Relevant bibliographies by topics / Second writer

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  2. Dissertations / Theses
  3. Books
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  5. Conference papers
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Academic literature on the topic 'Second writer'

Author: Grafiati
Published: 4 June 2021
Last updated: 2 February 2022

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Journal articles on the topic "Second writer"

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Lehman, Iga Maria, and Robin Anderson. "Inviting individual voice to second language academic writing." International Review of Pragmatics 13, no. 1 (2021): 61–85. http://dx.doi.org/10.1163/18773109-01301002.

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Abstract Our purpose in this paper is to present the findings of a study aimed at investigating how second language (L2) student-writers construct their identities as academic authors in tertiary education. We consider the restraints institutionalized text production can place on the constitution of writer identity, and call for pedagogical approaches to writing to take on board our findings to better help students in the process of finding their unique authorial voice. While the specific socio-cultural and institutional contexts within which people write limit possibilities for their self-representation, we argue that student writers should be encouraged to bring their own life histories and sense of the self to their texts. The study follows the notion of writer voice as proposed by Lehman (2018). She proposes categorising writer voice into three main types: individual, collective and depersonalized. As these three aspects of voice are predominantly cued through metadiscourse features we employed a three-dimensional analytic rubric designed by Lehman (2018) in order to identify and analyze the potential of individual voice in the facilitation and enhancement of academic writing in a second language (see Lehman, 2018).
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Hudelson, Sarah. "Writing in a Second Language." Annual Review of Applied Linguistics 9 (March 1988): 210–22. http://dx.doi.org/10.1017/s0267190500000908.

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In an cited essay, Hairston (1982) asserts that a revolution is taking place in the teaching of compostition, a revolution she characterizes as involving a basic shift in paradigms with regard to the act of composition. Hairston describes the prevailing view of writing, a view that had its orgins in traditional theories of rhetoric, as one that considers writing a linear process in which writers know what they want to say before they begin to write. The major task of the attends to editing concerns in order to perfect the manuscript. Thus the focus of composition instruction in this paradigm is the product that the writer produces.
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Stroganova, E. N. "TO THE 200TH ANNIVERSARY OF NADEZHDA DMITRIEVNA KHVOSHCHINSKAYA: ABOUT THE DATE OF THE WRITERS BIRTH." Culture and Text, no. 45 (2021): 113–20. http://dx.doi.org/10.37386/2305-4077-2021-2-113-120.

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The year of birth of the famous Russian writer of the second half of the XIX century Nadezhda Dmitrievna Khvoshchinskaya, who published her works under the nameV. Krestovskyj-pseudonym, is specified on the material of archival sources. The above information refutes the established opinion that the writer was born in 1824 or 1825 and allows us to say that 2021 is the year of the 200th anniversary of the writer. The author focuses on the question of the incorrect portrait representation of the writer in the 6th volume of the biographical dictionary «Russian Writers. 1800-1917».
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Лосева, Наталия Вениаминовна. "Y.V. KRASAVIN AND LITERARY PROCESS. SECOND HALF OF THE XX CENTURY (on the relationships of Yuri Krasavin with Fedor Abramov)." Вестник Тверского государственного университета. Серия: Филология, no. 3(66) (November 6, 2020): 242–49. http://dx.doi.org/10.26456/vtfilol/2020.3.242.

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Значимость литературного наследия Юрия Красавина обусловлена как творческой индивидуальностью писателя, так и его литературными связями с крупнейшими художниками слова своего времени. Прослеживаются генетические и типологические связи с прозаиками второй половины ХХ века. Важное значение для становления и творческого развития Юрия Красавина сыграл известный русский прозаик Ф.А. Абрамов. The significance of the literary heritage of Yuri Krasavin is based on both the creative personality of the writer and his literary connections with the greatest writers of his time. Genetic and typological connections with prose writers of the second half of the twentieth century are traced. Of great importance for the formation and creative development of Yuri Krasavin was a famous Russian prose writer F.A. Abramov.
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Blischak, Doreen M. "Thomas the Writer." Language, Speech, and Hearing Services in Schools 26, no. 1 (1995): 11–20. http://dx.doi.org/10.1044/0161-1461.2601.11.

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A case study is presented to describe the development of augmentative and alternative communication (AAC) and literacy skills by a 9-year-old child, Thomas, who has quadriplegic cerebral palsy and a central vision impairment. Thomas’s development and progress from birth to second grade is chronicled. Development and use of his AAC system also is described, along with activities for language and literacy development and his inclusion in a second grade classroom.
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Puteri, Dinike Agustin. "PENERAPAN METODE QUANTUM WRITER UNTUK MENINGKATKAN KEMAMPUAN MENULIS PUISI PADA SISWA SMK TELEKOMUNIKASI DARUL’ULUM." sarasvati 1, no. 2 (2019): 91. http://dx.doi.org/10.30742/sv.v1i2.744.

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Quantum Writer method is good way to help student more easy and attractive to write. Quantum Writer method is contains four steps teaching learning writing ang can be easy to with PAK ! namely: concentrate (P), arrange (A), composing (K), the best (!). This method used to finished that problem appear (1) How to proces learning poerty at begining with Quantum Writer method, (2) How to proces learning poerty when student is writing poerty with Quantum Writer method, (3) How to proces learning poerty at the finishing or after writer poerty with Quantum Writer method, in this case every statement of the problem given student score. This Action Research (PTK) used descriptive kealitatif method is doing two steps is that observation student SMK Telekomunikasi Darul’Ulum. The data take from pre writing is contain students ability to mention theam. Then the result take from when student is writing poerty. With Quantum Writer merhod. Second step is that finished to write the result contains are reading a poerty, give suggestion with friend’s poetry, and revisi again based on friend’s suggestion. The result of the observation is that appliying Quantum Writer writer method can be increase to writing poetry very good for student. Students ability to writing poetry more increase every steps. And the response of the student increase.
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Takagaki, Toshiyuki. "The Revision Patterns and Intentions in L1 and L2 by Japanese Writers: A Case Study." TESL Canada Journal 21, no. 1 (2003): 22. http://dx.doi.org/10.18806/tesl.v21i1.272.

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This case study investigated the revising patterns and intentions in L1 and L2 of Japanese writers with various writing experiences. Three participants were selected through purposeful sampling to do within-case comparisons. One participant was an experienced writer in both Japanese and English; one was an experienced writer in Japanese, but not in English; the other was an inexperienced writer in both Japanese and English. Using think-aloud protocols, these participants produced two revised essays in Japanese and two revised essays in English. The revised texts, think-aloud protocols, and retrospective interviews were analyzed to identify revision patters and revision intentions. first, it was found that all three writers produced many more revisions in Japanese than in English. Second, it was found that these writers showed similar revising intentions across languages. These findings were interpreted in terms of revision control structure, which is gained through writing experiences.
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Suminar, Ratna Prasasti, and Giska Putri. "The Effectiveness of TTW (Think-Talk-Write) Strategy in Teaching Writing Descriptive Text." Academic Journal Perspective : Education, Language, and Literature 2, no. 2 (2018): 300. http://dx.doi.org/10.33603/perspective.v2i2.1666.

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This research entitled “The Effectiveness of TTW (Think-Talk-Write) Strategy in Teaching Writing Descriptive Text. TTW (Think-Talk-Write) strategy is one of strategy in teaching learning process, TTW (Think-Talk-Write) strategy one of cooperative learning. Think-Talk-Write (TTW) Strategy is starting from involvement of students in thinking or dialogue with it self after reading process. Then talk and share ideas (sharing) with friend before writing. One group consist of 4-6 students, in this group of students requested making notes, explaining, listening and sharing ideas with friends and express them through writing. The problem of the research is “To find out the effectiveness TTW (ThinkTalk-Write) strategy in teaching writing descriptive text?” The population in the research is the second grade students of UNSWAGATI CIREBON. The writer takes two classes of the second grade students as the sample from this research which were divided into two groups; experimental group (7AB) and control group (7CD). The instruments of collecting data are tests; pre-test and post-test. To analyze of data, the writer used a quasiexperimental design. The writer gave writing test to gather the data. There were pre-test and post-test. The formula that was used analyze the data was t-test. It was used to determine whether there was significance difference between students’ score in experimental group and control group.
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Elliott, Marietta. "Nasr’s development as a writer in his second language." Australian Review of Applied Linguistics 9, no. 2 (1986): 120–53. http://dx.doi.org/10.1075/aral.9.2.07ell.

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Abstract During the first 6 months of the school year of 1985, at Brunswick Language Centre, I observed Nasr as he was learning to write in his second language. The most significant change which occurred is that Nasr gained an appreciation of the way in which English written anguage is different from spoken language. That is, rather than merely recording his spoken language, Nasr became a writer in English. The changes manifested themselves not only in the product, namely the texts themselves, but also in the processes by which they were produced. These processes can be both directly observed, as recorded on videotape or in the observational diary, which was kept once weekly, or inferred from the product. The major ways in which the last piece is more “developed” is that Nasr has chosen a more “advanced” genre, and the piece conforms more strictly to one genre, rather than also containing elements of other genres. Nevertheless, the earlier pieces mark important, transitional stages and I have therefore chosen to call these intermediate forms “intertext”. Nasr gains mastery over linking mechanisms more characteristic of written than of spoken language he moves from co-ordination to subordination, and through the use of reference and ellipsis, he gradually eliminates the various forms of redundancy. Acquisition of form and function of the past tense Is regarded as essential for the production of sustained narrative and, as such, can also be viewed as a form of cohesion. In Nasr’s case the changes in the writing behaviour include an increase in pause length and a reduction in the number of pauses, changes in the number and type of revisions made, and differences in the way in which input from the teacher is generated.
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Wajdi, Majid, I. Made Sumartana, and Ni Putu Dyah Hudiananingsih. "Avoiding Plagiarism in Writing a Research Paper." Soshum : Jurnal Sosial dan Humaniora 8, no. 1 (2018): 94. http://dx.doi.org/10.31940/soshum.v8i1.769.

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This paper discusses how to avoid plagiarism in a research paper. Avoiding plagiarism is part of a scientific writing ethic that always stated in any publication. Every writer should pay attention to their papers submitted to a journal or a scientific forum that they are free from unethical conduct. Writing a research paper needs overall accuracy especially in avoiding plagiarism in the paper that is to be published in a journal or to be presented at a certain scientific meeting, seminar or symposium. It is based on writers’ experience as a paper writer as well as a journal reviewer. The first application that the writers use is ‘checker’, a Mac computer application, used to check spelling and grammar. It assists the writers to check how misspelling and an ungrammatical inaccuracy in the writers’ papers. The second free application is ‘plagiarism checker’. Checking originality of a paper is essential and it is not too difficult to do today. It is freely accessible that plagiarism checker can be used to check how original the paper is. By visiting “Google” then write down ‘plagiarism checker’, it will appear ‘smallseatools’ and then the writers could choose and check how original the paper is. This application is freely accessed and helps immensely to check how original a paper is and how far a paper is free from plagiarism. The unoriginal phrase will be underlined and marked red and finally will be shown how inimitable the paper is. Plagiarism scan report which consists of the date of the report, plagiarism status, total words and total characters can be downloaded.
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Dissertations / Theses on the topic "Second writer"

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Chaffe, Tomas. "The Secret Writer." Thesis, Konstfack, Institutionen för Konst (K), 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:konstfack:diva-3980.

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This essay reflects a particular method and way of working that I employ when undertaking artistic research. My artworks are rooted and develop from the situation I find myself in as an artist, the very context I exhibit the work within. I do this by trying to understand this position, both on the micro and macro scale. As an artist currently studying at—and subsequently exhibiting in relation to— Konstfack, I base my research with the physical manifestation of the school. An imposing building that was part of a huge headquarters and factory site for the telecommunication company, Ericsson, in south Stockholm. The title of my essay is from the translation of a unique German cipher machine, the Geheimschreiber, made known to me through enquiry into this site. Throughout the Second World War the German army used this machine to send highly encrypted military messages across Swedish telephone cables. Following one of the greatest accomplishments in the history of cryptography, a Swedish mathematician broke this German code and subsequently assisted in designing a deciphering machine on behalf of the Swedish Intelligence branch. This device, known as the App, was secretly developed and manufactured by Ericsson, possibly where I now study. In exploring the theme of secrets, this essay originates from an underpinning desire and subject of my work to reveal what is concealed or overlooked. Through researching and writing this essay I attempt to have a better understanding on the notion of secrets, in both the private and public realms. Introducing the artistic process and situation I am working from, I explore the central role that secrets play within society. In order to understand secrecy today I introduce the intertwined and associated contemporary debates of privacy, (both private and public) and transparency through such subjects as Google’s new privacy policy, mobile phone hacking, WikiLeaks and offshore banking.
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Rothschild, Denise Terry. "The adult English as a second language writer and the writing workshop approach : performance, biodemographic variables, and attitudes." Thesis, University of British Columbia, 1991. http://hdl.handle.net/2429/31462.

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Research in written composition in first language (L1) has undergone a major paradigm shift from interest in product to interest in processes experienced by writers as they compose. Changes in instructional approaches have begun to follow: in many L1 classrooms a variety of process or workshop approaches to the teaching of writing have been implemented. Second language (12) composing research and instruction are also undergoing a similar paradigm shift— with some reservations about the value of implementing a process or workshop approach in the second language classroom. The question now being asked is, "How effective are the various process/workshop approaches in the 12 classroom situation?" The current study, building upon mother-tongue research as well as the mainly case study research which provided the foundation of the English as a second language (ESL) literature on composing, examines the effects of a process or workshop approach on the writing performance of adult English as a second language learners. In addition, the study investigates certain biodemographic variables such as first language, and an affective variable, attitudes toward writing, all of which were hypothesized to interact with the treatment. This study is a controlled experiment in which the treatment consisted of instruction in writing using a workshop format. Two pre- and posttest measures-informal (classroom conditions) and formal (test conditions) writing tests-were used to ascertain writing growth. On each test overall scores were analysed as well as two sub scores, one for content and organization, and one for structure and mechanics. In addition, a pre-instruction background survey was given to elicit information on seven biodemographic variables, and a post-instruction survey on attitudes toward writing was administered. Results were mixed. For writing quality, only results obtained on the formal (test-like) measure were significant or near significant in favor of the treatment, the workshop approach. Of the biodemographic variables, only length of time in an English-speaking environment could be interpreted because of a cell distribution problem: it may be that those students with less than two years in a second language environment benefit more from the workshop approach than students with more time and experience in their adopted culture. Regarding attitudes toward writing, the workshop group showed significantly more positive attitudes than the product group. In addition, the content of responses to an open-ended question about writing revealed differences between the two conditions. The workshop students' comments showed awareness of (1) writing as communication and (2) writing as a process requiring time for the development, revision, and editing of ideas and language. These findings indicate that this variety of workshop approach may offer a viable alternative to product-oriented instruction. The formal (test conditions) measure suggests that the workshop may be of benefit in helping students improve their writing, particularly the content and organization aspects. Results from the attitude survey imply that students in the writing workshop are receptive to this approach and that they exhibit more positive attitudes toward writing than do students in the product group. If attitude is indeed the key to improved motivation and performance, as many suggest, these results have important implications for the L2 classroom.<br>Education, Faculty of<br>Language and Literacy Education (LLED), Department of<br>Graduate
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Cheng, Chiuyee Dora. "Academic Writing of Multilingual Undergraduates: Identity and Knowledge Construction Across Five Disciplines." The Ohio State University, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=osu153187612119893.

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Coca, Karla. "Praise in Written Feedback: How L2 Writers Perceive and Value Praise." BYU ScholarsArchive, 2020. https://scholarsarchive.byu.edu/etd/8489.

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ESL writing teachers face the challenge of providing written feedback that is both effective and motivating to students. Thus, many end up making use of praise (or positive feedback) before offering criticism. Past research, however, has not put enough emphasis in how students receive praise. In fact, Hyland and Hyland’s (2001) article is one of the few and most recent works to focus on praise above other types of feedback. Yet, they have not accounted for the possibility of different types of praise as Kamins and Dweck (1999) have suggested. In our study, two types of praise (person and performance) have been considered as well as cultural background and L2 proficiency. An original survey was developed in order to analyze these three variants and understand how L2 learners perceive and attribute value to praise in written feedback. A total of 106 participants rated six different samples of praise based on how clear, helpful, valuable, encouraging to revision, kind, and motivating the comment of praise is. In the conclusion, praise type seems to be the most significant variant as participants showed preference to performance over person praise.
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Ryoo, Seong Mae. "Responding to Non-Native Writers of English: The Relationship Between a Teacher's Written Comments and Improvement in Second Language Writing." Diss., Temple University Libraries, 2013. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/223622.

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CITE/Language Arts<br>Ed.D.<br>The purpose of this study was to examine the effect that a writing teacher's written comments had on improvement in L2 writing; whether the types of changes students made in their drafts after teacher comments were substantial at the content level and/or language level; to what extent the focus (content- and language-focused) and the directness (direct and indirect) of teacher feedback predicted improvement in L2 writing; and the teacher's and students' attitudes toward and perception of good writing and the role of teacher comments. The study had three major components. First, a quantitative study was conducted to examine the rate of students' successful revisions in response to the teacher written feedback. Using descriptive statistics, it was found that students revised more successfully in response to language-focused comments and direct comments than in response to content-focused comments and indirect comments. The next phase of the study investigated how the focus and directness of teacher comments resulted in and predicted improvement in writing. Using paired sample t-tests, it was found that teacher's comments on student drafts did lead to overall improvement in the grades on the revised essays. Employing hierarchical regressions, it was also found that higher rates of successful revision in response to content-focused comments and direct comments resulted in higher grades in the subsequent revisions. Using a one-way repeated measures analysis of variance (ANOVA), it was also found that while students' writing improved significantly for new essay assignments in the area of content, there was no statistically significant improvement in students' linguistic accuracy in their writing over the course of the semester. The final part of the study examined the students' perceived need for teacher feedback and revision, and the teacher's view on writing. Using surveys and interviews, it was found that the teacher and students had different opinions about the role and importance of feedback. The students reported that direct corrections of linguistic errors were less beneficial to them, even though the teacher gave much more direct corrective feedback than indirect feedback over the course of the semester. In addition, while the students expected to have received the grades of each writing assignment, the teacher only commented on the drafts and gave out a single overall grade at the end of semester. The study, using quantitative and qualitative methods to analyze multiple sources of data, presented strong empirical evidence that the content-focused comments and direct comments provided by the teacher contributed to higher grades in the subsequent revisions of the same essay assignment, and that there was no effect of teacher comments, especially direct corrections on linguistic features, on longer-term improvement in L2 writing. These results suggest that when giving written feedback, writing teachers should take into account whether students are developmentally ready to learn the lexical and grammatical forms and structures corrected by teachers. The study, designed as longitudinal study in a real world setting, provided a rich description of the effect of a teacher's commenting practice and L2 writers' revision behaviors.<br>Temple University--Theses
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Imbler, Angenette Cox. "Teaching Second-Grade Students to Write Expository Text." BYU ScholarsArchive, 2020. https://scholarsarchive.byu.edu/etd/8728.

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Writing is necessary to participate in public discourse. Much of today's communication is based on information, yet many students do not adequately learn how to write expository text. Learning to write is difficult, but expository text can be especially difficult as it requires knowledge of both a subject and special text structures. The purpose of this study was to give teachers a research-proven method for teaching students to write expository text and to give more information on how to evaluate students' writing. In this quasi-experimental quantitative research design, the expository writing of students before and after receiving a new science and literacy integrated curriculum combined with specific expository writing instruction was compared. Participants included 71 second-grade students and 3 teachers from a suburban public elementary school in a Mountain West state. Students came from diverse socioeconomic, ethnic, and racial backgrounds. Measures included a holistic rubric that measured statement of purpose/focus and organization and conventions/editing, and an analytic rubric that measured introductions, facts on the topic, conclusions, word count, and the language mechanics of punctuation, capitalization, and spelling. A paired-samples t test of total scores from the holistic rubric showed statistically significant improvement pre-instruction to post-instruction (p < .001, two tailed). A paired-samples t test of total weighted scores from the analytic rubric also showed statistically significant improvement between pre-instruction and post-instruction (p < .001, two tailed). Wilcoxon signed-ranks tests were used to examine the individual elements of each rubric. All rubric elements showed statistically significant improvement except for three elements of the analytic rubric: topic introduction (p = .664), concluding statement (p = .916), and spelling (p = .299). Findings indicated that teachers could use the instruction to successfully teach students to develop content knowledge about an expository topic and write expository text based on that knowledge. The ranks of scores for each rubric were also examined to see how the scores varied based on which rubric was used. The holistic rubric had fewer positive and negative ranks than the analytic rubric, and the holistic rubric had more tied ranks than the analytic rubric. It was therefore determined that the rubrics did not score similarly. Holistic rubrics give an overall impression while analytic rubrics allow the scorer to see the areas in which students excel and the areas which need improvement. Therefore, teachers and researchers should consider their purpose for scoring writing and use the rubric that will appropriately meet that purpose.
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Nurmukhamedov, Ulugbek. "An evaluation of collocation tools for second language writers." Thesis, Northern Arizona University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3713913.

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<p> Collocations, two or more words that co-occur (e.g., <i>extensive research, conduct a study),</i> are linked with native-like lexical accuracy and fluency. Yet even advanced-level second language (L2) learners frequently have difficulty producing appropriate collocations. To help them achieve accurate and fluent collocation production, researchers believe that L2 writers should take advantage of learner friendly collocation tools. To explore whether L2 writers benefit from collocation tools, the current study examined the effect of three collocation tools (two online and one paper) on accurate production of collocations in L2 writing. The collocation tools included (a) the <i> Longman Dictionary of Contemporary English</i> (LDOCE) (online), (b) <i> Macmillan Collocation Dictionary</i> (MCD) (online), and (c) <i> wordandphrase.info</i> (WPI) (paper).</p><p> L2 writers of English (<i>N</i> = 45) in an intensive English program (IEP) in the southwestern part of the USA were divided into three groups. Each group was provided with collocation training for a different collocation tool. After training, each group used the collocation tool to correct 16 miscollocations (8 verb + noun; 8 adjective + noun) embedded in an essay-format collocation test. After each test, the participants completed a quality review checklist. The procedure was repeated three times so that each group used each tool but in a different order; thus, the study employed a Latin Square Design.</p><p> This study used quantitative data to examine the effect of these three collocation tools on L2 learners&rsquo; ability to self-correct collocations in their own writing. Qualitative data were used to further understand L2 writers&rsquo; use of and perception of the collocation tools.</p><p> The results indicated that online collocation tools (LDOCE and WPI) contributed more than a book collocation dictionary (MCD) to accurate collocation production in L2 writers&rsquo; essays. L2 writers favored WPI because it was easier to navigate and it helped them locate the correct collocations. Furthermore, both online tools, namely, LDOCE and WPI, helped the participants correct more collocations than MCD. Focusing on the type of collocations, the participants made more accurate collocation corrections to adjective + noun collocations than to verb + noun collocations.</p><p> The study has several implications. First, English language teachers need to introduce collocation tools to L2 writers because without such introductions, L2 writers will remain unaware of the availability of useful collocation tools. Second, L2 writers will benefit from explicit collocation introduction to and practice with strategies for using collocation tools effectively. Such training will help L2 writers improve their collocation accuracy and fluency. Third, learners should be able to differentiate verbs, adjectives, and nouns. These parts of speech are important to assist learners in producing appropriate verb + noun and adjective + noun collocations.</p>
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Li, Xuemei. "Identity re/construction of cross-cultural graduate students." Thesis, Kingston, Ont. : [s.n.], 2008. http://hdl.handle.net/1974/1130.

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Spergel, Julie. "Canada's "second history": the fiction of Jewish Canadian women writers." Hamburg Kovač, 2009. http://d-nb.info/997540079/04.

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Boz, Corinne. "Establishing an academic identity : second language writers and the institution." Thesis, Sheffield Hallam University, 2006. http://shura.shu.ac.uk/19385/.

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This study takes an academic literacies approach to writing and draws on the principles of a Critical Applied Linguistic approach to language. It aims to examine international postgraduate students' experiences of academic writing in the UK, with particular reference to their experience of trying to establish an academic writer identity. Importance is placed upon the wider institutional context, and the way that decisions on an institutional level serve to undermine students' attempts to establish a credible academic writer identify. Towards this end, this discussion incorporates an observation of the way that the Pre-sessional English course does or does not prepare international postgraduate students for study in their chosen departments. Significantly, the case study structure of this study allows the voices of the students to be represented in the discussion of such issues and allows them to relate their experiences of learning to represent themselves in an academic writing context. Drawing on the rich data provided, the study focuses on the discussion of the way that negotiation of academic writer identity is affected by feedback and grading practices, issues of patchwriting and plagiarism, and the use of the first person pronoun. The study concludes by analyzing the implications of the data and suggesting ways in which the institution may take practical steps towards providing a more supportive environment for second language writers. This study makes a significant contribution to the field of academic literacies research.
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Books on the topic "Second writer"

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Second lives: Becoming a freelance writer. St. Martin's Griffin, 1999.

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Pennington, Martha Carswell. The computer and the non-native writer: A natural partnership. Hampton Press, 1996.

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Bowerman, Peter. The well-fed writer: Back for seconds : a second helping of "how-to" for any writer dreaming of great bucks and exceptional quality of life. Fanove Pub., 2005.

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Phillips, David Atlee. Writing for pleasure and profit in retirement: How to enjoy a second career as a professional writer. Stone Trail Press, 1986.

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Worledge, John. Wanderers in Northamptonshire: The second journey : following further in the steps of George Harrison, artist, writer and poet (1876-1950). Meridian Books, 1994.

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Joyce, Bryan, ed. Write about it!: Tools for developing writers. University of Michigan Press, 2000.

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Sayavedra, Melinda Roth. Write about it!: Tools for developing writers. University of Michigan Press, 2000.

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Dana, Bate, ed. The stall of second chances. Corsair, 2014.

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L2 writing development: Multiple perspectives. De Gruyter Mouton, 2012.

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Alegre, Edilberto N. Writers & their milieu: An oral history of second generation writers in English. De La Salle University Press, 1993.

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Book chapters on the topic "Second writer"

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Pecorari, Diane. "Plagiarism, International Students, and the Second-Language Writer." In Handbook of Academic Integrity. Springer Singapore, 2016. http://dx.doi.org/10.1007/978-981-287-098-8_69.

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Pecorari, Diane. "Plagiarism, International Students and the Second-Language Writer." In Handbook of Academic Integrity. Springer Singapore, 2015. http://dx.doi.org/10.1007/978-981-287-079-7_69-1.

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Pecorari, Diane. "Plagiarism, International Students and the Second-Language Writer." In Handbook of Academic Integrity. Springer Singapore, 2015. http://dx.doi.org/10.1007/978-981-287-079-7_69-2.

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Majchrzak, Olga. "Towards a Bilingual Writer: The Beliefs and the Process of L2 Writing." In Second Language Learning and Teaching. Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-69560-0_2.

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Lehman, Iga Maria. "Towards an Integrative Model of Writer Identity Through the Conceptualization of Dialogicality in Academic Text." In Second Language Learning and Teaching. Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-43336-9_11.

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Mohd Noor, Maizura, Jean Mulder, and Celia Thompson. "A Context-Based Approach to the Identification of Hedging Devices and Features of Writer-Reader Relationship in Academic Publications." In Second Language Learning and Teaching. Springer International Publishing, 2013. http://dx.doi.org/10.1007/978-3-319-02526-1_5.

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Söter, Anna. "How a Speaker of Two Second Languages Becomes a Writer in a Foreign Language." In Reflections on Multiliterate Lives, edited by Diane Belcher and Ulla Connor. Multilingual Matters, 2001. http://dx.doi.org/10.21832/9781853597046-009.

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"Writer Characteristics." In A Synthesis of Research on Second Language Writing in English. Routledge, 2010. http://dx.doi.org/10.4324/9780203930250-21.

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Hägg, Henny Fiskå. "Clement: Christian Writer in Second‐Century Alexandria." In Clement of Alexandria and the Beginnings of Christian Apophaticism. Oxford University Press, 2006. http://dx.doi.org/10.1093/0199288089.003.0002.

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Nyqvist, Anette. "On Some Nice Benefits and One Big Challenge of the Second File." In The Anthropologist as Writer. Berghahn Books, 2016. http://dx.doi.org/10.2307/j.ctvgs09jj.15.

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Conference papers on the topic "Second writer"

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Zhang, Mandun, Na Lu, Ming Yu, and Xuefeng Zhou. "The Writer Identification Algorithm Based on Subspace." In 2009 Second International Conference on Intelligent Networks and Intelligent Systems (ICINIS). IEEE, 2009. http://dx.doi.org/10.1109/icinis.2009.87.

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Kumar, Babu, Parveen Kumar, and Ambalika Sharma. "RWIL: Robust Writer Identification for Indic Language." In 2018 Second International Conference on Intelligent Computing and Control Systems (ICICCS). IEEE, 2018. http://dx.doi.org/10.1109/iccons.2018.8662997.

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Chahi, Abderrazak, Youssef El Merabet, Yassine Ruichek, and Raja Touahni. "Off-line Text-independent Writer Identification Using Local Convex Micro-Structure Patterns." In SMC '19: The Second Conference of the Moroccan Classification Society. ACM, 2019. http://dx.doi.org/10.1145/3314074.3314080.

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HANGAI, SEIICHIRO, and TAKAHIRO YOSHIDA. "Mobile Writer Verification using a Sequence of Touching Durations in Writing Characters." In Second International Conference on Advances in Information Processing and Communication Technology - IPCT 2015. Institute of Research Engineers and Doctors, 2015. http://dx.doi.org/10.15224/978-1-63248-044-6-17.

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Chandramouli, Mahesh, Bob Olshausen, Yulia Korobko, et al. "Second level exposure for phase shift mask applications using an SLM-based DUV mask writer." In Photomask and Next Generation Lithography Mask Technology XII, edited by Masanori Komuro. SPIE, 2005. http://dx.doi.org/10.1117/12.617359.

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Ostrom, Thomas, Angela Beyerl, Henrik Sjoberg, Tom Newman, and Peter Hogfeldt. "Second level exposure for advanced phase shift mask applications using the SLM-based Sigma7300 DUV mask writer." In 21st European Mask and Lithography Conference. SPIE, 2005. http://dx.doi.org/10.1117/12.637276.

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Hafizi, Muhammad Ilmi, Abdul Basid, Abd Muntaqim Al Anshory, and Abida Sarah. "The Relation between Writer’s Social Background and Characterization of Antagonist in Short Story “Sepasang Hati Berseteru” by Fauziyah Kurniawati based on The Sociology of Writer." In Proceedings of the Second Conference on Language, Literature, Education, and Culture (ICOLLITE 2018). Atlantis Press, 2019. http://dx.doi.org/10.2991/icollite-18.2019.13.

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Weiying, Duan, Zhou Ji, and Yu Jun. "Rules of Constructing Primitives for Integration of Design and Manufacture." In ASME 1989 Design Technical Conferences. American Society of Mechanical Engineers, 1989. http://dx.doi.org/10.1115/detc1989-0009.

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Abstract This paper analyzes the difficulties of basic primitives of geometric modeling systems currently in effect, which is met in the application of numerical control manufacture. On the bases of the analysis, the paper proposes the primitive designing rules for the integrated CAD / CAM systems. The paper is divided into four parts. The first part analyzes the defects of often-used primitives. The second part discusses requirements of primitive in the integration of design and manufacture, and proposes the basic rules and unified method of designing primitives. The third part introduces rules and basic principles of constructing primitives offered by the writer. The last part provides an example to show the advantages of the modeling rules.
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Ross, David A. "Electrical Static Discharge in Turbo Machinery." In ASME Turbo Expo 2012: Turbine Technical Conference and Exposition. American Society of Mechanical Engineers, 2012. http://dx.doi.org/10.1115/gt2012-68727.

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An industrial gas turbine had a reoccurring failure with its accessory gearbox. The gearbox would run for a few days and then begin to show increased vibrations. The vibration level would gradually increase until the turbine alarm and trip signals operated. Studies at the time suggested alignment and accessory coupling issues were the cause. After many realignments and gears being changed the problem persisted. Eventually the gearbox replaced as it was suspected the original had internal alignment issues. This proved to be unsuccessful and the problem continued. At the time of the unit’s last overhaul it was discovered the generator’s non-drive-end bearings insulation had failed and could not be rectified in time for its return to operation. It was then decided to install a second rotor earthing brush to the non-drive-end of the generator. The writer reviewed all the historical and current date including a site inspection of the plant. Initial inspection of the gear damage indicated excessive misalignment and gear tooth overload. Finally, examination of the shell bearing liners had indications consistent with Electrical Static Discharge [ESD]. This had been overlooked; interpretation of the marking was due to unusual misalignment and the gear shaft.
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Dezutter, Olivier, Ismail Bou-Serdane, and Véronique Parent. "Le développement de la compétence à écrire en langue première et en langue seconde à la fin du primaire dans des contextes d’intensification de l’enseignement de la langue seconde." In Perspectives actuelles sur l’apprentissage de la lecture et de l’écriture = Contributions about learning to read and write. Éditions de l'Université de Sherbrooke, 2016. http://dx.doi.org/10.17118/11143/10239.

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Reports on the topic "Second writer"

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Buene, Eivind. Intimate Relations. Norges Musikkhøgskole, 2018. http://dx.doi.org/10.22501/nmh-ar.481274.

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Blue Mountain is a 35-minute work for two actors and orchestra. It was commissioned by the Ultima Festival, and premiered in 2014 by the Danish National Chamber Orchestra. The Ultima festival challenged me – being both a composer and writer – to make something where I wrote both text and music. Interestingly, I hadn’t really thought of that before, writing text to my own music – or music to my own text. This is a very common thing in popular music, the songwriter. But in the lied, the orchestral piece or indeed in opera, there is a strict division of labour between composer and writer. There are exceptions, most famously Wagner, who did libretto, music and staging for his operas. And 20th century composers like Olivier Messiaen, who wrote his own poems for his music – or Luciano Berio, who made a collage of such detail that it the text arguably became his own in Sinfonia. But this relationship is often a convoluted one, not often discussed in the tradition of musical analysis where text tend to be taken as a given, not subjected to the same rigorous scrutiny that is often the case with music. This exposition is an attempt to unfold this process of composing with both words and music. A key challenge has been to make the text an intrinsic part of the performance situation, and the music something more than mere accompaniment to narration. To render the words meaningless without the music and vice versa. So the question that emerged was how music and words can be not only equal partners, but also yield a new species of music/text? A second questions follows en suite, and that is what challenges the conflation of different roles – the writer and the composer – presents? I will try to address these questions through a discussion of the methods applied in Blue Mountain, the results they have yielded, and the challenges this work has posed.
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Yablonskyy, Maxym. «NEW DAYS» WEEKLY AND PETRO VOLYNIAK, PUBLISHER AND AUTHOR. Ivan Franko National University of Lviv, 2021. http://dx.doi.org/10.30970/vjo.2021.49.11058.

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In the article on the material of the Salzburg weekly «New Days» (1945–1947) various spheres of activity of Peter Volyniak are presented. It is noted that this edition was a business card of the publishing house of the same name and had a history of continuation: in Toronto Petro Volyniak restored the publishing house of the same name and continued the publication in the format of the universal monthly «New Days» (1950–1969). The article also presents periodicals («Latest News», «New Days», «Timpani», «Our Way») and literary, artistic and scientific collection «Steering Wheel», which were published in the Salzburg publishing house of Peter Volyniak «New Days». The purpose of the publication is to trace the path of Petro Volyniak from a writer to a literary critic, journalist and publisher. This trend is reproduced in chronological order. Peter Volyniak as a writer is informed in the article «Literary Evening of P. Volyniak» (author – M. Ch-ka). O. Satsyuk’s literary-critical article is devoted to the coverage of ideological and artistic aspects of Petro Volyniak’s collection «The Earth Calls» (Salzburg, 1947). Petro Volyniak as a literary critic is presented in an article devoted to a collection of literary tales by A. Kolomiyets (Salzburg, 1946), which was published by «New Days». Petro Volyniak as a journalist presents the essay «This is our song…». With the help of content analysis it was observed that the text is divided into two parts: the first contains the author’s reflections on the Ukrainian song, its role in the life of the Ukrainian people; in the second, main, Peter Okopny’s activity abroad is presented. The publisher Petro Volyniak in 1947 in a separate publication of the February issue of the weekly summarizes the third year of activity, providing statistics on the publication of periodicals, books, postcards, calendars, various small format materials. The analyzed material demonstrated the experience of combining creative work and commercial activity.
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Hernández, Ana, Magaly Lavadenz, and JESSEA YOUNG. Mapping Writing Development in Young Bilingual Learners. CEEL, 2012. http://dx.doi.org/10.15365/ceel.article.2012.2.

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A growing interest in Two-Way Bilingual Immersion (TWBI) programs has led to increased attention to bilingualism, biliteracy, and biculturalism. This article describes the writing development in Spanish and English for 49 kindergarten students in a 50/50 Two-Way Bilingual Immersion program. Over the course of an academic year, the authors collected writing samples to analyze evidence of cross-linguistic resource sharing using a grounded theoretical approach to compare and contrast writing samples to determine patterns of cross-linguistic resource sharing in English and Spanish. The authors identified four patterns: phonological, syntactic, lexical, and metalinguistic awareness. Findings indicated that emergent writers applied similar strategies as older bilingual students, including lexical level code-switching, applied phonological rules of L1 to their respective L2s, and used experiential and content knowledge to write in their second language. These findings have instructional implications for both English Learners and native English speakers as well as for learning from students for program improvement.
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Amela, R., R. Badia, S. Böhm, R. Tosi, C. Soriano, and R. Rossi. D4.2 Profiling report of the partner’s tools, complete with performance suggestions. Scipedia, 2021. http://dx.doi.org/10.23967/exaqute.2021.2.023.

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This deliverable focuses on the proling activities developed in the project with the partner's applications. To perform this proling activities, a couple of benchmarks were dened in collaboration with WP5. The rst benchmark is an embarrassingly parallel benchmark that performs a read and then multiple writes of the same object, with the objective of stressing the memory and storage systems and evaluate the overhead when these reads and writes are performed in parallel. A second benchmark is dened based on the Continuation Multi Level Monte Carlo (C-MLMC) algorithm. While this algorithm is normally executed using multiple levels, for the proling and performance analysis objectives, the execution of a single level was enough since the forthcoming levels have similar performance characteristics. Additionally, while the simulation tasks can be executed as parallel (multi-threaded tasks), in the benchmark, single threaded tasks were executed to increase the number of simulations to be scheduled and stress the scheduling engines. A set of experiments based on these two benchmarks have been executed in the MareNostrum 4 supercomputer and using PyCOMPSs as underlying programming model and dynamic scheduler of the tasks involved in the executions. While the rst benchmark was executed several times in a single iteration, the second benchmark was executed in an iterative manner, with cycles of 1) Execution and trace generation; 2) Performance analysis; 3) Improvements. This had enabled to perform several improvements in the benchmark and in the scheduler of PyCOMPSs. The initial iterations focused on the C-MLMC structure itself, performing re-factors of the code to remove ne grain and sequential tasks and merging them in larger granularity tasks. The next iterations focused on improving the PyCOMPSs scheduler, removing existent bottlenecks and increasing its performance by making the scheduler a multithreaded engine. While the results can still be improved, we are satised with the results since the granularity of the simulations run in this evaluation step are much ner than the one that will be used for the real scenarios. The deliverable nishes with some recommendations that should be followed along the project in order to obtain good performance in the execution of the project codes.
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