Relevant bibliographies by topics / Module writing sentence structure

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Module writing sentence structure'

Author: Grafiati
Published: 3 June 2025
Last updated: 19 July 2025

Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles

Select a source type:

Consult the lists of relevant articles, books, theses, conference reports, and other scholarly sources on the topic 'Module writing sentence structure.'

Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.

You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.

Journal articles on the topic "Module writing sentence structure"

1

Umarlebbe, Jameela Hanoon, Sarimah Shamsudin, and Seriaznita Haji Mat Said. "Maritime Students Meeting the Maritime Industry English Standards: An Analysis of Types of Sentences." English Language Teaching 15, no. 11 (2022): 84. http://dx.doi.org/10.5539/elt.v15n11p84.

Full text
Abstract:
A sentence is the highest unit of grammar. Thus, constructing error-free sentences in writing is one of the biggest challenges encounted by most non-native speakers, and even university students are not an exception to this reality. This study aims at investigating various types of sentences produced by tertiary-level maritime students in a Sri Lankan university. The study was based on a narrative writing activity in the English for Academic Purposes (EAP) module. The students were provided forty-five minutes to produce the piece of writing as an in-class activity on a topic relevant to their field visit to a port. This is a descriptive study based on the analysis of a small corpus of essays written by twenty maritime students, and a structural analysis of sentences was employed to examine the students’ writing. Different kinds of sentences and sentence errors were identified, and they were classified accordingly. The findings of the study revealed that the students favoured simple sentences over other sentence types. Approximately two-thirds of the sentences produced belonged to the simple sentence category. The compound-complex form was found to be the least utilized sentence type among the target group. The analysis of sentences was based on the elements of the clause structure explained in Quirk et al. (1985) and Oshima and Hough (2006). Interestingly, it was observed that there was no single common clause structural pattern used by the participants. Instead, they used subject-verb-object (SVO), subject-verb-complement (SVC) and subject-verb-adverbial (SVA) types very often when writing. Similarly, fragments and run-on sentences were recorded high among maritime learners’ erroneous sentences in writing. The study findings have pedagogical implications for the teaching of English language grammar that subsumes essay writing in the EAP module. 
APA, Harvard, Vancouver, ISO, and other styles
2

Dizon, Kriza Mae, and Jasmin Villanueva. "Development and Validation of a Basic Sentence Structure Worktext." American Journal of Education and Technology 1, no. 1 (2022): 26–36. https://doi.org/10.54536/ajet.v1i1.328.

Full text
Abstract:
This study aimed to develop, validate and test a basic sentence structure worktext that would help the students to improve their writing ability by developing mastery on basic sentence structures. The study used mixed-method research employing sequential exploratory strategy. It collected and analyzed qualitative and quantitative data in the development and validation of the worktext. It was carried out in a two-phase manner. Phase 1 was the development of the material, and phase two was the validation process. The validated module was tested to grade 8 students in a public high school in the Division of Pampanga, and the results revealed that the activities present on the worktext are varied. The findings also showed that the worktext contributed in the improvement of the students’ writing performance.
APA, Harvard, Vancouver, ISO, and other styles
3

Dizon, Kriza Mae, and Jasmin Villanueva. "Development and Validation of a Basic Sentence Structure Worktext." American Journal of Education and Technology 1, no. 1 (2022): 26–36. http://dx.doi.org/10.54536/ajet.v1i1.328.

Full text
Abstract:
This study aimed to develop, validate and test a basic sentence structure worktext that would help the students to improve their writing ability by developing mastery on basic sentence structures. The study used mixed-method research employing sequential exploratory strategy. It collected and analyzed qualitative and quantitative data in the development and validation of the worktext. It was carried out in a two-phase manner. Phase 1 was the development of the material, and phase two was the validation process. The validated module was tested to grade 8 students in a public high school in the Division of Pampanga, and the results revealed that the activities present on the worktext are varied. The findings also showed that the worktext contributed in the improvement of the students’ writing performance.
 Keywords: basic sentence structure, sentence-level instruction, worktext
APA, Harvard, Vancouver, ISO, and other styles
4

Arsya Ramadhani, Dini Sustiani, Ikhwatika Putri Hardiansah, et al. "Analisis Keefektifan Kalimat pada Teks Laporan Hasil Observasi di Modul Pembelajaran Bahasa Indonesia Tingkat SMA Kelas X yang Disusun oleh Indri Anatya Permatasari, M.Pd. sebagai Kelayakan Bahan Ajar Membaca Pemahaman." Morfologi: Jurnal Ilmu Pendidikan, Bahasa, Sastra dan Budaya 2, no. 6 (2024): 58–89. http://dx.doi.org/10.61132/morfologi.v2i6.1076.

Full text
Abstract:
The Indonesian language learning module for high school X-grade students, created by Indri Anatya Permatasari, M.Pd, contains several writing errors. These errors include inconsistencies in punctuation marks, diction, conjunctions, and inappropriate meaning, which do not align with the norms of good and correct language usage. Effective sentence structure is crucial for conveying information clearly to readers. The discovery of these errors in the observation report text within the module prompted further research. The research aims to identify and address these writing errors to improve the module and enhance students' comprehension of the text. By analyzing these errors, the learning module can be tailored to better meet the needs of the students. The research adopts a qualitative descriptive approach, with the observation report text within the Indonesian language learning module as the primary data source. The method involves thorough reading of the text, error identification, analysis, categorization, and correction. The observation report text contains facts gathered from observation activities. The research revealed four writing errors: inconsistencies in the use of punctuation marks, diction, conjunctions, and inappropriate meaning. These errors are attributed to the author's limited knowledge and skills in report writing.
APA, Harvard, Vancouver, ISO, and other styles
5

Zhao, Yurong. "Controlling Large Language Models in Writing Education: A Computational Framework for Style Transfer, Dependency Detection, and Adversarial Intervention." Applied and Computational Engineering 173, no. 1 (2025): 8–14. https://doi.org/10.54254/2755-2721/2025.24729.

Full text
Abstract:
This paper proposes a unified computational framework, which ensures the output quality of large language models in writing education through three major modules: style transformation, dependency detection, and adversarial intervention. The style conversion module adopts the Transformer model with a dual-encoder architecture to transcribe students' texts into academic or news styles while retaining the original meaning. The dependency detection module reconstructs sentence-level grammatical relations and text-level argumentation structures based on the two-layer graph attention network (GAT). The adversarial intervention module simulates typical student errors through controlled perturbations such as synonym replacement and clause recombination to evaluate the robustness of the model. Experiments show that the academic accuracy rate of the style conversion module reaches 91.8%, the news accuracy rate reaches 89.5%, and the average score of UEBL is 28.6. In the case of adversarial perturbation, the style accuracy rate decreased by only 3.2 percentage points. The syntactic annotation accuracy (LAS) of the GAT parser on the original data was 87.5%, the text F1 value reached 78.3%, and the losses under adversarial interference were controlled at 4.8% (LAS) and 5.3% (F1) respectively. These findings confirm that adversarial training can significantly increase the model's resistance to writing errors. This framework provides educators with practical tools to ensure writing style standardization, structural consistency, and the ability to resist error feedback, laying the foundation for building a reliable AI-assisted writing teaching system.
APA, Harvard, Vancouver, ISO, and other styles
6

You, Mu, Fang Zhang, Shuai Zhang, and Linli Xu. "S²MILE: Semantic-and-Structure-Aware Music-Driven Lyric Generation." Proceedings of the AAAI Conference on Artificial Intelligence 39, no. 21 (2025): 22208–17. https://doi.org/10.1609/aaai.v39i21.34375.

Full text
Abstract:
The task of music-to-lyric generation aims to create lyrics that can be sung in harmony with the music while capturing the music’s intrinsic meaning. Previous efforts in this area have struggled to effectively handle both the structural and semantic alignments of music and lyrics, often relying on rigid, manually crafted rules or overlooking the semantic essence of music, which deviates from the natural lyric-writing process of humans. In this paper, we bridge the structural and semantic gap between music and lyrics by proposing an end-to-end model for music-driven lyric generation. Our model aims at generating well-formatted lyrics based solely on the music while capturing its inherent semantic essence. In the music processing phase, we introduce a hierarchical music information extractor, which operates at both the song and sentence levels. The song-level extractor focuses on discerning the overall semantic content of the music, such as themes and emotions. Simultaneously, the sentence-level extractor captures the local semantic and structural details from note sequences. Additionally, we propose a lyric length predictor that determines the optimal length for the generated lyrics. During the lyric generation phase, the information gathered by the above modules is integrated, providing essential guidance for the downstream lyric generation module to produce coherent and meaningful lyrics. Experimental results on objective and subjective benchmarks demonstrate the capabilities of our proposed model in capturing semantics and generating well-formatted lyrics.
APA, Harvard, Vancouver, ISO, and other styles
7

Renny Puspitasari, Elvienchi Multya Dewi, Trista Etika Putri, Prasasti Asadiva, Asep Purwo Yudi Utomo, and Iwan Hardi Saputro. "Analisis Kesalahan Berbahasa pada Teks Editorial dalam Modul Ajar Bahasa Indonesia Kelas XII SMA Kurikulum Merdeka." Student Research Journal 1, no. 2 (2023): 384–96. http://dx.doi.org/10.55606/srjyappi.v1i2.361.

Full text
Abstract:
Language has an important contribution in communicating with others. If there is no language for communication, it is impossible to run smoothly. The use of language cannot be separated from mistakes in both speech and writing. Language errors are forms of errors in the use of speech forms of various linguistic units in the form of words, sentences, and paragraphs. The standard language rule system is a form of Indonesian language rule that is used as a reference standard. The purpose of this investigation is to be able to describe the forms of language errors, the factors that trigger language errors, and efforts to resolve these errors. In the editorial text in the teaching module there are still language errors at the syntactic level, therefore it is interesting for the author to investigate errors at the syntactic level. In this research, we used two methods of data collection and data analysis. The data analysis method used was documentary. Apart from that, the descriptive method was used for analyzing data. From the data, it was found that there was an error in the language at the syntactic level in the editorial for the Indonesian language teaching module for class XII SMA Merdeka curriculum. Based on the data investigation conducted, there were 4 language errors found, among others, standard word errors, conjunction errors, punctuation errors, and effective sentence errors. The benefits obtained after conducting an analysis of language errors in editorial texts are improving sentence structure according to linguistic rules
APA, Harvard, Vancouver, ISO, and other styles
8

Putra Abda’u, Muhammad Fishal, Arif Setiawan, and Musaffak Musaffak. "Learning to Write Negotiation Texts as Part of the High School Independent Curriculum." Scaffolding: Jurnal Pendidikan Islam dan Multikulturalisme 5, no. 1 (2023): 486–507. http://dx.doi.org/10.37680/scaffolding.v5i1.2648.

Full text
Abstract:
This study aims to describe the learning outcomes of writing negotiation texts by X E1 class students of SMAN 1 Bangsri in accordance with the Merdeka Curriculum in X E1 class X E 1 class. This study is qualitative in nature. This study employs a case study methodology. This study utilized student worksheets, learning modules, and literature source texts as its data and data sources. Various data collection methods include observations, interviews, and documentation. Triangulation models are employed for data analysis. This study's findings are the preparation of learning to write negotiation texts in X E1 class of SMAN 1 Bangsri, based on an autonomous curriculum that has been implemented effectively in accordance with the most recent curriculum guidelines. The creation of instructional modules is associated with the independent curriculum system. The teacher's instructional module conforms to the requirements of the independent curriculum. Currently, the implementation of learning employs an independent curriculum whose primary objective is to encourage students to develop their potential. The learning process emphasizes students' exploration of their surroundings. The results of students' ability to write negotiation texts are evident in four areas: content, structure, linguistic norms, and effective sentence construction. Content-wise, 83% of X E1 class students in SMAN 1 Bangsri are categorized as having adequate skills. Furthermore, the ability of X E1 class students of SMAN 1 Bangsri from the perspective of completeness of structure, which is 100%, is categorized as excellent. The ability of X E1 class students of SMAN 1 Bangsri from the perspective of language elements, which is 64%, is categorized as quite good. Therefore, the aggregate average score across all subject areas was 86%, and 14% of students did not satisfy the KKM. Based on this, 86 % comes within the category of excellent. Thus, the X E1 class students' learning of composing negotiation texts produced positive results.
APA, Harvard, Vancouver, ISO, and other styles
9

Mohamed, Fawzy Abdelfattah, Waleed Fakhr Mohamed, and Abo Rizka Mohamed. "ArSentBERT: fine-tuned bidirectional encoder representations from transformers model for Arabic sentiment classification." Bulletin of Electrical Engineering and Informatics 12, no. 2 (2023): 1196~1202. https://doi.org/10.11591/eei.v12i1.3914.

Full text
Abstract:
Sentiment analysis in the Arabic language is challenging because of its linguistic complexity. Arabic is complex in words, paragraphs, and sentence structure. Moreover, most Arabic documents contain multiple dialects, writing alphabets, and styles (e.g., Franco-Arab). Nevertheless, fine-tuned bidirectional encoder representations from transformers (BERT) models can provide a reasonable prediction accuracy for Arabic sentiment classification tasks. This paper presents a fine-tuning approach for BERT models for classifying Arabic sentiments. It uses Arabic BERT pre-trained models and tokenizers and includes three stages. The first stage is text preprocessing and data cleaning. The second stage uses transfer-learning of the pre-trained models’ weights and trains all encoder layers. The third stage uses a fully connected layer and a drop-out layer for classification. We tested our finetuned models on five different datasets that contain reviews in Arabic with different dialects and compared the results to 11 state-of-the-art models. The experiment results show that our models provide better prediction accuracy than our competitors. We show that the choice of the pre-trained BERT model and the tokenizer type improves the accuracy of Arabic sentiment classification.
APA, Harvard, Vancouver, ISO, and other styles
10

Bambang Irawan. "The Effectiveness of Written Arabic Method Based on Contextual Learning on Arabic Education Student at The Islamic Institute of Jember." Studi Arab 11, no. 1 (2020): 61–72. http://dx.doi.org/10.35891/sa.v11i1.2151.

Full text
Abstract:
Over several years, the researcher noted that the students in the Arabic Education of State Islamic Institute of Jember were bored with teaching and learning writing skills, and the competence of this skill is low. This research aims to: (1) produce a module in Arabic Writing Teaching Based on The Contextual Teaching Learning that called "al-Kitabah al-Muyassarahlil-Mubtadi'in", (2) find out the level of appropriateness of the use of the module to improve students the competence, (3) describe the effect of the module for students motivation. This research used a method named research and development with the Borg and gall's model. The data were collected through observation, interviews, tests, questionnaires, and document studies. The researcher's analysis was done descriptively for qualitative and statistical information for quantitative data. This research resulted in (1) product in a module based on five characteristics: vocabularies writing, illustrated sentences are writing, pattern sentences, expressions writing, Structures, paragraphs writing, and reflection (2) the module is invalid to improve students' writing competence, and (3) the module based on Contextual Teaching Learning can improve student's motivation.
APA, Harvard, Vancouver, ISO, and other styles
More sources

Dissertations / Theses on the topic "Module writing sentence structure"

1

Östlund-Stjärnegårdh, Eva. "Godkänd i svenska? : Bedömning och analys av gymnasieelevers texter." Doctoral thesis, Uppsala universitet, Institutionen för nordiska språk, 2002. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-1967.

Full text
Abstract:
This thesis deals with the assessment of school texts by students in Swedish upper-secondary school or in the corresponding adult education and concentrates on what differs between the grades Pass and Fail. The 60 texts used in the survey come from the 1997 archives of the national test construction group. A questionnaire to teachers asks what criteria are most important when distinguishing between Pass and Fail. The five criteria pointed out are Holistic scoring, Relevant content, The connecting thought, Sentence structure and How the student has followed the instructions. The most salient result regarding grades is the difference between grades from the students’ own teachers and from the independent assessors. Ten texts have received a Fail from the student’s own teacher, but as many as 35 get an average Fail from three assessors. There is variation in assessment, but 18 Fail texts and 18 Pass texts get a unanimous grade. Quantitative analyses of the 60 texts show a definite correlation between grade and number of words. However, the Fail-groups among narrative, expository and argumentative texts contain both the shortest and the longest texts. School texts are longer now than thirty years ago, especially texts with low grades. Sentences and words have become shorter. Coherence is investigated by a method of reference cohesion. No clear difference between Pass and Fail texts can be found, but between types of essay topics. Also important is the organization of the text and its paragraphs, a factor which separates Fail and Pass texts. Various aspects of sentence structure show better results in the Pass texts. The thesis is concluded with a commentary on the demands of the last compulsory course in Swedish. The needed level is argued to be the ability to write for an unknown reader.
APA, Harvard, Vancouver, ISO, and other styles
2

MOU, WEINA. "Ensino de nível A2 português em plataforma WeChat para alunos chineses." Master's thesis, 2020. http://hdl.handle.net/10362/107514.

Full text
Abstract:
Este projeto foi realizado no âmbito do mestrado em Ensino de Nível A2 português na Plataforma WeChat para alunos chineses. O objetivo consistiu em projetar um curso na plataforma WeChat para aprendizagem e comunicação em português para os chineses que desejam imigrar para Portugal. Os conteúdos abordados centram-se maioritariamente no nível A2 de português. Assim, começou-se com uma pesquisa de necessidades sociais, tendo por base uma grande quantidade de dados, como: dados do Serviço de Estrangeiros e Fronteiras; dados fornecidos por um grande número de agências de imigração chinesas e dados de questionários de imigrantes chineses em Portugal. De facto, esta política de imigração é bem conhecida: estrangeiros que desejam imigrar para Portugal, devem passar no teste de nível A2 de português. No entanto, os dados recolhidos mostram que os chineses que desejam imigrar para Portugal consideram que o teste A2 de português é muito difícil, principalmente para os chineses com idade igual ou superior a 30 anos. Expressam também as suas angústias, pois não dispõem de tempo e energia para aprender outra língua estrangeira (LP) devido à pressão das relações familiares e laborais. Por conseguinte, este material didático é muito importante para aprender melhor português, especialmente para os chineses. O design deste curso requereu muita preparação. Primeiro, procedeu-se a uma pesquisa no site oficial do exame CAPLE, pois o certificado CAPLE é reconhecido pelo Ministério da Educação de Portugal. O site oficial do CAPLE fornece uma introdução abrangente ao nível A2 de português. Depois, escolheram-se alguns materiais de aprendizagem de português, principalmente através dos livros de estudo adequados ao nível A2. Combinaram-se estes conteúdos com os identificados no exame. De seguida, compilaram-se importantes conteúdos de vocabulário, gramática, estrutura e redação do nível A2 de português. Além disso, através de um questionário com 20 perguntas, com problemas gramaticais, de estrutura frásica, de vocabulário, de escrita ou de alguns aspectos tidos como “difíceis” na aprendizagem de português, verificaram-se as áreas em que os alunos mais precisam de ajuda. Estas questões foram posteriormente integradas no ensino de português de nível A2, auxiliando os chineses que estejam dispostos a imigrar a aprender português de forma mais eficiente. Nesse sentido, a aprovação no teste de português A2 é também o objetivo final.<br>This project was carried out within the scope of a master's degree, and its basis is to design didactic material for the Chinese who wish to immigrate to Portugal to learn Portuguese. Course contents mainly cover Portuguese A2 level. It started with a survey of social needs, based on a large amount of data collection, such as: data from the Foreigners and Borders Service; data provided by a large number of Chinese immigration agencies and questionnaire data from Chinese immigrants in Portugal. These data show that among Chinese who wish to immigrate to Portugal, most find the Portuguese A2 test to be very difficult, especially for Chinese over 30 years old. Moreover, they express their anxieties, because they do not have enough time and energy to learn another foreign language (LP) due to the pressure of family and labor relationships. Thus, this teaching material is very important for them to learn Portuguese better. The design of this course required a lot of preparation. First, a research on the official CAPLE exam website was conducted, as the CAPLE certificate is recognized by the Portuguese Ministry of Education. The official CAPLE website provides a comprehensive introduction to the Portuguese A2 level. Then, some Portuguese learning materials were chosen, mainly taken from Portuguese A2 study books. These were then combined with contents taken from the exam. Important vocabulary, grammar, structure and writing contents at level A2 of Portuguese were compiled. In addition, through a questionnaire with 20 questions, such as grammatical problems, problems with sentence structure, vocabulary, writing or other aspects that Chinese find difficult while learning Portuguese. These issues were integrated into Portuguese teaching at A2 level to help Chinese who are willing to immigrate to Portugal to learn Portuguese more efficiently. In this sense, passing the A2 Portuguese test is also a goal.
APA, Harvard, Vancouver, ISO, and other styles

Books on the topic "Module writing sentence structure"

1

Ann, Hogue, ed. Writing academic English: A writing and sentence structure handbook. 2nd ed. Addison-Wesley Pub. Co., 1991.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
2

Wilson, Paige. Writing essentials: Exercises to improve spelling, sentence structure, punctuation, and writing. Boston, Mass., 2003.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
3

Ferster, Glazier Teresa, ed. Writing essentials: Exercises to improve spelling, sentence structure, punctuation, and writing. Boston, Mass., 2003.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
4

D, McClanahan Susan, and Amstutz Donna D, eds. Steck-Vaughn GED writing skills: Mechanics, usage, sentence structure. Steck-Vaughn Co., 1988.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
5

Campbell, Shirley. Talking about writing.: A sequential programme of sentence structure, grammar, usage and punctuation for grade 9 : with accompanying answer key. Trafford, 1999.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
6

Campbell, Shirley. Talking about writing.: A sequential programme of sentence structure, grammar, usage and punctuation for grade 8 : with accompanying answer key. Trafford, 1999.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
7

Campbell, Shirley. Talking about writing.: A sequential programme of sentence structure, grammar, usage and punctuation for grade 10 : with accompanying answer key. Trafford, 1999.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
8

Campbell, Shirley. Talking about writing.: A sequential programme of sentence structure, grammar, usage and punctuation for grade 12 : with accompanying answer key. Trafford, 1999.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
9

Campbell, Shirley. Talking about writing.: A sequential programme of sentence structure, grammar, usage and punctuation for grade 11 : with accompanying answer key. Trafford, 1999.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
10

Massey, A. J. Aspects of writing in 16+ English examinations between 1980 & 1994: Vocabulary, spelling, punctuation, sentence structure, non-standard English and their implications for comparability of grading standards. University of Cambridge, Local Examinations Syndicate, 1996.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
More sources

Book chapters on the topic "Module writing sentence structure"

1

Henderson, Leysa. "Sentence structure and figurative language." In Model Writing for Ages 7–12. Routledge, 2017. http://dx.doi.org/10.4324/9781315144962-20.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

Henderson, Leysa. "Using Poetry to Teach Grammar, Sentence Structure and Figurative Language." In Model Writing for Ages 7–12. Routledge, 2017. http://dx.doi.org/10.4324/9781315144962-19.

Full text
APA, Harvard, Vancouver, ISO, and other styles
3

Copus, Julia. "Parallel sentence structure." In Brilliant Writing Tips for Students. Macmillan Education UK, 2009. http://dx.doi.org/10.1007/978-1-137-01399-6_11.

Full text
APA, Harvard, Vancouver, ISO, and other styles
4

Wilcox, Alison, and Adam Bushnell. "Sentence parts and structure." In Descriptosaurus Story Writing. Routledge, 2020. http://dx.doi.org/10.4324/9781003095675-46.

Full text
APA, Harvard, Vancouver, ISO, and other styles
5

Gray, Jon. "Basic Sentence Structure." In Professional Writing in Kinesiology and Sports Medicine. Routledge, 2024. http://dx.doi.org/10.4324/9781003526001-4.

Full text
APA, Harvard, Vancouver, ISO, and other styles
6

Bottomley, Jane. "Sentence structure 2." In Academic Writing for International Students of Science, 2nd ed. Routledge, 2021. http://dx.doi.org/10.4324/9781003118572-6.

Full text
APA, Harvard, Vancouver, ISO, and other styles
7

Bottomley, Jane. "Sentence structure 1." In Academic Writing for International Students of Science, 2nd ed. Routledge, 2021. http://dx.doi.org/10.4324/9781003118572-5.

Full text
APA, Harvard, Vancouver, ISO, and other styles
8

Miller, Larry S., and John T. Whitehead. "Avoiding Errors in Sentence Structure." In Report Writing for Criminal Justice Professionals. Routledge, 2017. http://dx.doi.org/10.4324/9781315267579-9.

Full text
APA, Harvard, Vancouver, ISO, and other styles
9

Han, Weifeng. "Chapter 7. “Grammar, I hate” or “I grammar hate”?" In Studies in Bilingualism. John Benjamins Publishing Company, 2024. http://dx.doi.org/10.1075/sibil.66.07han.

Full text
Abstract:
Cross-module interfaces, such as the syntax-semantics interface, are among the most problematic properties to fully acquire in a second language (L2). First language (L1) monodialectal and bidialectal speakers may show different performances at the interfaces in L2. However, little is known if such a different performance is caused by learners’ diverse L1 dialectal backgrounds. The study is motivated by the need to link speech-language pathology and word order typological studies in a bidialectal/bilingual context. The aim is to investigate L1 bidialectism in the L2 syntax-semantics interface acquisition outcome and to separate language difference from language disorder. A sentence-picture matching task on the topic-comment structure was administered among 37 Mandarin monodialectal and 39 Mandarin – Wu bidialectal child speakers. Results of a generalized linear model showed that L1 bidialectals exhibited better syntactic-semantic awareness in L2 than their L1 monodialectal counterparts. The results showed that mono- and bidialectal speakers have different performance patterns at the syntax-semantics interface involving noncanonical word orders for L2. However, the L2 performance was under the impact of language difference between L1 and L2, it does not qualify for Developmental Language Disorder (DLD). Finally, the study offers both theoretical and clinical implications for the diagnosis and assessment of bilingual DLD.
APA, Harvard, Vancouver, ISO, and other styles
10

Basso, Anna. "The Lexicon." In Aphasia and its Therapy. Oxford University PressNew York, NY, 2003. http://dx.doi.org/10.1093/oso/9780195135879.003.0006.

Full text
Abstract:
Abstract The Structure of the Lexicon and how lexical representations interact is one of the most thoroughly investigated topics in cognitive neuropsychology. The interest in our knowledge of words can be easily understood if we consider that besides production and comprehension of words, reading and writing also involve lexical processing. Moreover, models of word processing are easier to elaborate than models of sentence processing (which are in fact less detailed and more controversial), and it is understandable that they have attracted the interest of researchers.
APA, Harvard, Vancouver, ISO, and other styles

Conference papers on the topic "Module writing sentence structure"

1

Alfarisi, O., R. Singh, R. Singhal, et al. "The First Drilling Dedicated Artificial Intelligence ChatGPT Pilot." In GOTECH. SPE, 2024. http://dx.doi.org/10.2118/219337-ms.

Full text
Abstract:
Abstract Can drillers extract insights from successful and challenging cases by writing one sentence? Today, the drillers either dig, for days or weeks, the mixed-structured data of the Daily Drilling Report (DDR), the structured drilling data, or both to extract knowledge about successful cases (e.g., a record rate of penetration) and challenging cases (e.g., stuck pipe and Non-Productive Time (NPT)). The objective is to have the drilling operations insights extracted with no time from the current and historical data reports. We propose a more efficient knowledge extraction of drilling operations in seconds or minutes by writing one sentence using the latest artificial intelligent Chat Generative Pretrained Transformer algorithm (ChatGPT). Therefore, we launched the first drilling dedicated ChatGPT pilot. ChatGPT has pretrained models; however, in this pilot, we enable ChatGPT to learn from our drilling data to provide specific answers to our challenges accurately and efficiently. The implementation method of ChatGPT requires multiple stages: (1) Data Loading/Downloading and Document Scanning, (3) Data Indexing, (4) ChatGPT Training, and (5) ChatGPT extraction of knowledge. Our drilling data is available in structured (tabulated), unstructured, and mix-structure formats; therefore, understanding the behavior of ChatGPT in these different formats and other training indexing and cognitive capabilities are some of the pilot targeted objectives. This novel pilot is the first in the oil industry to use ChatGPT, particularly in drilling. Its outcome determines ChatGPT's ability to ease drilling operations by providing insight and learning from historical success and challenging cases. This paper reveals the methods and tools to quickly deliver efficient and quality answers to drilling operations to the drilling engineers.
APA, Harvard, Vancouver, ISO, and other styles
2

Silawati, Linda. "The Influence of Students Sentence Structure Knowledge on Writing Essays." In Proceedings of the International Conference on Educational Sciences and Teacher Profession (ICETeP 2018). Atlantis Press, 2019. http://dx.doi.org/10.2991/icetep-18.2019.20.

Full text
APA, Harvard, Vancouver, ISO, and other styles
3

Huang, Hen-Hsen, and Hsin-Hsi Chen. "CISA: Chinese Information Structure Analysis for Scientific Writing with Cross-lingual Adversarial Learning." In Twenty-Seventh International Joint Conference on Artificial Intelligence {IJCAI-18}. International Joint Conferences on Artificial Intelligence Organization, 2018. http://dx.doi.org/10.24963/ijcai.2018/853.

Full text
Abstract:
This work demonstrates a writing assistant system that provides high level advice for Chinese scientific writing. Cross-lingual approaches are investigated to analyze the information structure of a given Chinese abstract and retrieve useful knowledge in the related work written in both English and Chinese. To the best of our knowledge, this is the first study on Chinese information structure identification. Without the need of labeled Chinese data, our novel model is capable of dealing with Chinese instances by acquiring language-invariant knowledge from the labeled English data. Adversarial learning is employed to enhance the cross-lingual sentence representation.
APA, Harvard, Vancouver, ISO, and other styles
4

Shen, Summer, and Moddwyn Andaya. "An Optimized Writing Efficiency Tool with Integrated Gamification and Work Interval Timer for Enhanced Essay Productivity and AI Advice." In 5th International Conference on Artificial Intelligence and Big Data. Academy & Industry Research Collaboration Center, 2024. http://dx.doi.org/10.5121/csit.2024.140414.

Full text
Abstract:
both productivity and writing quality. Students often struggle with overwhelming tasks, slow progress, and lack of motivation during the writing process. Our proposal combines the Pomodoro Technique, gamification, and an AI-powered writing quality checker to offer a holistic solution [8]. The Pomodoro Technique breaks down tasks, while gamification elements, including a playful chicken character, make writing enjoyable. An AI-based writing quality checker provides real-time feedback on grammar, sentence structure, and clarity [9]. Challenges, such as balancing interactivity and efficiency, were addressed through thoughtful design decisions. Experimentation involved applying the application to various writing scenarios, showcasing its adaptability. Results demonstrated enhanced productivity, improved writing quality, and increased user satisfaction. This comprehensive approach addresses the shortcomings of existing methodologies and provides users with a valuable tool to navigate the challenges of essay writing efficiently and effectively.
APA, Harvard, Vancouver, ISO, and other styles
5

Zeller, Arnaud, and Pascal Marquet. "Impact of GUI personalization of a word processor on a learning activity course." In Sixth International Conference on Higher Education Advances. Universitat Politècnica de València, 2020. http://dx.doi.org/10.4995/head20.2020.11279.

Full text
Abstract:
This research investigates the impact of an activity of personalization of a graphical user interface by the learners, on their behavior of using the ILE. The analysis conducted is based on an exploitation of the interaction traces between the learner and the interface of a word processor software with advanced personalization and auto-writing features including training of spelling and a learning analytics management module. The results show that, several variables related to the facilitation conditions recognized by the ILE partly explain the writing activity. Navigation variable can be correlated with the knowledge of customization possibilities. If the automatic sentence generator has no significant effect on the number of misspellings found in the documents submitted, the intention to personalize the interface seems to have a greater effect than the act of personalization itself. But the impact of the personalization process on learning outcomes is still to be established.
APA, Harvard, Vancouver, ISO, and other styles
6

Jurewicz, Mateusz, and Leon Derczynski. "Set Interdependence Transformer: Set-to-Sequence Neural Networks for Permutation Learning and Structure Prediction." In Thirty-First International Joint Conference on Artificial Intelligence {IJCAI-22}. International Joint Conferences on Artificial Intelligence Organization, 2022. http://dx.doi.org/10.24963/ijcai.2022/434.

Full text
Abstract:
The task of learning to map an input set onto a permuted sequence of its elements is challenging for neural networks. Set-to-sequence problems occur in natural language processing, computer vision and structure prediction, where interactions between elements of large sets define the optimal output. Models must exhibit relational reasoning, handle varying cardinalities and manage combinatorial complexity. Previous attention-based methods require n layers of their set transformations to explicitly represent n-th order relations. Our aim is to enhance their ability to efficiently model higher-order interactions through an additional interdependence component. We propose a novel neural set encoding method called the Set Interdependence Transformer, capable of relating the set's permutation invariant representation to its elements within sets of any cardinality. We combine it with a permutation learning module into a complete, 3-part set-to-sequence model and demonstrate its state-of-the-art performance on a number of tasks. These range from combinatorial optimization problems, through permutation learning challenges on both synthetic and established NLP datasets for sentence ordering, to a novel domain of product catalog structure prediction. Additionally, the network's ability to generalize to unseen sequence lengths is investigated and a comparative empirical analysis of the existing methods' ability to learn higher-order interactions is provided.
APA, Harvard, Vancouver, ISO, and other styles
7

Jacob, Dany. "Intersectionality in Practice: A Multi-Dimensional Approach to Teaching Feminism from a Francophone Perspective in the USA." In 8th World Conference on Arts, Humanities, Social Sciences and Education. Eurasia Conferences, 2025. https://doi.org/10.62422/978-81-981590-2-1-007.

Full text
Abstract:
This presentation will focus on my approach to teaching Feminism and Patriarchy in a General Education course on Francophone cultures, with an emphasis on the integration of intersectionality throughout the course. I will share insights from students’ experiences and reflections on how feminist themes related to race, gender, and class resonate within the context of Francophone literature and film. The course is organized into four modules, each examining key feminist theories and their application in different Francophone settings. In Module 1, students reflect on historical portrayals of women, from Christine de Pizan to Baudelaire, through weekly journals and comparative essays. Module 2 explores the condition of women in literature and film, where students analyze Madame Bovary and Boule de Suif. In Module 3, students engage with feminist writing, focusing on the works of Hélène Cixous and Assia Djebar, while creating multimedia projects that explore feminist literary techniques. The final module, which centers on intersectionality, invites students to analyze contemporary films like Xala and Bande de filles to examine the intersections of race, gender, and class. Through assignments such as intersectionality diaries, critical film reviews, and an informational poster project, students engage with these themes in depth, gaining a comprehensive understanding of feminist theory. I will also share how this approach fosters critical thinking, self-reflection, and a deeper understanding of intersectionality among students. Through their engagement with both historical and contemporary texts, students have been able to draw connections between feminist discourse in the Francophone world and modern social issues. By highlighting their insights, I will demonstrate how this course structure empowers students to critically analyze gender, race, and class, while appreciating the global relevance of feminist perspectives. This presentation will offer valuable lessons for integrating intersectionality into the classroom and illustrating its impact on students’ intellectual and personal growth.
APA, Harvard, Vancouver, ISO, and other styles
8

Winter, Kyle M., Steven B. Herschbein, Carmelo F. Scrudato, and Brian L. Yates. "Forming Discrete Components on an Integrated Circuit Utilizing Focused Ion Beam Direct Write Capabilities." In ISTFA 2019. ASM International, 2019. http://dx.doi.org/10.31399/asm.cp.istfa2019p0204.

Full text
Abstract:
Abstract Focused Ion Beam (FIB) circuit edit allows for rapid prototyping of potential semiconductor design changes without the need to run a full manufacturing cycle in a semiconductor Fab. By FIB editing a completed module, thorough testing on the bench or in a full system can be achieved. Logic can be toggled, validation of speed enhancements performed, and constructive and destructive failure analysis can be enabled. In order to fulfill all the needs of clients in a rapidly evolving SOC driven market, simply modifying existing devices by “rewiring” circuits is becoming insufficient. Often the team is tasked with making very repeatable structures to aid the circuit analysis group. These include relatively precise resistors for tuning RF circuits (part of an RC network), adding known loads or delays, et cetera. Naturally resistive FIB deposited metal lines connected to the existing circuitry can be used in this capacity. FIB chip edit is considered to be a “Direct Write” process. The beam pattern in conjunction with process gases defines the regions of milling and deposition. Unfortunately, FIB edit is rarely an exact science. In many cases, a number of characteristics seem to be outside the realm of precise repeatable control. This is evident not only in individual tool operational logs but also in FIB tool matching, where maintaining identical system performance within the lab is difficult or nearly impossible. These characteristics are highly dependent on precursor reservoir composition and flow, surface adsorption conditions, beam patterning integrity, and the total interaction space of competing back sputtering during the new material structure formation. Due to these factors, the shape, composition and electrical performance of metal and insulator depositions vary over an often unacceptable range. As a result, we were not meeting the needs of some critical customer applications. Direct written precision resistive structures displayed several issues for which iterative edits were required to compensate for variability. When attempting to create an exact resistance, this process was not reliable, nor was it repeatable enough for accurate circuit performance trimming. Space-constrained serpentine resistors or multiple discrete resistors side-by-side showed the greatest process variability. Metal deposition processes tend to be somewhat self-limiting, so thick boxprofile lines are difficult to form. Conductive material deposited outside of the pattern definition (overspray) results in line-to-line leakages. Attempts to remove the overspray thru ion beam assisted etch-back tends to damage the deposited conductors and underlying insulators. The low-k region between lines can become cross-linked, experience gallium doping, and become tungsten impregnated. This lowered the resistivity of the insulator, increased the resistivity of the conductor, and produced variability in the device which was especially an issue when dealing with varying initial substrates. GLOBALFOUNDRIES began a project to create a more robust repeatable resistive structure by removing several variables. Rather than direct writing lines onto a top surface layer, a confined deposition based on the concepts of dual damascene processing used with copper layers in modern semiconductor fabrication will be employed. The damascene process begins with the definition of a box to be filled with a conductive material. The process of ion beam gas assisted anisotropic etching/milling has a far more predictable outcome than ion beam induced deposition. It is possible to create a surface box mill or even a deep drilled via of desired dimensions with a more consistent repeatability. Deposition of tungsten into a confined region using, for example, a W(CO)6 precursor and a Ga+ ion beam results in an excellent via fill. Using this behavior, precision resistors can be created with metal deposition within the trenches which are created by the gas assisted mill. An enclosed space can be filled nearly void-free, and has repeatable electrical parameters. The self-limiting factors with tungsten deposition go away as sputtered material becomes trapped within the well resulting in a near limitless Zheight potential. The constant dielectric with a uniform and contained tungsten fill can allow for a well-defined resistivity for the FIB deposited tungsten material. Having a known resistivity, calculation of dimensions for resistive and inductive structures during the design process becomes feasible. With process variability under control, structures can be formed reliably enough to offer this as a service to customers.
APA, Harvard, Vancouver, ISO, and other styles

Reports on the topic "Module writing sentence structure"

1

DeJong, Mary, Joshua Ginsberg, Kimberley Roosenburg, and Eleanor J. Sterling. Scientific Writing. American Museum of Natural History, 2008. http://dx.doi.org/10.5531/cbc.ncep.0035.

Full text
Abstract:
Clear, concise, quality writing is critical in scientific papers. This module offers a guide through the process of producing a scientific paper from writing through publication. A review is given of different types of scientific literature-primary, secondary, tertiary, and grey literature. The module then covers the structure of a scientific paper with examples and comparisons. The authors also cover details as to where to publish and how paper submission works.
APA, Harvard, Vancouver, ISO, and other styles
2

Пахомова, О. В. Using Scaffolding Strategy for Teaching Creative Writing. Маріупольський державний університет, 2018. http://dx.doi.org/10.31812/0564/2145.

Full text
Abstract:
The article deals with scaffolding strategy for teaching creative writing in the English classroom. The importance of using the creative writing technique, which is an effective means of optimization and intensification of the process of foreign language study, for forming students' communicative competence in writing is highlighted. It is supposed that an elaborated scaffolding strategy might help lecturers to organize the educational process with maximum capacity and successful results. A variety of techniques such as intensive usage of graphic organizers ("Plan Think Sheet", "Mind-map", "Concept Map", "Clustering", "Spider Map", "Cycle", "Chain of Events", "Web"), "Teaching by Example", "Sentence Stem Completion" / "Close procedures", “Stream of Consciousness”, Genre scaffolding techniques are recommended to empower learners' creative abilities to write and express themselves on any topic using the wide range of writing techniques with the relevant structure and vocabulary.
APA, Harvard, Vancouver, ISO, and other styles
3

Aroonmanakun, Wirote. Thoughts on word and sentence segmentation in Thai. Chulalongkorn University, 2007. https://doi.org/10.58837/chula.res.2007.92.

Full text
Abstract:
This paper discusses problems of word and sentence segmentation in Thai. Disagreements on word segmentation are caused mostly from compound words. To set a standard resource and tool of word segmentation, we suggest that only simple words and true compound words should be segmented in the process of word segmentation. Other compounds can be grouped later by the same means as multiword identification in other languages. Sentence segmentation is also difficult because the boundary of sentence in Thai is fuzzy. We suggest that a discourse should be seen as a combination of clauses rather than sentences. Some discourse clues then can be used to segment these discourse units. The result from sentence segmentation module could be a sequence of segments composed of clauses, which then can be constructed into the discourse structure.
APA, Harvard, Vancouver, ISO, and other styles
You might also be interested in the extended bibliographies on the topic 'Module writing sentence structure' for particular source types:
Journal articles Books
We offer discounts on all premium plans for authors whose works are included in thematic literature selections. Contact us to get a unique promo code!

To the bibliography