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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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Oliver, Lawrence J. "The Case against Computerized Analysis of Student Writings." Journal of Technical Writing and Communication 15, no. 4 (1985): 309–22. http://dx.doi.org/10.2190/345x-fp6d-58j1-l91m.
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Rachman, Sidrah Afriani, Rival Rival, and Haerul Haerul. "Analisis Kesalahan-Kesalahan Gramatikal Dalam Tulisan Bahasa Inggris Mahasiswa Pendidikan Guru Sekolah Dasar FIP UNM." JIKAP PGSD: Jurnal Ilmiah Ilmu Kependidikan 3, no. 3 (2019): 249. http://dx.doi.org/10.26858/jkp.v3i3.10227.
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This study aims to reveal the errors of students in the practice of writing English, especially errors in any aspect of the language and how often its frequency. The researcher analyzes the errors of the English writings of PGSD students taking English courses. This analysis uses Surface Strategy Taxonomy in classifying student errors in grammatical structures. This research uses descriptive research method with a qualitative approach. The subject of this research was the writing of sixth semester students who were respondents and attended the English for Specific Purpose 2017/2018 school year totaling 75 people. The results of this study indicate that students' mistakes in producing English writing are divided into several categories of errors, namely errors in formation (misformation), errors in omission (addition), errors in addition (addition), and errors in preparation (misordering). The most frequently made mistake is error formation in sentences that is 181 or around 44.80% of the total number of student writing errors. Omission (omission) occurred as many as 136 or 33.66%, followed by misordering 48 times or 11.88% and the least was an addition error of 39 times or 9.65%.
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Harvey, Jonathan. "Contemporary Social Theory as a Tool to Understand the Experiences of Disabled Students in Higher Education." Social Inclusion 6, no. 4 (2018): 107–15. http://dx.doi.org/10.17645/si.v6i4.1602.
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This is a conceptual article which seeks to consider the use of contemporary social theory to help understand the experience of disabled students in higher education. The use of social theoretical insights has been criticised by many as demonstrating a lack of engagement with the everyday experiences of disabled people. Work which strives to embed theoretical insights into the study of disability has also been criticised for lacking engagement with the ‘reality’ of impairment. In this article I intend to address some of these criticisms by suggesting some ways in which the use of contemporary social theory may provide an explanatory tool which disentangles confusion regarding the journey undertaken by the disabled student. I will discuss how the writings of several social theorists may be helpful in making sense of disabled student journeys. I will begin by discussing why the work of Jacques Derrida can be useful in this regard. These writings will be considered alongside a debate which draws on the writings of Michel Foucault on the use of power in contemporary higher education institutions. I will critically discuss the theoretical insights of Deleuze and Guattari and their offerings on the notion of ‘becoming’. I will then critically interrogate the work of Rosi Braidotti and apply these to a re-imagining of the disabled student journey. The writings of these important theorists have been used before to explore the experiences of disabled people. However, this article is unique in that it proposes that these writings can be used to demystify the experiences of disabled students in higher education. I suggest some ways the work of Derrida, Foucault, Deleuze and Guattari and Braidotti enable a greater understanding of my personal student journey. I suggest that they could be used to make sense of a far wider range of student journeys. I conclude the article by offering a model which utilises some important aspects of these theoretical insights.
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Teng, Xuan, and Xinhui Zhou. "A Study of the Effects of Collaborative Writing on the Development of Chinese Senior High School Students’ Discourse Competence." International Journal of Linguistics 12, no. 4 (2020): 214. http://dx.doi.org/10.5296/ijl.v12i4.17376.
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Although writing is an important skill, the writings of many high school students in China in general lack cohesion and coherence. As the Chinese National English Curriculum Standards for High School (2017) mentioned, the cultivation of senior high school students’ discourse competence is of great importance. However, traditional teaching methods paid little attention to student writing at the discourse level. In recent years, collaborative writing has been introduced to writing classes, and most researchers examined its effect on students’ writing interests andwriting scores. The purpose of this study is therefore to investigate whether collaborative writing has a positive effect on students’ discourse competence. Specifically, it seeks to explore the effect of collaborative writing on students’ textual cohesion and textual coherence.Students’ writing assignments were analyzed using Coh-Metrix 3.0. Their interaction was analyzed through the perspective of sociocultural theory. The results showed that collaborative writing effectively promoted senior high school students’ textual cohesion and coherence. It also mediated their co-construction of knowledge about discourse through peer-peer scaffolding, which led to higher level of discourse competence.
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Rosita, Farida Yufarlina. "Pelatihan jurnalistik pada redaktur majalah sekolah Serambi Al-Muayyad." ABSYARA: Jurnal Pengabdian Pada Masyarakat 2, no. 1 (2021): 32–40. http://dx.doi.org/10.29408/ab.v2i1.3434.
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School magazines are a medium for students to practice and develop their journalistic potential. A student must have qualified journalistic knowledge to produce good writing in a magazine. For this reason, training and assistance in magazine writing are necessary so that school magazines continue to exist and are of higher quality. One school that has a school magazine is MA Al-Muayyad Surakarta. Journalism training is essential at this school because many students have not developed their writings properly. The methods used in this training are interviews, presentations, discussions, and article writing training. This training was held in April 2018. This training activity provides good benefits, especially for the training participants, because before the training was held, most of the magazine's contents took sources from the internet. However, after the training, the students' writing became original, the language used got better, and the rubric content more diverse.
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Rosang, Dita Amelia. "The Integration of Facebook to Make Teaching and Learning Writing Skill in EFL More Entertaining." Indonesian Journal Of Educational Research and Review 4, no. 1 (2021): 143. http://dx.doi.org/10.23887/ijerr.v4i1.37148.
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The students as EFL learners have difficulty in improving their writing skills. Students are less enthusiastic in compiling their writings, and they also have difficulty in it. Several factors, such as students cause this are less interested in English and less understanding vocabulary and grammar. This study analyzes that Facebook can be used as a more entertaining way of teaching and learning EFL writing skills. This research is library research. This study collects data by analyzing data information. Social networking sites (SNS) in this study use Facebook. The results showed that Facebook was able to encourage student participation and achievement in language learning. There are several steps in implementing Facebook as a more entertaining way of learning to teach EFL writing skills, such as having a Facebook account, online classes on Facebook, assignments or assignments on Facebook, sharing ideas, and feedback. Thus, the application of Facebook as a more entertaining way of learning EFL writing skills gives positive results to students' academic achievement.
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Molesky-Poz, Jean, and Lauren Muller. "Introduction-Native American Literatures: Pedagogies for Engaging Student Writings." American Quarterly 45, no. 4 (1993): 596. http://dx.doi.org/10.2307/2713310.
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Sevcikova, Beata Lewis. "Online Open-Source Writing Aid as a Pedagogical Tool." English Language Teaching 11, no. 8 (2018): 126. http://dx.doi.org/10.5539/elt.v11n8p126.
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The present research offers an assessment of the online open source tools used in the L2 academic writing, teaching, and learning environment. As fairly little research has been conducted on how to best use online automated proofreaders for educational purposes, the objective of this study is to examine the potential of such online tools. Unlike most studies focusing on Automated Writing Evaluation (AWE), this research concentrates only on the online, open-source writing aide, grammar, spelling and writing style improvement tools available either for free or as paid versions. The accessibility and ability to check language mistakes in academic writings such as college-level essays in real time motivates both, teachers and students. The findings of this empirical-based study indicate that despite some bias, computerized feedback facilitates language learning, assists in improving the quality of writing, and increases student confidence and motivation. The current study can help with the understanding of students’ needs in writing, as well as in their perception of automated feedback.
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Herrington, Anne, and Marcia Curtis. "Teachers and Teaching: Basic Writing: Moving the Voices on the Margin to the Center." Harvard Educational Review 60, no. 4 (1990): 489–97. http://dx.doi.org/10.17763/haer.60.4.5440833672725565.
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Reacting to what many considered a racially motivated conflict on the UMass/Amherst campus in 1986, Anne J. Herrington and Marcia Curtis felt compelled to reconstruct their Basic Writing course to give voice to minority students usually kept on the fringes — "marginalized" — academically and socially within the university. They aimed to create a curriculum that reflected an accurate image of the university's students, to affirm the diversity of the student body rather than deny it. They changed their reading list to include predominantly non-White authors and encouraged students to engage in a dialogue with those authors while reflecting in writing on their own experience of marginalization. By raising students' consciousness and by encouraging students to speak out through their writings, Herrington and Curtis contributed to the acceptance and respect their students demanded — to validate the voices on the margin — as they accomplished their academic aims for the course.
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Foulk, Doug S., and Emily E. Hoover. "USING EXPRESSIVE WRITING TO IMPROVE HORTICULTURAL EDUCATION." HortScience 27, no. 6 (1992): 578a—578. http://dx.doi.org/10.21273/hortsci.27.6.578a.
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Horticulture students in an entry-level course (Plant Propagation) and an upper-level course (Small Fruit Crop Production) were assigned brief writing tasks at the end of each class period based upon that day's lecture. Student writing was intended to be expressive in nature, i.e., for the author's use only. For the first five minutes of each class period, students divided into small groups to discuss possible responses to the previous day's task and to generate questions related to the task topic. The class then reconvened as a whole for a question-and-answer session before lecture was resumed. Students collected their writings in a workbook which they turned in for experimental evaluation only at the end of the quarter. When compared to previous and concurrent sections of the same courses, students engaging in the writing tasks asked more numerous and thoughtful questions in class and demonstrated increased ability to perform well on complex exam questions requiring integration and synthesis of information.
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Fitriani, Yesi, Mulyadi Mulyadi, and Fernandita Gusweni Jayanti. "AN ANALYSIS OF ENGLISH DEPARTMENT STUDENTS' ABILITY IN WRITING ARGUMENTATIVE ESSAY." JALL (Journal of Applied Linguistics and Literacy) 3, no. 2 (2019): 96. http://dx.doi.org/10.25157/jall.v3i2.2541.
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The purpose of this research is to describe the English Department students' ability in writing an argumentative essay. The research is designed as a descriptive quantitative method. The population of the research is the fourth semester students of English Department at Universitas Bengkulu in academic year 2018/2019. This research used random sampling technique in deciding the sample. The samples were 26 students. The students were asked to write an argumentative essay within 100 minutes. The students writings were analyzed by using assessment rubrics adapted from Schwalm (2007) and Jacobs et.al (1981) which consists of introduction, body paragraph, conclusion, language use, and mechanics. The result shows that students ability in writing argumentative essay is fair. From the final scores it could be seen that there was one student (3.8%) got very good grade, then 11 students (42.3%) got good grade, the most of the students or 12 students (46.2%) got fair grade, the rest of them or 2 students (7.7%) got poor grade. Keywords: analysis, writing, argumentative essay
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손태호 and Yunkyoung Cho. "The Effects of Model Writings on Learners’ Noticing and Revision in EFL High School Student Writings." New Korean Journal of English Lnaguage & Literature 57, no. 2 (2015): 109–30. http://dx.doi.org/10.25151/nkje.2015.57.2.006.
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Hodder, Dorothy. "North Carolina Books." North Carolina Libraries 60, no. 4 (2009): 117. http://dx.doi.org/10.3776/ncl.v60i4.217.
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Francis Speight, born in Bertie County, North Carolina, originallytook art lessons in hopes of being able to illustrate his writings. However, he soon gave up writing to embark on an artistic career that would span almost 70 years. He was joined in a life devoted to painting by his student, and later wife, Sarah Blakeslee. The Privilege to Paint tells their story.
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Chippendale, Tracy. "Elders’ Life Stories: Impact on the Next Generation of Health Professionals." Current Gerontology and Geriatrics Research 2013 (2013): 1–7. http://dx.doi.org/10.1155/2013/493728.
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The purpose of this study was to pilot an enhanced version of the “Share your Life Story” life review writing workshop. The enhanced version included the addition of an intergenerational exchange, based on the content of seniors’ writings, with students planning careers in the health sciences. The researcher employed a mixed methods design. Preliminary results using descriptive analysis revealed an increase in positive images of aging and a decrease in negative images of aging among the five student participants. Qualitative results revealed six themes that illuminate the hows and whys of the quantitative results as well as additional program benefits. Feedback from students and seniors helped to refine the intergenerational protocol for a larger scale study.
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Ahn, Sang-hee, and Seung-a. Yoo. "Comparison of elementary school students’ writings from sources with those of secondary school student." Korean Journal of Literacy Research 9, no. 1 (2018): 313–40. http://dx.doi.org/10.37736/kjlr.2018.03.9.1.313.
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Nam, Daehyeon, and Kwanghyun Park. "I will write about: Investigating multiword expressions in prospective students’ argumentative writing." PLOS ONE 15, no. 12 (2020): e0242843. http://dx.doi.org/10.1371/journal.pone.0242843.
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Multiword expressions are a contiguous series of words in a text. This study examines the phraseological profile based on multiword expressions in argumentative writings in a 120,000-word collection of nonnative prospective university students’ writing. The profile is compared with two sets of American university students’ writing from two corpora that comprise upper-level American university students’ course papers and argumentative essay texts. The data are investigated both quantitatively and qualitatively in terms of the structure (i.e., noun, verb, and prepositional phrases) and function (i.e., stance, referential, and text organizer). The results show some noticeable differences among these sets of writing. The Korean student writers heavily relied on verb phrase-based expressions (e.g., are a lot of) in their writing whereas the American students preferred noun phrases. Functionally, the Korean writers underused referential function expressions (e.g., the idea of the) compared to their counterparts. In addition, the prospective Korean university students’ writing was found to represent the widest range of multiword expressions whereas the American students’ argumentative course papers exhibited the smallest range. The findings suggest that prospective Korean university students’ writing tends to use more features of verbal conversation while American university students’ writing exhibits features of structured argumentative writing. The implications for teaching writing and limitations of the study are discussed.
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Westefeld, John S., Kimberly A. Whitchard, and Lillian M. Range. "College and University Student Suicide." Counseling Psychologist 18, no. 3 (1990): 464–76. http://dx.doi.org/10.1177/0011000090183008.
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Suicide among college and university students is unquestionably an important issue on the nation's college campuses. This is true not only because of the frequency of suicidal attempts/completions, but also because of the severe trauma often precipitated by suicide. Although there are numerous writings discussing the general phenomenon of suicide -and in particular child and adolescent suicide -less has been written concerning suicidal trends specifically among college students. Thus the purpose of this article will be to summarize the prominent literature in the area of college student suicide, provide a critical review, identify relevant themes, and discuss future directions.
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Le, Phuong N., Dao Thi Thu Hang, Pham Thi Ha, and Nguyen Thi Kieu Tien. "Learning English Rhetoric and Composition as A Vietnamese Student." International Journal of Higher Education 10, no. 2 (2020): 108. http://dx.doi.org/10.5430/ijhe.v10n2p108.
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This study centers around Vietnamese students, with a comparison with East and Southeast Asian students who share the same cultural idea, at higher education level who want to acquire better writing skills in English in and out of academic settings. Since English is not the students' first language, they normally craft an essay from the vocabulary that they know. This is understandable, but a good piece of writing in standard American English is not supposed to be traced word by word. Understanding this fact in-depth and practicing it regularly is the core requirement for English major students. In return, they can join any workplace with their strong writing skills that they have to acquire during their undergraduate years, or more if they attend graduate schools. This group of students is known to be timid since they were raised in a collectivistic community in which many of them make their higher education choices based on firstly the current trend, then what is suitable for them. Thus, by making a bolder choice of declaring English as a major, double major, or minor, they could have better insight into English rhetoric and composition to apply them as a multi-meaning sign to their writings properly.
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Ozfidan, Burhan, and Connie Mitchell. "Detected Difficulties in Argumentative Writing: The Case of Culturally and Linguistically Saudi Backgrounded Students." Journal of Ethnic and Cultural Studies 7, no. 2 (2020): 15. http://dx.doi.org/10.29333/ejecs/382.
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Argumentative writing is a mode of academic writing and a common writing genre that college-level students use at universities. The purpose of the study is to investigate common difficulties that affect the second language learners’ argumentative wiring. The significance of the study is to explore the struggles that culturally and linguistically Saudi backgrounded students face in writing argumentative essays to provide insights that could be used to improve instruction and student performance. The researchers examined 187 Saudi students’ (100 male and 87 female) argumentative writings to explore the frequency of the common difficulties students might encounter with writing argumentative essays. The second phase of the study included independent-samples t-test to statistically compare differences between male and female students’ difficulties in writing an argumentative essay. Anticipated results of the study lent to the improvement of the writing courses. The findings of the study statistically revealed the common difficulties of writing argumentative essays: organization/structure, thesis statement, integrating academic sources, finding evidence, writing counterclaims, writing refutation paragraph, academic tone, and content and development. The instructors of argumentative writing courses (or closely related courses) may accordingly want to change the structure of the course design, teaching strategies, and course materials to develop their courses efficiently.
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Hu, Xiao. "Automated recognition of thinking orders in secondary school student writings." Learning: Research and Practice 3, no. 1 (2017): 30–41. http://dx.doi.org/10.1080/23735082.2017.1284253.
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Alharbi, Majed. "Reimagining the Ever-Changing Construct of Saudi Writerly Identity: A Heuristic Approach." Arab World English Journal 11, no. 4 (2020): 254–71. http://dx.doi.org/10.24093/awej/vol11no4.17.
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This paper takes on a heuristic approach (Crowley & Debra, 2004) to the study of Saudi writerly identity. In this critical review paper, the author argues that little work has been carried out to study Saudi English as a second langauge (ESL) writers' identity, for most of the empirical studies approach their writing as substandard writers. Therefore, this paper adds critical insights to the exciting literature about L2 Saudi writers and invite second language (L2) researchers to deconstruct the essentialized view towards peripheral writers. The paper also was guided by the question: how are ESL Saudi writers perceived in the Western educational system? Throughout the paper, the researcher problematizes that most studies about L2 Saudi writers are rife with references to phenomena in these student writings as negative transfers and linguistic errors. Other empirical studies were blinded from Saudi L2 discourse by the minutia of mechanism and look at students' writings as illegitimate. However, studies like Canagarajah’s (2013) and Saba’s (2013) can forward the conversation into a deeper understanding of these students’ writing identities and how they perceive themselves as writers and knowledge constructors. The article briefly explores the current definition of identity and how it is related to second language writing, followed by an explanation of Ivanić’s framework of writer identity. Then, the paper reviews previous research on how ESL Arab students negotiate and construct their written identities in Western educational settings. Finally, the author proposes directions for future empirical research and promising windows for studying the identity of Saudi ESL writers.
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Čėsnienė, Žaneta. "Effects of the Peer-Review Method on Writing Proficiency." Pedagogika 120, no. 4 (2015): 61–72. http://dx.doi.org/10.15823/p.2015.038.
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Although peer-review has proved to be beneficial in many writing classrooms abroad, this method is scarcely used among Lithuanian educators. Different studies highlight contrastive results, weighing either to the benefit of teacher-or peer-review. The value of peer-review is often underestimated because teachers tend to undervalue students’ abilities as both writers and reviewers. To achieve the most from peer-review, it is important to define the actual expectations for peer-review and to form an appropriate peer-editing rubric as a helpful tool for peer-reviewers. Different analyses of peer-reviewed and self-reviewed writings highlighted the differences between peer-reviewers’ and self-reviewers’ ability to notice errors, revise, and improve writings.
 The article inquires into the peer-review method as a way to promote students’ writing proficiency and describes the research conducted at Klaipėda University after having introduced the peer-review method in the study process. The research describes quantitative and qualitative research results based on peer-reviews, self-reflections and questionnaires filled in by the 1st year English Philology students. The research results prove that the peer-review method helps to develop critical evaluation skills, equipping students with the ability to effectively review and notice various defects that weaken the argument of the paper on a local as well as global level, thus making students better writers. The peer-review method activates cognitive processes that influence learning, as students get actively involved into the learning process facilitating their peers and improving their own writing skills. Peer-review modeling in the classroom develops not only students’ specific but also personal and social skills and leads to students’ constructive collaboration by shifting from the teacher-centered to student-centered learning approach.
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Nuriyanti, Ika, and Fitrah Yuliawati. "THE STUDY OF THE STUDENTS’ ABILITY TO USE PUNCTUATION IN WRITING SKILL." WACANA DIDAKTIKA 5, no. 02 (2017): 118. http://dx.doi.org/10.31102/wacanadidaktika.v5i02.64.
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Writing is one of the skills in English that should be mastered by students. Writing is means of communication whereby writing transmit idea to the reader. There are many steps in teaching writing skill. One of the steps is the teaching of punctuation. Punctuation is an element that has an important role in writing. Punctuation refers to sign on marks used to clarify the writings’ idea and the readers can understand easily the meaning of the sentences. This research used qualitative research, because this research describes about the students’ ability to use punctuation in writing. The research was conducted at Senior High School in Pamekasan. The result of this research found about to what extent students use the punctuation marks. Firstly, external punctuation. Secondly, internal punctuation. thirdly, pairs punctuation. Fourthly, special punctuation. Based on the result of research, it can be concluded that the used punctuation in writing skill in the second semester students of class X state senior high school in Pamekasan couldn’t used punctuation in writing, it showed by the data the average value of student’ couldn’t used punctuation correctly were 73 %. Students’ still confuse or didn’t know used punctuation, and the meaning of the text listed on the sentence that use at the and of sentence or continue with other sentence, and also between declaration and question.
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Taylor, Chloë. "Disciplinary Relations/Sexual Relations: Feminist and Foucauldian Reflections on Professor–Student Sex." Hypatia 26, no. 1 (2011): 187–206. http://dx.doi.org/10.1111/j.1527-2001.2010.01143.x.
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Drawing on Michel Foucault's writings as well as the writings of feminist scholars bell hooks and Jane Gallop, this paper examines faculty–student sexual relations and the discourses and policies that surround them. It argues that the dominant discourses on professor–student sex and the policies that follow from them misunderstand the form of power that is at work within pedagogical institutions, and it examines some of the consequences that result from this misunderstanding. In Foucault's terms, we tend to theorize faculty–student relations using a model of sovereign power in which people have or lack power and in which power operates in a static, stable, and exclusively top-down manner. We should, however, recognize the ways in which individuals in pedagogical institutions are situated within disciplinary and thus dynamic, reciprocal, and complex networks of power, as well as the ways in which the pedagogical relation may be a technique of the self and not only of domination. If we reconsider these relations in terms of Foucault's accounts of discipline and technologies of the self, we can recognize that prohibitions on faculty—student sexual relations within institutions such as the university are productive rather than repressive of desire, and that such relations can be opportunities for development and not only for abuse. Moreover, this paper suggests that the dominant discourses on professor—student relations today contribute to a construction of professors as dangerous and students as vulnerable, which denies the agency of (mostly female) students and obscures the multiplicity of forms of sexual abuse that occur within the university context.
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Dombernowsky, Per. "Student Workshop – Structures of Le Ricolais." International Journal of Space Structures 17, no. 2-3 (2002): 227–33. http://dx.doi.org/10.1260/026635102320321888.
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The exhibition “Robert Le Ricolais: Visions and Paradox” displayed at the Aarhus School of Architecture in October 1998 was used as a source of inspiration for a one-week student workshop on structures. The objective of the student workshop was to create a conceptual structural design inspired by the exhibited structural models of Le Ricolais and by his philosophical writings on structures. It was realised by the Aarhus faculty that the philosophical ideas of Le Ricolais are not very easy, neither to fully understand nor to transform into structural design for architectural students. In spite of that fact, it became obvious to the faculty that many of the students, inspired by the exhibition, managed to make interesting structural designs. In addition, the faculty was inspired by the exhibition (and the successful student workshop as well) to think of different concepts for the final curriculum of structural design at the Aarhus School of Architecture in the future.
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Triplett, Cheri Foster, and Mary Alice Barksdale. "Third through Sixth Graders' Perceptions of High-Stakes Testing." Journal of Literacy Research 37, no. 2 (2005): 237–60. http://dx.doi.org/10.1207/s15548430jlr3702_5.
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This study examined elementary students' perceptions of high-stakes testing through the use of drawings and writings. On the day after students completed their high-stakes tests in the spring, 225 students were asked to “draw a picture about your recent testing experience.” The same students then responded in writing to the prompt “tell me about your picture.” During data analysis, nine categories were constructed from the themes in students' drawings and written descriptions: Emotions, Easy, Content Areas, Teacher Role, Student Metaphors, Fire, Power/Politics, Adult Language, and Culture of Testing. Each of these categories was supported by drawings and written descriptions. Two additional categories were compelling because of their prevalence in students' drawings: Accoutrements of Testing and Isolation. The researchers examine the prevailing negativity in students' responses and suggest ways to decrease students' overall test anxiety, including making changes in the overall testing culture and changing the role teachers play in test preparation.
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Fernández, Jesica Siham, and Alejandra Magaña Gamero. "Latinx/Chicanx Students on the Path to Conocimiento: Critical Reflexivity Journals as Tools for Healing and Resistance in the Trump Era." Association of Mexican American Educators Journal 12, no. 3 (2018): 13. http://dx.doi.org/10.24974/amae.12.3.404.
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Anzaldúa’s concept of conocimiento guides our analysis of Latinx/Chicanx students’ Critical Reflexivity Journals (CRJ) produced in an Ethnic Studies classroom at a predominantly-white institution. Through a thematic analysis procedure of students’ CRJ entries, which we describe as written testimonios, we discerned how Latinx/Chicanx students’ writings engaged their identities, reflexivity, healing, and resistance on a path toward conocimiento. Grounding our theoretical and empirical analysis in Anzaldúan thought, conocimiento is characterized by a deep reflexive critical consciousness that unfolds across seven interconnected stages. Conocimiento builds toward a liberatory transformation that Anzaldúa describes as spiritual activism, the seventh and final stage of conocimiento. The sociohistorical, culturally relevant, and student-centered curricula purported in Ethnic Studies is the focus of much scholarly writings. Our work contributes to this growing theoretical, empirical and pedagogical scholarship by specifically focusing on conocimiento. Through an Anzaldúa centered analysis of Latinx/Chicanx students’ CRJ we demonstrate how reflexive writings can facilitate students’ process of identity formation, reflexivity, healing and resistance from colonial forms of knowledge and oppression. This is especially important when considering the racist and violent sociopolitical context under the Trump Administration.
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Wilkerson, J. Michael, Kathryn R. Gallardo, Seyram A. Butame, Deanna M. Hoelscher, Belinda Reininger, and Ross Shegog. "Increasing Doctoral Students’ Self-Efficacy to Teach Health Promotion Theory." Pedagogy in Health Promotion 3, no. 4 (2016): 255–64. http://dx.doi.org/10.1177/2373379916681032.
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Health education specialists in academia and in the workplace must be effective teachers. However, doctoral programs often fail to equip students with effective teaching skills. In this study, we evaluate a first-year doctoral course that provided students the opportunity to learn how to teach health promotion theory, apply behavioral science theories and models to the development of health interventions, hone group facilitation skills, and develop their scientific writing abilities. Eight doctoral students completed a teaching self-efficacy assessment during the first and last class periods of a fall 2014 semester at a graduate school of public health in the United States. Throughout the semester, students reflected on their teaching. We applied a Wilcoxon signed-rank test to measure changes in pre- and postteaching self-efficacy scores and subjected student reflexive writings to a content analysis. The median increase in pre ( Mdn = 63, range = 24-72) and post ( Mdn = 76, range = 71-90) teaching self-efficacy scores were statistically significant for all participants ( z = 2.523, p = .012). The students’ reflexive writings explained how this increase occurred. Students gained an awareness of skills needed to teach effectively. Students found the course challenging because it uncovered teaching role ambiguities as they became cognizant of their lack of facilitation and presentation skills. The increased awareness of their deficiencies initially decreased their teaching self-efficacy. However, continued engagement in the course allowed them to resolve deficiencies, resolve some role ambiguity, and experience a net increase in teaching self-efficacy.
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McGrail, Loren. "Need I Say More: A Literary Magazine of Adult Student Writings." TESOL Quarterly 23, no. 2 (1989): 331. http://dx.doi.org/10.2307/3587351.
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Schoen, Megan, Karen A. Reardon, and Jaime Lynn Longo. "Lift Every Voice: An Anthology of Contemporary Student Writings on Race." WAC Journal 28, no. 1 (2017): 07–33. http://dx.doi.org/10.37514/wac-j.2017.28.1.01.
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Salis, Rohmatulloh. "The Application of Information Technology-based Derby Writing Technique in the Arabic Language Center (PKPBA) Universitas Islam Negeri Maulana Malik Ibrahim Malang." Tarling : Journal of Language Education 3, no. 2 (2020): 171–89. http://dx.doi.org/10.24090/tarling.v3i2.3753.
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This study aims to determine the application of information technology-based Derby Writing technique in the Arabic Language Center (PKPBA) Universitas Islam Negeri Maulana Malik Ibrahim Malang and students' opinions on the use of it. This research is a descriptive qualitative study. Data sources are learning curriculum, learning process, and students. The research instruments are observation and interview. The data analysis technique used is descriptive qualitative data analysis, namely data reduction, data display and conclusion drawing. The results show that: 1) information technology-based Derby Writing technique in the Arabic Language Center (PKPBA) Universitas Islam Negeri Maulana Malik Ibrahim Malang is applied in several stages, namely: (a) opening and making a WhatsApp group, (b) discussing a topic, (c) asking students to write as many sentences as possible about the topic discussed, taking into account the characteristics of the Derby Writing technique, (d) asking students to take pictures of their writing and sent to the WhatsApp group, (e) students present and discuss the obstacles faced when writing such as new vocabulary, etc., (f) selecting some student writing errors randomly from the WhatsApp group, explaining and correcting them, ( g) looking together at the writings in the WhatsApp group and counting the number of vocabularies to determine the winner, and (h) closing. 2) All students feel happy and think that the application of information technology-based Derby Writing technique is very appropriate because it helps them eliminate fears when writing and improve their habits and enjoyment in writing.
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KARWAKI, TANYA E., THOMAS K. HAZLET, and JENNIFER L. WILSON NORTON. "Lessons Learned in Developing and Testing a Methotrexate Case Study for Pharmacy Education." Cambridge Quarterly of Healthcare Ethics 29, no. 2 (2020): 308–16. http://dx.doi.org/10.1017/s0963180119001099.
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AbstractThis article describes the development, implementation, and evaluation of a complex methotrexate ethics case used in teaching a Pharmacy Law and Ethics course. Qualitative analysis of student reflective writings provided useful insight into the students’ experience and comfort level with the final ethics case in the course. These data demonstrate a greater student appreciation of different perspectives, the potential for conflict in communicating about such cases, and the importance of patient autonomy. Faculty lessons learned are also described, facilitating adoption of this methotrexate ethics case by other healthcare profession educators.
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Kristoffersen, Cherise. "Where do my words come from?" Apples - Journal of Applied Language Studies 13, no. 3 (2019): 59–75. http://dx.doi.org/10.17011/apples/urn.201907163639.
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Few intellectual tools exist for characterizing word choice development in primary level writing. The aim of this study was to identify categories for describing the development of word choice in young children’s narrative writings. Such categories may be used to demonstrate how word choice develops within writing practices of primary classrooms. The analysis was based on thirty texts from six students studying Norwegian as a first-language and collected from mid-year second grade through fourth grade utilizing case-study methodology. In the students’ classroom, considerable emphasis was put on using literature to establish an intertextual basis for student learning. The students’ texts were scored by a group of teachers using a rubric specifically designed for word choice to analyze verbs and adjectives, lexical individuality, and lexical diversity, as additions to the more traditional word counts. These categories were discussed, and many were found fruitful for tracing intertextual understandings and describing word choice development. However, the category of lexical individuality may be too conservatively defined to capture important developments among this age group.
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Li, Xuemei. "Identities and Beliefs in ESL Writing: From Product to Processes." TESL Canada Journal 25, no. 1 (2007): 41. http://dx.doi.org/10.18806/tesl.v25i1.107.
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Studies investigating cultural influences on second-language writing have been mainly product-oriented. Moreover, research on writing processes has mostly focused on the strategies of writing and learning to write. Writing processes where we can see the evolution of the writer's identity and beliefs have been less adequately addressed. Therefore, this article focuses on the dynamic relationship of culture, identity, and beliefs with regard to the writing process (the micro-process) and the process of learning to write (the macro-process) in the ESL context. A study consisting of two cases was undertaken to examine the reconstruction of the writer's identity and the evolution of the learner's beliefs in an ESL context. Data for Case A include writings by and interviews with a first-year ESL student; data for Case B include class observations of and interviews with students and their teacher in an ESL writing class. It has been found that the notions of culture, identity, and beliefs are interwoven they work together to reshape learners' beliefs in terms of education and writing and to reconstruct a writer's identity that incorporates multiple influences and multiple intentions. Recommendations are offered for guiding ESL students in the exploration of their first and host cultures and for facilitating the evolution of beliefs and the reconstruction of identities.
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Díaz Galvis, Nubia Mercedes. "Peer editing: a strategic source in EFL students’ writing process." Colombian Applied Linguistics Journal 12, no. 1 (2011): 85. http://dx.doi.org/10.14483/22487085.93.
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This article reports on a research project focused on peer editing as a pedagogical tool to promote collaborative assessment in the EFL writing process. With teachers overstretched in the Bogotá public school system, a method needed to be found that would allow students to receive much needed feedback without overtaxing the teachers` resources. Peer editing, a phenomenon that often occurs naturally within the classroom, was therefore systematically implemented as a solution to the stated problem. The main aims of this study, conducted with a group of ninth grade student at a public school in Bogotá, were to determine the role of peer editing in the writing process and to characterize the relationships built when students corrected each others writings. The instruments used for collecting data were field notes, video recordings and students’ artifacts. The results showed that when students were engaged in peer editing sessions they created zones of proximal development in which high achiever students provided linguistic scaffolding and empowered low achievers. It was also found that students used thinking strategies such as noticing and explaining when they identified errors related to the formal aspects of the language.
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Fabian, Rachel. "Reconsidering the Work of Claire Johnston." Feminist Media Histories 4, no. 3 (2018): 244–73. http://dx.doi.org/10.1525/fmh.2018.4.3.244.
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This essay examines the work of British “cinefeminist” Claire Johnston, whose activism, writings, and filmmaking during the 1970s and 1980s merged innovative feminist media production practices with new modes of theoretical inquiry. Johnston's 1973 essay “Women's Cinema as Counter-Cinema” was crucial to feminist film theory's development, yet the essay's canonization has reduced her thinking to a handful of theoretical concerns. To grasp the full political promise of Johnston's work, this article reconsiders the essay in three related contexts, examining: the historical circumstances in which it was published and the feminist debates it participated in; its ties to Johnston's less noted writings; and its relation to Johnston's filmmaking while she was a member of the London Women's Film Group, a feminist filmmaking collective committed to building coalitions among women media workers. This article won the Society for Cinema and Media Studies Graduate Student Writing Prize in 2016.
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Alkis Kucukaydin, Mensure. "Application of writing-to-learn in science to primary school students." Cypriot Journal of Educational Sciences 13, no. 3 (2018): 275–87. http://dx.doi.org/10.18844/cjes.v13i3.3494.
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In this study, the mix-method design sequential explanatory design has been used. The students in the study group consist of 13 fourth-grade students who were studying in one of Turkey’s far-flung corners. Over a period of 3 months, enriched writeto-learn strategies were implemented on the students. In this context, students wrote a letter and a journal related to the Past and Present Enlightenment Tools unit. In addition, they were presented with a story related to the unit and were asked to complete it. Two weeks after the end of the study, interviews were held to see the permanence of the students’ conceptual learning. The writings of the student were scored with authentic data collection tools. According to the findings obtained, write-lo-learn strategies have been influential on science conceptual learning. However, the greatest conceptual learning was achieved through story completion activities. A number of suggestions have been presented in the direction of findings obtained from the study. Keywords: conceptual learning, primary school students, writing-to-learn.
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Son, Hyesuk. "A Study on Inner Consciousness in the Writings of Korean Student Soldiers." Journal of Language & Literature 75 (September 30, 2018): 227–58. http://dx.doi.org/10.15565/jll.2018.09.75.227.
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박종호 and Gyeongsu hwang. "Analysis on Error Types in the Korean Writings of Chinese Foreign Student." Studies in Linguistics ll, no. 24 (2012): 81–103. http://dx.doi.org/10.17002/sil..24.201207.81.
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Levine, Tamar, and Zehava Geldman-Caspar. "What Can Be Learned From Informal Student Writings in a Science Context?" School Science and Mathematics 97, no. 7 (1997): 359–67. http://dx.doi.org/10.1111/j.1949-8594.1997.tb17377.x.
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