Relevant bibliographies by topics / Student writings

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
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Academic literature on the topic 'Student writings'

Author: Grafiati
Published: 4 June 2021
Last updated: 16 February 2022

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Journal articles on the topic "Student writings"

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Tanenji, Tanenji, and Hani Atus Sholikhah. "Kesalahan Penulisan pada Siswa Tingkat Dasar: Analisis Isi pada Karangan Siswa MI Nurul Falah OKI Sumsel." JIP: Jurnal Ilmiah PGMI 3, no. 2 (2018): 193–205. http://dx.doi.org/10.19109/jip.v3i2.1652.

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The objectives of the research were to find out and describe error analysis of student writing. This research was conducted using qualitative method with content analysis. The population of this research was the students of Madrasah Ibtidaiyah Nurul Falah Kutapandan Kecamatan Lempuing Kabupaten OKI Sumsel in the academic year 2015/2017. The data were obtained by the means of writing task. The result of the data analyses showed that eror analysis of student writings are (1) misordering, (2) misformating (3) additioni, and (3) omision.
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Egnoto, Michael J., and Darrin J. Griffin. "Analyzing Language in Suicide Notes and Legacy Tokens." Crisis 37, no. 2 (2016): 140–47. http://dx.doi.org/10.1027/0227-5910/a000363.

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Abstract. Background: Identifying precursors that will aid in the discovery of individuals who may harm themselves or others has long been a focus of scholarly research. Aim: This work set out to determine if it is possible to use the legacy tokens of active shooters and notes left from individuals who completed suicide to uncover signals that foreshadow their behavior. Method: A total of 25 suicide notes and 21 legacy tokens were compared with a sample of over 20,000 student writings for a preliminary computer-assisted text analysis to determine what differences can be coded with existing computer software to better identify students who may commit self-harm or harm to others. Results: The results support that text analysis techniques with the Linguistic Inquiry and Word Count (LIWC) tool are effective for identifying suicidal or homicidal writings as distinct from each other and from a variety of student writings in an automated fashion. Conclusion: Findings indicate support for automated identification of writings that were associated with harm to self, harm to others, and various other student writing products. This work begins to uncover the viability or larger scale, low cost methods of automatic detection for individuals suffering from harmful ideation.
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Kobayashi, Kent D. "(139) Enhancing Professional Development of Graduate Students through a Scientific Writing Course." HortScience 40, no. 4 (2005): 1043B—1043. http://dx.doi.org/10.21273/hortsci.40.4.1043b.

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How do we enhance the learning experience of graduate students in scientific writing, an essential skill in their professional development? A graduate course TPSS 711 “Scientific Writing for Graduate Students” was developed to address this need. Its objectives were to help students write, analyze, and revise parts of a scientific paper; critically evaluate their own writing and the writings of others; and become familiar with types of publications. The diverse topics included purpose of scientific writing; organizing your writing; parts of a scientific paper; data analysis and growth analysis; writing the content of a poster or oral presentation; newspaper articles and popular works; extension publications; technical writing for the general public; thesis/dissertation writing; a journal editor's perspective; and reviewing a manuscript. TPSS 711 had an enrollment of 11 TPSS master's students. Students were in their second through fifth semesters of their graduate program. A student survey showed no student had submitted a manuscript to a peer-reviewed journal, had a peer-reviewed article published, or had a newspaper, trade magazine, or popular work published. Only 9% of the students had a paper published in a conference proceedings or presented a scientific paper outside Hawaii, with only 18% having presented a paper in Hawaii. Writing assignments, in-class activities, and evaluations of the writings of others helped students gain intensive hands-on experience in scientific writing. As a course requirement, students submitted an abstract and presented a paper at our college's annual scientific symposium. Course evaluations indicated this course was important and valuable in helping enhance the students' learning experience.
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Guce, Ive K. "Mathematical Writing Errors in Expository Writings of College Mathematics Students." International Journal of Evaluation and Research in Education (IJERE) 6, no. 3 (2017): 233. http://dx.doi.org/10.11591/ijere.v6i3.8549.

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<p>Despite the efforts to confirm the effectiveness of writing in learning mathematics, analysis on common errors in mathematical writings has not received sufficient attention. This study aimed to provide an account of the students’ procedural explanations in terms of their commonly committed errors in mathematical writing. Nine errors in mathematical writing were pre-defined namely, misuse of mathematical terms, misuse of mathematical symbols, incorrect notation, incorrect grammar, incorrect capitalization, no or incorrect punctuation, vague term, incorrect term, and lack of term or phrase. This study used qualitative method of research to keep a record of errors in mathematical writing. Conducted in the College of Education Arts and Sciences of De La Salle Lipa, the study involved twelve BS Mathematics students enrolled in Advanced Calculus 1 class as respondents. Results revealed that the most committed errors done in mathematical writing are incorrect grammar and misuse of mathematical symbols. Certainly, intervention programs on mathematics writing will bring favorable outcomes. Language courses in the students’ curriculum which tackle proper grammar usage may be integrated with writing about mathematics as part of the student activities. Such will provide the students with writing experiences fitted to their discipline.</p><p> </p>
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Meihami, Hussein, and Zeinab Varmaghani. "The Implementation of Self-Assessment in EFL Writing Classroom: An Experimental Study." International Letters of Social and Humanistic Sciences 9 (September 2013): 39–48. http://dx.doi.org/10.18052/www.scipress.com/ilshs.9.39.

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Writing skill is an essential requirement to lifelong learner success, yet the way teachers provide feedback for their students on writing is quite challenging. One of the new trends in writing skill instruction is Self Assessment. Self-assessment methods in writing instruction present meaningful ways to promote student writing achievement through reflection and meta-cognition during the writing process. This paper describes the findings of an investigation on using self assessment in EFL writing classroom. For the purpose of conducting this research, 48 Iranian upper intermediate students, all male and with age range of 20 to 23, were chosen to participate in this investigation. These participants were divided into two equal groups: an experimental group (N=24) who worked on their writings through self assessment and a control group (N=24) who worked on their writings based on the traditional ways. It was found that participants in the experimental group significantly improved their writing proficiency means score, whereas improvement in the control group was not significant. The results confirm that self assessment is successful with EFL students.
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Anastasia, Gisella, Yoyo Suhoyo, Prattama Santoso Utomo, and Doni Widyandana. "THE USE OF REFLECTION FOR SPIRITUAL CARE LEARNING IN CLINICAL EDUCATION: A PILOT STUDY." Jurnal Pendidikan Kedokteran Indonesia: The Indonesian Journal of Medical Education 9, no. 3 (2020): 279. http://dx.doi.org/10.22146/jpki.56923.

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Background: Indonesian society assume spirituality as an important aspect in life especially in sickness. Spiritual care can restore patients’ quality of life by providing them comfort, strength, and compassion. Because lack of education about spiritual care, doctors often feel not fully equipped. Reflection has proven to increase awareness of spiritual care, but the impact of this method still needs further research. This study aims to explore the impact of reflection on student awareness about spiritual care.Methods: This study used Interpretative Phenomenological Analysis with reflective writing and in-depth interview. Nine clinical medical students divided into four groups which was facilitated by clinical teacher. Intervention were three reflective writings interspersed with two small group discussion. The writings were analyzed using Transtheoretical Model to identify behavioral change then content analysis for the transcript to explore the study’s impact and the feasibility.Results: Five students increased their awareness because clinical experience, time-management, writing volume, and reflective thinking. Three students increase faster because learning from peers, engage with patient, and role-model. Two students increase slower because lack understanding of reflection and incorrect facilitators’ feedbacks. Two students stable because lack understanding of discussion and low engagement with patient. One student experienced a decrease because lack of task-commitment and interest. One student did not get awareness because difficulty interpreting emotions.Conclusion: Reflection method can be used to teach spiritual care to clinical medical students by considering several factors that might play a role. Further research with improvement to the method is still needed. Keywords: Spiritual care; spirituality; reflection; clinical medical student
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DiGiaimo, Sandra L. "Observations on Reflective Pedagogical Thinking by a Sample of Undergraduate Majors in Education." Perceptual and Motor Skills 82, no. 3_suppl (1996): 1122. http://dx.doi.org/10.2466/pms.1996.82.3c.1122.

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A descriptive analysis of the analytical writings of approximately 300 student teachers enrolled in the elementary education program at a state university identified 5 elements of reflective pedagogical thought. A frequency of elements in the analytical writings suggested that these students showed reflective thought more frequently than expected.
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Vidhiasi, Dhion Meitreya, and Haryani Haryani. "The Implementation of Grammarly In Error Analysis Implementasi Grammarly Dalam Error Analysis." JURNAL SAINS DAN TEKNOLOGI MARITIM 21, no. 1 (2020): 17. http://dx.doi.org/10.33556/jstm.v21i1.248.

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<p>English is still considered as a difficult thing to learn, both for students and teachers. That is because English is still regarded as a foreign language and is rarely used in daily conversation. The difficulty in mastering English is found not only in the speaking aspect but also in the writing element. In examining student writing (error analysis), lecturers at the Akademi Maritim Nusantara Cilacap used a program called Grammarly. This study aims to see the implementation of Grammarly in helping lecturers make Error Analysis. Researchers found that Grammarly was enough to help lecturers in conducting error analysis. Researchers then classify the types of errors found in student writing using Grammarly. From 7 (seven) student writings that were used as data sources in this study, there were 9 (nine) types of errors that were made in the writing of the seven students. The most common errors were errors with spelling (39%) and punctuation (40.3%). Although Grammarly is proven to help the work of lecturers in conducting Error Analysis, Grammarly still cannot find sentences that have errors semantically quickly.</p><p><strong> </strong></p>
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NIMANI, Aferdita. "Unified Orthography Rules of the Albanian Language." European Journal of Social Sciences Education and Research 3, no. 1 (2015): 190. http://dx.doi.org/10.26417/ejser.v3i1.p190-193.

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Relying on scientific writings and linguistic standard rules , it appears that today students encounter many orthography and spelling problems in Albanian language , because students lack many rules in Albanian language be it in speaking, writing or expressing . These failing, which have their roots in the first learning ever given the phonemes and letters of the alphabet . Their importance in writing , highlighting the phoneme , morpheme formation , changing their form . Since these were not perpetuated or studied properly in the beginning , the consequences are grappling today and our student suffers them , as problematic in the future . And it can not be sure that his writing has reached an orthography and spelling value of unified standard of the Albanian language
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Ma’mun, Nadiah. "THE GRAMMATICAL ERRORS ON THE PARAGRAPH WRITINGS." Vision: Journal for Language and Foreign Language Learning 5, no. 1 (2016): 95. http://dx.doi.org/10.21580/vjv5i1862.

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<p>This paper makes a study of grammatical error on paragraph writings of English department students. The students were asked to write the paragraph of writing as their final assignment for paragraph based writing Class. The errors found in the students’ compositions are then classified based on the surface strategy taxonomy on errors of omission, addition, misformation, and misordering. Based on the result of the research findings whole have been analyzed and the discussions which have been presented, the writer generally concluded that there are four kinds of errors which are omission, addition, misinformation and misordering. The writer found that mostly the students had grammatical error on their writing in mis-information error 43%. They consist of misinformation of adverb, V2, subject-verb agreement, article, modal, passive and word choices. It also can be concluded that most students of intermediate level made Grammatical Error in Omission and Misinformation of their paragraph writing as Dulaay at.all (1982) said that Omission of to be is common error made by students. Even tough those sentences appear without to be, article or preposition and still have meaning, student must use the Grammar correctly or accurately in writing. Most students made grammatical error in using modal, for example of error in misinformatiom “We can learning all about English, after modal must be followed by main verb. It mostly happened on students’ writing. The most common types of errors made b y students are misinformation with the number of errors is 15 or 43% and o m i s s i o n with the number of error is 11 or 31%. The type of errors with the lowest frequency is misordering errors (9%). They consist of misordering of noun phrase and misordering of adverb. These errors seem to be caused by interlingual and intralingual interference.</p>
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Dissertations / Theses on the topic "Student writings"

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HONG, Yuchan. "Spelling Normalization of English Student Writings." Thesis, Uppsala universitet, Institutionen för lingvistik och filologi, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-361925.

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Spelling normalization is the task to normalize non-standard words into standard words in texts, resulting in a decrease in out-of-vocabulary (OOV) words in texts for natural language processing (NLP) tasks such as information retrieval, machine translation, and opinion mining, improving the performance of various NLP applications on normalized texts. In this thesis, we explore different methods for spelling normalization of English student writings including traditional Levenshtein edit distance comparison, phonetic similarity comparison, character-based Statistical Machine Translation (SMT) and character-based Neural Machine Translation (NMT) methods. An important improvement of our implementation is that we develop an approach combining Levenshtein edit distance and phonetic similarity methods with added components of frequency count and compound splitting and it is evaluated as a best approach with 0.329% accuracy improvement and 63.63% error reduction on the original unnormalized test set.
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Liu, Yuhan. "A Pipeline for Automatic Lexical Normalization of Swedish Student Writings." Thesis, Uppsala universitet, Institutionen för lingvistik och filologi, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-352450.

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In this thesis, we aim to explore the combination of different lexical normalization methods and provide a practical lexical normalization pipeline for Swedish student writings within the framework of SWEGRAM(Näsman et al., 2017). An important improvement in my implementation is that the pipeline design should consider the unique morphological and phonological characteristics of the Swedish language. This kind of localization makes the system more robust for Swedish at the cost of being less applicable to other languages in similar tasks. The core of the localization lies in a phonetic algorithm we designed specifically for the Swedish language and a compound processing step for Swedish compounding phenomenon. The proposed pipeline consists of four steps, namely preprocessing, identification of out-of-vocabulary words, generation of normalization candidates and candidate selection. For each step we use different approaches. We perform experiments on the Uppsala Corpus of Student Writings (UCSW) (Megyesi et al., 2016), and evaluate the results in termsof precision, recall and accuracy measures. The techniques applied to the raw data and their impacts on the final result are presented. In our evaluation, we show that the pipeline can be useful in the lexical normalization task and our phonetic algorithm is proven to be effective for the Swedish language.
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Robideaux, Sharon. ""Like dancers following each other's steps an analysis of lexical cues in student writing for differing audiences /." Diss., Columbia, Mo. : University of Missouri-Columbia, 2007. http://hdl.handle.net/10355/4844.

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Thesis (Ph. D.)--University of Missouri-Columbia, 2007.<br>The entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Title from title screen of research.pdf file (viewed on December 12, 2007) Vita. Includes bibliographical references.
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Feck, Candace. "Understandings about dance an analysis of student writings with pedagogical implications /." Connect to this title online, 2002. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1039440221.

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Feck, M. Candace. "Understandings about dance : An analysis of student writings with pedagogical implications /." The Ohio State University, 2002. http://rave.ohiolink.edu/etdc/view?acc_num=osu1039440221.

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Hammond, Jennifer L. "The echo of student voices from the Blue Ridge Mountains /." Full text available online, 2005. http://www.lib.rowan.edu/home/research/articles/rowan_theses.

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Yagelski, Robert. "The dynamics of context : a study of the role of context in the composing of student writers /." The Ohio State University, 1991. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487758178236356.

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Burkindine, Jill Moore. "The world according to East African student writers : a Bakhtinian analysis with teaching implications /." free to MU campus, to others for purchase, 2004. http://wwwlib.umi.com/cr/mo/fullcit?p3137680.

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Martin, Eric V. Hesse Douglas Dean. "Reconceiving the voice-to-style relationship in academic discourse a study of students' initial perceptions and emerging writing practices /." Normal, Ill. Illinois State University, 1995. http://wwwlib.umi.com/cr/ilstu/fullcit?p9603519.

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Thesis (D.A.)--Illinois State University, 1995.<br>Title from title page screen, viewed May 4, 2006. Dissertation Committee: Douglas Hesse (chair), Janice Neuleib, Maurice Scharton. Includes bibliographical references (leaves 178-182) and abstract. Also available in print.
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Song, Minyung. "A correlational study of the holistic measure with the index measure of accuracy and complexity in international english-as-a-second-language (ESL) student writings /." Full text available from ProQuest UM Digital Dissertations, 2006. http://0-proquest.umi.com.umiss.lib.olemiss.edu/pqdweb?index=0&did=1257779071&SrchMode=1&sid=3&Fmt=2&VInst=PROD&VType=PQD&RQT=309&VName=PQD&TS=1193674013&clientId=22256.

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Books on the topic "Student writings"

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Council, Minnesota Literacy. Journeys: An anthology of adult student writing 2011. Minnesota Literacy Council, 2011.

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Richman, Susan. Writing from home: A portfolio of homeschooled student writing. PA Homeschoolers, 1990.

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Wolfe, Barbara Schull. Oregon statewide writing assessment, 1991 and 1992, with student writings grades 8 and 11. Oregon Dept. of Education, 1993.

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Wolfe, Barbara Schull. Oregon statewide writing assessment, 1991 and 1992, with student writings grades 3 and 5. Oregon Dept. of Education, 1993.

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King, Laurie. Classroom publishing: A practical guide to enhancing student literacy. Blue Heron Pub., 1992.

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Monahan, Noel, and Heather Brett. Towards a wilderness: A new anthology of student writings and artwork. Windows Publications, 2010.

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Reading student writing: Confessions, meditations, and rants. Boynton/Cook/Heineman, 2004.

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Murray, Donald Morison. The literature of tomorrow: An anthology of student fiction, poetry, and drama. Holt, Rinehart, and Winston, 1990.

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Rubenstein, Susan. Go public!: Encouraging student writers to publish. National Council of Teachers of English, 1998.

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True notebooks. Knopf, 2003.

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Book chapters on the topic "Student writings"

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Chou, Chih-P’ing. "National Crisis and Student Life." In English Writings of Hu Shih. Springer Berlin Heidelberg, 2012. http://dx.doi.org/10.1007/978-3-642-33164-0_14.

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Ford, Kathy, and Alan Jones. "Evaluation, Assessment and Report Writing." In Student Supervision. Macmillan Education UK, 1987. http://dx.doi.org/10.1007/978-1-349-18693-8_9.

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Donahue, Christiane. "Student Writing as Negotiation." In Writing in Context(s). Springer US, 2005. http://dx.doi.org/10.1007/0-387-24250-3_7.

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Ruday, Sean. "Dialect and Student Writing." In Culturally Relevant Teaching in the English Language Arts Classroom. Routledge, 2018. http://dx.doi.org/10.4324/9780429401831-3.

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Reinders, Hayo, Nick Moore, and Marilyn Lewis. "The essay writing process." In The International Student Handbook. Macmillan Education UK, 2008. http://dx.doi.org/10.1007/978-1-137-06000-6_9.

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Rau, Gerald. "Writing." In Writing for Engineering and Science Students. Routledge, 2019. http://dx.doi.org/10.4324/9780429425684-20.

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Cottrell, Stella. "Mindfulness when writing assignments." In Mindfulness for Students. Macmillan Education UK, 2018. http://dx.doi.org/10.1057/978-1-352-00236-2_43.

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Mackiewicz, Jo. "Student Writers’ Keywords." In Writing Center Talk over Time. Routledge, 2018. http://dx.doi.org/10.4324/9780429469237-6.

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Picciotto, Madeleine, and Holly Bauer. "Collaborating to Support International-Student Writers." In Writing Program and Writing Center Collaborations. Palgrave Macmillan US, 2016. http://dx.doi.org/10.1057/978-1-137-59932-2_11.

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Brodie, Maxine, Christopher Tisdell, and Judyth Sachs. "Online Writing Feedback: A Service and Learning Experience." In Student Support Services. Springer Singapore, 2021. http://dx.doi.org/10.1007/978-981-13-3364-4_13-1.

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Conference papers on the topic "Student writings"

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Qian, Yusu. "Gender Stereotypes Differ between Male and Female Writings." In Proceedings of the 57th Annual Meeting of the Association for Computational Linguistics: Student Research Workshop. Association for Computational Linguistics, 2019. http://dx.doi.org/10.18653/v1/p19-2007.

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Hermawan, Gede Satya. "The Japanese Numeral Quantifiers: An Error Analysis of Student Writings (Sakubun)." In Fourth Prasasti International Seminar on Linguistics (Prasasti 2018). Atlantis Press, 2018. http://dx.doi.org/10.2991/prasasti-18.2018.19.

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Mansour, Deena Mohammad. "Using COCA to Foster Students’ Use of English Collocations in Academic Writing." In Third International Conference on Higher Education Advances. Universitat Politècnica València, 2017. http://dx.doi.org/10.4995/head17.2017.5301.

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Using Corpora in foreign language teaching is on of the very efficient ways in proposing solutions for pedagogical issues, either through adopting a corpus-based teaching approach or through using the corpus in developing material. Developing academic writing competence is a challenging pedagogical issue for English teachers as well as learners. Second language learners come across considerable challenges as they are developing their academic writing competence. One of these challenges is the use of English collocations since that learning about collocations is of a crucial importance. Hence, due to the wide variety of collocations and their different types, one of the challenges that face both L2 learners of English as well as teachers is how to use English collocations successfully in academic writing due to the fact that collocational awareness and proficiency is a necessity for competent written discourse especially in academic writing. Therefore, academic writing proficiency is one of the major problematic areas that university students encounter. This paper focuses on how to direct students to a more effective use of Corpus of Contemporary American English (COCA) in order to foster their learning process of different English collocations, and use English collocations accurately in their academic writings. This paper illustrates search mechanisms and search strings that could be implemented effectively on COCA to get more representative and accurate collocation results. Keywords: corpus, academic writing, collocations, COCA
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Ozorhon, Ilker Fatih, and Guliz Ozorhon. "“Who is Le Corbusier?” According to Turkish Architecture." In LC2015 - Le Corbusier, 50 years later. Universitat Politècnica València, 2015. http://dx.doi.org/10.4995/lc2015.2015.594.

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Abstract: This study is to focus on the relationship between Le Corbusier and Turkish Architecture and the main question of the study is what Le Corbusier means for Turkish architecture. The method chosen in the research is to seek out answer this question over two main axes (architectural education and architectural practice). Besides a general overview in the section where Le Corbusier is examined within Turkey’s architectural education, it was consulted to student opinions and it was mentioned about the topics of master’s and doctorate theses conducted as directly related to Le Corbusier. Within Turkey’s architectural practice, the projects performed by being inspired of him in Turkey were included and these projects were examined in relation with Le Corbusier’s five main principles. The projects examined show that Le Corbusier has become an important guiding spirit in modern Turkish architecture and additionally, the architectural products arising as a conclusion of inspirations are qualified products verifying Turkey’s architectural medium. Besides, there is a sub-section titled as Le Corbusier’s experiences in Turkey in this section. In this section, by showing reference to Le Corbusier’s travels in Turkey and the things engrossed as a result of his travels (with drawings and writings), it is emphasized that the relationship between Le Corbusier and Turkish architecture can be interpreted as a two-way interaction. Keywords: Le Corbusier, Turkey, Architecture. DOI: http://dx.doi.org/10.4995/LC2015.2015.594
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Ali, Azad, and Shardul Pandya. "Starting Doctoral Dissertation Journey with a Solid Research Problem Statement – A Four Stage Framework [Pre-publication draft]]." In InSITE 2021: Informing Science + IT Education Conferences. Informing Science Institute, 2021. http://dx.doi.org/10.28945/4770.

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Aim/Purpose: Provide methodology suggesting steps to doctoral mentors to work with students in constructing their research problem statement in their dissertation. Background: Doctoral students face difficulties writing their dissertation and they begin by writing the research problem statement. Methodology: This paper uses a framework widely used to describe student adjustment to graduate studies in general and to doctoral program in particular. Contribution: This study provides a framework to mentors/advisors that is helpful in guiding the students to writing their research problem statement. Findings: Writing a research problem statement is difficult by itself. Following a methodological approach suggested in this study could help with writing it. Recommendations for Practitioners: A methodological approach in writing the dissertation is helpful to mitigate the difficulties of writing the dissertation. Our study tackles difficulties with writing the research problem statement. Recommendations for Researchers: More research needs to be done on methodological approach to writing the other sections in the dissertation. Impact on Society: Our findings in this research will help doctoral mentors/advisors as they guide students in completing the writing of their research problem statement Future Research: Intention for future research is to follow similar methodological approach in guiding students in writing the other sections of the dissertation. *** NOTE: The final version of this paper has been published in the International Journal of Doctoral Studies https://doi.org/10.28945/4839 ***
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Hass, Atrimecia, and Brigitte Lenong. "ASSESSING THE ACADEMIC WRITING SKILLS OF FINAL YEAR ENGLISH SECOND LANGUAGE (ESL) EDUCATIONS STUDENTS TO DETERMINE THEIR PREPAREDNESS AS LANGUAGE TEACHERS: A PRACTICAL APPROACH AT A UNIVERSITY OF TECHNOLOGY." In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end079.

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The schooling system plays a significant role in teaching basic literacy skills such as reading and writing, yet students from al schooling backgrounds find it challenging to uphold an acceptable standard of academic writing in higher education in comparison with their advantaged peers. The fact that universities have adopted English as the medium for teaching and learning purposes makes it difficult for students to demonstrate the ability to write in their own words, as they are second or third language speakers. Student success at institutions of higher learning depends largely on the adequate mastery of reading and writing skills required by the discipline. The article assesses the academic writing skills of final year education students completing their studies at a University of Technology in South Africa. Thisstudy was necessitated by the realisation that students at both undergraduate and post-graduate level are struggling to express themselves through writing in the academic language which is critical for them to succeed at university. The article draws on a writing process skills questionnaire administered to fourth year students and English lecturers in the Department of Education and Communication Sciences. General academic writing conventions such as organisation, development, building an argument, grammar, and spelling were examined through an academic essay. The results highlight the poor writing skills and lack of mastering of academic writing skills of students.
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Hafrison, Mohamad. "Student Writers’ Academic Essay Writing Problems: Students’ and Teachers’ Responses." In The 3rd International Conference on Language, Literature, and Education (ICLLE 2020). Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.201109.043.

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Semenov, Igor Vitalievich. "Tripitaka - Buddhism sacred writings." In 4th International Secondary School Students' Research and Practical Conference. TSNS Interaktiv Plus, 2016. http://dx.doi.org/10.21661/r-114721.

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Gonzalez-Cuevas, Gustavo, Maria Victoria Tabera, Margarita Rubio, Maria Asuncion Hernando, and Maria Jose Alvarez. "Action research plan to boost participation in college students." In Third International Conference on Higher Education Advances. Universitat Politècnica València, 2017. http://dx.doi.org/10.4995/head17.2017.5582.

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Tackling difficulties related to student participation in the college classroom is central on the learning process. In this action-research study, we designed and implemented an action plan to boost participation on the grounds of (1) explaining the objectives and procedures for each activity to students; (2) requesting student participation by name; (3) giving them time to reflect before participating; and (4) requesting that students who are not paying attention participate. A survey was used in order to assess students' perceptions of the action plan. The survey included 10 items (1-4 Likert scale). A total of 103 students completed the survey. The scores’ mean was 3.19, demonstrating a positive student perception of the action plan. The statements with the highest average scores were: “Teacher allows time for reflection after posing a question” and “Teacher addresses specific students by name.” The instructors recorded their perceptions into writing, providing opinions on the development of the action plan. These teachers' comments were summarized into categories. In conclusion, we considered that the action plan helped to improve student participation, and we believe that in order to obtain sufficient participation we have to attain a classroom environment that favors motivation, confidence and respect for students.
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Bickerstaff, Douglas D., and Judith D. Kaufman. "Improving student writing skills." In the twenty-third SIGCSE technical symposium. ACM Press, 1992. http://dx.doi.org/10.1145/134510.134520.

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Reports on the topic "Student writings"

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Stannard, Casey R., and Lindsay Danielle Reaves. Utilizing Reflective Writing and Design Theory to Improve Student Learning Outcomes. Iowa State University, Digital Repository, 2015. http://dx.doi.org/10.31274/itaa_proceedings-180814-93.

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Yang, Jung-ha. Use of Student Peer Review in a Writing-Intensive Fashion Course. Iowa State University. Library, 2019. http://dx.doi.org/10.31274/itaa.8390.

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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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Gustin, Santiago. Differences in Syntactic Complexity in the Writing of EL1 and ELL Civil Engineering Students. Portland State University Library, 2000. http://dx.doi.org/10.15760/etd.7008.

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Buchan, Greg. Student Attitudes Toward Word Processing and Writing in the English as a Second or Other Language Classroom. Portland State University Library, 2000. http://dx.doi.org/10.15760/etd.6749.

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Wagner, Brandon. Integrating K-W-L Prompts into Science Journal Writing: Can Simple Question Scaffolding Increase Student Content Knowledge? Portland State University Library, 2000. http://dx.doi.org/10.15760/etd.2125.

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Raschke, Suzanne. Patterns of rhetoric/patterns of culture : a look at the English writing of Japanese students. Portland State University Library, 2000. http://dx.doi.org/10.15760/etd.6080.

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Hatfield, Lisa. The Scholarship of Student Affairs Professionals: Effective Writing Strategies and Scholarly Identity Formation Explored through a Coaching Model. Portland State University Library, 2000. http://dx.doi.org/10.15760/etd.2308.

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Kirk, Ann. The effects of oral conferencing and written comments on the writing and revisions of ESL students. Portland State University Library, 2000. http://dx.doi.org/10.15760/etd.5688.

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Bader, Fadel. Analysis of error type, source, and gravity in the writing of Arabic ESL students in U.S.A. colleges. Portland State University Library, 2000. http://dx.doi.org/10.15760/etd.5637.

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