learning about Functions through Learner-Generated Examples." Mathematics Teacher 109, no. 2 (2015): 104–10. http://dx.doi.org/10.5951/mathteacher.109.2.0104.

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Parent, Kevin. "Lexical Bundles in the Argumentative Essays of Vietnamese and American Student Writers." English Teachers Association in Korea 30, no. 1 (2024): 1–24. http://dx.doi.org/10.35828/etak.2024.30.1.1.

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This study examines lexical bundles used in argumentative writings by Vietnamese EFL university students-L2 learners and American university students-L1 learners to see how two groups use bundles and identify problems which L2 learners face. Two corpora including writings by L2 and L1 learners are collected. By using Biber et al.’s structural taxonomy (1999, 2004) and Hyland’s functional framework (2008a), we analyse the structures and functions of the four-word bundles used by the two group writings to see any differences. Compared with L1 learners, L2 learners use a wider range of bundles. Regarding structures, L2 learners overuse VP-based bundles, while L1 learners use VP, NP and PP-based bundles flexibly. For functions, L1 learners prefer to use participant-oriented bundles, while L2 learners tend to employ researchoriented bundles. The text-oriented bundles are the least commonly occurring ones in the two groups’ essays. To understand how L2 learners overuse bundles in their writings, a qualitative method is used to examine each essay. Some underlying explanations for the overuse might be side effects of teaching and lack of knowledge of the bundle. A pedagogical implication of teaching L2 learners to use bundles in writing class is suggested to help their writing more convincingly and academically.

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Saunders, Peter. "Social and Cultural Functions of Research in Technical Writing." Canadian Journal for Studies in Discourse and Writing/Rédactologie 9, no. 3 (1991): 38–50. http://dx.doi.org/10.31468/cjsdwr.320.

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Curnow, Timothy Jowan. "The functions of voice in scientific writing in Spanish." Australian Review of Applied Linguistics 18, no. 2 (1995): 33–64. http://dx.doi.org/10.1075/aral.18.2.03cur.

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Abstract This paper on Spanish for Science and Technology (SST) analyzes the rhetorical functions carried out by the selection of voice — active, passive or se-passive — in five biological research articles in Spanish. It compares these rhetorical functions with those found in French and English scientific papers. Finally it suggests that there may be some universals which can be established on the basis of this comparison, but only through the introduction of an intermediate level of “discourse function” between the levels of rhetorical function and the level of grammatical form.

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Shenkin, Peter S. "Writing C functions callable by Fortran and Vice Versa." ACM SIGPLAN Fortran Forum 18, no. 3 (1999): 6–12. http://dx.doi.org/10.1145/340103.340116.

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Ta, Quang Tung, and Van Thong Ta. "Text in the Social Life of Ethnic Groups in Vietnam." Journal on Asian Linguistic Anthropology 3, no. 3 (2021): 65–90. http://dx.doi.org/10.47298/jala.v3-i3-a4.

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More than half of ethnic groups in Vietnam have their own scripts. These writing systems are fairly diverse in terms of forms, origins, changes, and social functions. In Vietnam nowadays, except Quốc ngữ writing (Quoc ngu - the script of the Vietnamese), other writing systems do not have positive social functions or significant roles in the social life. Language education and language interactions in the areas of ethnic minority people do not generally include the writing. Many ethnic minority groups are at risk of losing their languages and their traditional cultures maintained and developed through their mother tongues. Writing can help manage this risk as shown in the example of the Quốc ngữ writing. What can be done to diffuse and use writing more effectively? This is an urgent issue for the writing systems in the social life of ethnic minority groups in Vietnam.

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Ivanova, E. G., A. A. Skvortsov, and Yu V. Mikadze. "Variability of the Clinical Picture of Broca's Agraphia during Implementation of Different Cultural Functions of Writing." Клиническая и специальная психология 9, no. 1 (2020): 121–41. http://dx.doi.org/10.17759/cpse.2020090107.

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The research is devoted to the study of writing errors in patients with Broca’s aphasia performing the human-specific writing tasks. The object of the study is writing, the subject – disorder of writing in Broca’s agraphia. The aim of the research was to identify the most specific types of errors in writing language, depending on the cultural and historical significance of the actualized functions of writing language in Broca’s aphasia. Used instruments include classical neuropsychological assessment as well as specially developed experimental tasks aimed at actualization of cultural-historical functions of writing (communicative, mnestic and regulatory functions). Nonparametric Chi-square Friedman and Wilcoxon T-criteria used for pairwise comparison of data and analtysis of the distribution of errors. The study involved 22 patients with organic brain damage due to ischemic stroke in the basin of the left middle cerebral artery. Shown that the most specific grammatical errors were syntactic errors such as breaking of the sentence boundaries, omissions of independent and functional words, disorders of concordance and execution. Diversity in the performance of writing tasks that are similar in neuropsychological component structure but differ in functional purposes are explained by the choice of different strategies of writing. However, the general pattern is the dominance of the semantic content of the text over its formal structuring, expressed in grammatical rules. The research confirms that when studying agraphia, it is important to consider both structural (speech act operations) and functional (cultural and historical specific) aspects of writing.

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Aziz Fauzi, Eerwin Salpa Riansi, and Dwi Kurniasih. "Expressive Action on Meme in Instagram Towards The Election of President and Vice President 2019." Aksis : Jurnal Pendidikan Bahasa dan Sastra Indonesia 4, no. 2 (2020): 252–69. http://dx.doi.org/10.21009/aksis.040202.

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This study aims to classify expressive speech acts through writing and images in memes on Instagram towards PILPRES 2019, as well as analyzing the form of expressive speech acts in the writing and images of memes on Instagram towards PILPRES 2019. The method used in this research is qualitative descriptive method. The data in this study are in the form of writing in memes on Instagram. Data collection techniques in this study were carried out using literature study techniques, note taking techniques, and documentation techniques. The results showed expressive speech found in memes on Instagram towards PILPRES (Presidential Election) in 2019, the results of the research found the forms of Expressive Speech Actions (Giving Love), Expressive Speech Actions (Insulting), Expressive Speech Actions (Praising), Expressive Speech Actions (Blaming) and Expressive Actions (Mocking). In addition, language has the following functions, expressive functions, directive functions, aesthetic functions, physical functions, informational functions. This function is used to express language into memes.

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Maxwell, Madeline. "Some functions and uses of literacy in the deaf community." Language in Society 14, no. 2 (1985): 205–21. http://dx.doi.org/10.1017/s0047404500011131.

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AbstractDifferences in patterns of literacy can be understood in terms of communicative needs as governed by culturally learned notions about the appropriateness of a given communicative mode for a given social activity and by practicality as determined by biological structures and processes. It is through literacy that the deaf person can share in the linguistic experiences of the society at large, since written language is not distorted by the handicapped auditory sense. This study provides the first analysis of the ways writing is used among the deaf and between deaf and hearing communicators. Four groups were consulted and observed: the social community of deaf adults who sign, families in which parents are hearing and at least one child is deaf, families in which parents are deaf and children are hearing or deaf, deaf and hearing schoolteachers. Families with hearing parents use virtually no writing, whereas families with deaf parents and deaf adults in general use writing for several functions. The reading abilities of deaf school leavers seldom exceed fourth grade level; nevertheless, deaf adults use writing daily for exchange of information in the home, in public, on the job, and for communication by means of a telephone adaptation with a keyboard. The uses of literacy are largely conversational, personal, and instrumental. Commercial print in the form of captioned television and movies is also available. Deaf children born to deaf parents are socialized into these uses. Deaf children born to hearing parents are not. Writing which occurs in classrooms with deaf children is largely limited to lesson work, even when teachers are deaf. Literacy programs should take into account the communicative needs of deaf adults and the patterns of literacy use in deaf families. (Literacy, deafness, crosscultural analysis, ethnography of communication)

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Frith, Jordan. "Technical Standards and a Theory of Writing as Infrastructure." Written Communication 37, no. 3 (2020): 401–27. http://dx.doi.org/10.1177/0741088320916553.

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Infrastructures support and shape our social world, but they do so in often invisible ways. In few cases is that truer than with various documents that serve infrastructural functions. This article takes one type of those documents—technical standards—and uses analysis of one specific standard to develop theory related to the infrastructural function of writing. The author specifically analyzes one of the major infrastructures of the Internet of Things—the 126-page Tag Data Standard (TDS)—to show how rethinking writing as infrastructure can be valuable for multiple conversations occurring with writing studies, including research on material rhetoric, research that expands the scope of what should be studied as writing, and research in writing studies that links with emerging fields. The author concludes by developing a model for future research on the infrastructural functions of writing.

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Kitjaroonchai, Nakhon, and Suksan Suppasetseree. "Online Collaborative Writing via Google Docs: Case Studies in the EFL Classroom." Journal of Language Teaching and Research 12, no. 6 (2021): 922–34. http://dx.doi.org/10.17507/jltr.1206.08.

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This article reported a case study investigating small group interaction patterns in online collaborative writing tasks and factors influencing team collaborations. Participants included six Asian EFL university students who formed two small groups and were engaged in two online collaborative writing tasks via Google Docs. Data collection included the participants’ use of writing change functions and language functions during the collaborative writing processes revealed through Google Docs archives and collaborative essays. Semi-structured interviews were employed to examine factors influencing small group collaborations. The findings revealed that the two teams exhibited divergent interaction patterns, but the patterns of interaction remained consistent within each group across both tasks. The qualitative content analysis showed factors that affected team collaborations were individual goals, learners’ English proficiency, individual roles, and the use of collaborative agency. The findings may help elucidate the divergence of online collaborative writing and provide insightful information for instructors to design collaborative writing activities and assist EFL learners in the co-construction of writing tasks.

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Grašič, Tamara. "THE WRITING STYLE IN TRAVEL BLOGS." Folia linguistica et litteraria XIII, no. 41 (2022): 187–210. http://dx.doi.org/10.31902/fll.41.2022.9.

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This paper focuses on the writing style in travel blogs. Its aim is to research stylistic forms typical of travel blog entries and their contribution to the functions of the travel blog as a whole. In the theoretical part of the paper, we present the characteristic features of a travel blog and the language trends in the digital age. Travel blogs have been defined as digital media settings. Blogs were once defined as websites that included bloggers’ entries and were regularly updated. They were often compared to personal journals. Today blogs have a rather complex structure and they fulfil several functions: bloggers can use their writing to stand out from the crowd, to share their experiences, opinions, once-private thoughts, and even to create a source of income. As a result, blogs are becoming increasingly sophisticated. Furthermore, travel blogs fulfil a variety of functions: the self-portraying, informative, entertaining, evaluative, advertising, instructive, and communicative function. Bloggers want to inform their followers as well as they can, but because of todays flood of information on the web, they must be careful not to let their followers drown in information. Blogs are thus characterized by syntactic compression. In the travel blogs we have analyzed, this is achieved through various linguistic means, such as nominalizations, the usage of infinitival constructions, elisions, and the usage of passive structures. These means fulfil several functions at the same time: they both convey information and help the bloggers maintain the contact with their followers. Finally, it should be noted that the present stylistic analysis has been carried out on a sample of only three travel blogs; its results should therefore not be used as a basis for generalizations. To comprehensively describe and systematize the communicative and functional aspects of the travel blog format, a larger data set consisting of several travel blogs should be analysed. In the upcoming doctoral dissertation, we are going to focus on aspects of this media format which have been only briefly mentioned in the present paper. Among them are multimodal resources, mediality, the interaction between bloggers and readers, the effect of bloggers' network on the individual text modules, and the role of embedding other semiotic resources such as videos.

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Whittaker, Helène. "Social and symbolic aspects of Minoan writing." European Journal of Archaeology 8, no. 1 (2005): 29–41. http://dx.doi.org/10.1177/1461957105058207.

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This article looks at the non-utilitarian functions of writing in Crete during the Palatial period. It argues that writing was used as a marker of status and prestige and that it was also used for communication with the divine. It also attempts to interpret what have usually been seen as isolated examples of writing systems as pseudo-writing.

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Clemow, David B., Bertil Wagner, Christopher Marshallsay, et al. "Medical Writing Competency Model — Section 1: Functions, Tasks, and Activities." Therapeutic Innovation & Regulatory Science 52, no. 1 (2018): 70–77. http://dx.doi.org/10.1177/2168479017721585.

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Maimon, Lia. "The Relationship between Self-Efficacy and the Functions of Writing." Journal of College Reading and Learning 33, no. 1 (2002): 32–45. http://dx.doi.org/10.1080/10790195.2002.10850135.

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Almeida, F. A. "The functions of seem and parecer in early medical writing." Discourse Studies 17, no. 2 (2015): 121–40. http://dx.doi.org/10.1177/1461445614564517.

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Freeman, Evelyn B., and Tobie R. Sanders. "Kindergarten children's emerging concepts of writing functions in the community." Early Childhood Research Quarterly 4, no. 3 (1989): 331–38. http://dx.doi.org/10.1016/0885-2006(89)90018-5.

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Vukelich, Carol. "Play and Assessment:Young Children's Knowledge of the Functions of Writing." Childhood Education 68, no. 4 (1992): 202–7. http://dx.doi.org/10.1080/00094056.1992.10520875.

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Sari, Anggun Melati, Andayani Andayani, and Sumarlam Sumarlam. "GRAMATICAL FUNCTIONS IN INDONESIAN RELATIVE CLAUSES IN FOREIGN STUDENTS’ WRITING." Humanus 16, no. 2 (2017): 163. http://dx.doi.org/10.24036/humanus.v16i2.7855.

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This study aims to describe the grammatical function of the Indonesian relative clauses found on the foreign students' academic degree program at Technical Manager Unit Language (UPTBahasa) University SebelasMaret Surakarta. Data used in the form of writing, the sentences in the written essays of foreign students contained relative clauses. The techniques of data analysis use apportion method and advanced techniques of apportion method. The result of this study shows that the process of relativizationthat occurs in Indonesian can only relate the subject function. As the development of linguistics, the process of relativizationalso occurs in the object. Relativization on object will be accepted when it is altered through the passage process. In addition, the process of relativizationthat occurs can be through the steps, namely the obliteration strategy. The obliteration strategy serves to dissipate the nominative which relating its relative clauses. This research has concluded that the relativizationprocess of relative clauses in Indonesian only occurs in the subject. Then, the most frequently usedrelativizationin Indonesian is the obliteration strategy.Keywords: Indonesian for foreign speakers, grammatical functions, strategy obliteration, relative clausesFUNGSI GRAMATIKAL DALAM KLAUSA RELATIF BAHASA INDONESIA PADA KARANGAN MAHASISWA ASINGAbstrakPenelitian ini bertujuan untuk mendiskripsikan tentang fungsi gramatikal klausa relatif bahasa Indonesia yang ditemukan pada karangan mahasiswa asing program darmasiswa level akademik di UPT Bahasa Universitas Sebelas Maret Surakarta. Data yang digunakan berupa data tulis, yakni kalimat-kalimat dalam karangan mahasiswa asing yang didalamnya terdapat klausa relatif. Teknik analisis data menggunakan metode agih dan teknik lanjutan dari metode agih. Hasil penelitian ini menunjukkan bahwa proses perelatifan yang terjadi dalam bahasa Indonesia hanya dapat merelatifkan fungsi subjek. Seiring perkembangan ilmu kebahasaan, proses perelatifan terjadi juga pada objek. Perelatifan pada objek akan berterima apabila diubah melalui proses pemasifan. Selain itu, proses perelatifan yang terjadi dapat melalui langkah-langkah, yakni strategi obliteration. Strategi obliteration berfungsi untuk melesapkan nomina yang direlatifkan dalam klausa relatifnya. Penelitian ini memeroleh simpulan bahwa proses perelatifan klausa relatif dalam bahasa Indonesia hanya terjadi pada subjek. Kemudian, strategi perelatifan dalam bahasa Indonesia yang sering digunakan adalah strategi obliteration. Kata Kunci: bahasa Indonesia bagi penutur asing, fungsi gramatikal, strategi obliteration, klausa relatif

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Gu, Yue. "Narrative, life writing, and healing: the therapeutic functions of storytelling." Neohelicon 45, no. 2 (2018): 479–89. http://dx.doi.org/10.1007/s11059-018-0459-4.

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Harris, Joseph. "The Spectator as Theorist: Britton and the Functions of Writing." English Education 20, no. 1 (1988): 41–50. http://dx.doi.org/10.58680/ee198814352.

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Kongpetch, Saowadee. "Use of Core Modal Verbs in Academic Writing of Thai EFL Students." International Journal of Language and Literary Studies 3, no. 1 (2021): 277–91. http://dx.doi.org/10.36892/ijlls.v3i1.509.

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Modal verbs, as one of modality devices, play an important role in academic writing and argument. To gain insights into the use of modal verbs in academic writing of Thai EFL students, the in-depth analysis of 15 discussion essays written by the third-year English majors at one public university in Thailand was carried out. It focused specifically on the nine core modal verbs (can, could, may, might, will, would, shall, should and must) and examined their frequencies and semantic functions. The data analysis employed Sketch Engine, a corpus concordance, and drew on categories of semantic functions. The analysis revealed that can, will, may and should were the top four frequently favored items, respectively while must, could, would and might were found to be exceptionally underused. As for semantic functions, the most dominant meaning was “possibility” expressed by can. The results indicate that Thai students’ academic writing skills need to be significantly improved, particularly their ability to use modal verbs strategically in their essays. The curriculum design for academic writing needs to emphasize both syntactic structure and semantic functions of modal verbs and encompass activities urging students to practice using these modals systematically and purposefully.

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Young, Donna M. "A Graphic Organizer for Polynomial Functions." Mathematics Teacher 106, no. 2 (2012): 160. http://dx.doi.org/10.5951/mathteacher.106.2.0160.

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Students often view questions about polynomials—finding the zeros of a polynomial function, solving a polynomial equation, factoring a polynomial, or writing a polynomial function given certain properties—as discrete, unconnected processes. To address students' confusion about the many directions given for working with polynomial functions and to enable them to gain a true, conceptual understanding of polynomial functions, I created a graphic organizer (see fig. 1).

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Mangnejo, Tanveer Hussain, and Akhtar Abbas. "Analysing the Functions of Lexical Bundles for Teaching Academic Writing to Graduate Students." Sindh Journal of Linguistics 3, no. 1 (2024): 121–34. http://dx.doi.org/10.58921/sjl.v3i1.22.

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Academic writing skills contribute greatly in academic performance. One of the key elements of good academic writing is to know the proper use of the strings of the words usually occur together. These words are termed as lexical bundles in corpus linguistics. Some research has been conducted on the use and functions of lexical bundles in spoken and written discourses (Chen & Chen, 2020). However, there is scarce research on the functions of lexical bundles and their use in Pakistani research writing. While drawing on the corpus of 90201 corpora of the 12 Pakistani research articles, we investigated the functions and use of lexical bundles in research papers of Pakistani authors. The list of the lexical bundles by Simpson-Vlach and Ellis (2010) was used as a source to interpret the lexical bundles. We found the referential expressions were the highest lexical bundles in research articles of Pakistani authors followed by the expressions of ability and possibility and hedges in the list. Based on these findings, we argue that Pakistani authors are aware about the various types of the lexical bundles and their functions in academic writing. It is suggested that the high-frequency bundles can help the learners to improve the use of modal words used as hedges in academic writing. As per the findings of this study, it is recommended that a large corpus may be built for better results in the future.

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Wang, Yihan. "Reviewing the Usage of ChatGPT on L2 students' English Academic Writing Learning." Journal of Education, Humanities and Social Sciences 30 (April 19, 2024): 173–78. http://dx.doi.org/10.54097/dvjkj706.

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This paper reviews previous literature to explore the usage of ChatGPT in helping L2 students with English academic writing. There are several types of views on the usage of ChatGPT in assisting writing. Generally, researchers regard ChatGPT as beneficial for it can maximize the efficiency and accuracy of writing, which can facilitate students’ learning. There are also previous empirical studies showing that ChatGPT is a useful tool in English academic learning, especially in the writing area. This paper concludes that 1) Proofreading is one of the most crucial functions to support English writing. It can help with spelling, grammar, word precision, and sentence cohesion. 2) Brainstorming is another application of ChatGPT which is useful for coming up with ideas for writing topics, suggesting an outline, and searching appropriate literature evidence. 3) Translating is one of the most widely used functions of ChatGPT, because it can automatically translate and paraphrase with a high standard of accuracy. The significance of this paper is that it can be adopted in the students' independent writing process, and in the classroom to help students better complete the writing task under teachers’ guidance.

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Kong, Yunjun. "TEFL Teachers’ Conceptions of Writing: A Case of China." Theory and Practice in Language Studies 8, no. 3 (2018): 285. http://dx.doi.org/10.17507/tpls.0803.03.

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In teaching writing in English as a foreign language (EFL) context, a little information is known about teachers’ knowledge base of writing. The current study, therefore, used the case of Chinese context to explore how TEFL (teaching English as a foreign language) teachers understand writing and what impacts their conceptions. A questionnaire containing the natures, functions, and development of writing, and text features of good writing were developed to collect data online; items had 5-point Likert scales. 490 (female 76.3%) participants were engaged in the sample. Respondents generally identify linguistic, cultural and cognitive natures of writing, but many question its social nature, and a few are in trouble with recognizing the multifaceted concepts of writing. Participants highlight writing functions related to the self and self-expression but fail to note those targeting the addressees. The majority accede to the facilitation of other language skills and writing instruction to the development of writing, but lay the greatest stress on the transfer effects of reading. When evaluating texts, they do not seem to focus on linguistic features more relevant to foreign language learning (e.g. vocabulary, grammar). Demographic components (gender, teaching experience, school level, class size, and frequency of writing instruction) do not influence their conceptions systematically. These findings may be of interest for in-service teacher trainers.

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