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Journal articles on the topic 'Teaching College Writing'

Author: Grafiati

Published: 4 June 2021

Last updated: 1 February 2022

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1

Wang, Jiachun. "A Comparative Study on the Washback Effects of Teacher Feedback plus Intelligent Feedback versus Teacher Feedback on English Writing Teaching in Higher Vocational College." Theory and Practice in Language Studies 9, no. 12 (December 1, 2019): 1555. http://dx.doi.org/10.17507/tpls.0912.12.

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For college students majoring in English, English writing is a relatively difficult project. How to effectively improve the English writing ability of students of English majors in vocational colleges is an important issue that every college teacher needs to pay attention to. As a teaching tool, the intelligent computer automated essay evaluation system can help students improve their English writing ability more objectively, efficiently and accurately. This paper employs the intelligent computer automated essay evaluation system as a teaching tool, taking college students as the research object, and carried out an 18-week online self-writing teaching experiment and traditional writing experiment. This paper conducts a comparative study on the washback effects of teacher feedback plus intelligent feedback versus teacher feedback on English writing teaching in higher vocational college, which provides a prominent research value and research significance for the reform and innovation of English writing teaching in higher vocational colleges.

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2

Chen, Qingxin. "Cohesion and Coherence in College English Writing Teaching." Advances in Higher Education 3, no. 2 (October 10, 2019): 30. http://dx.doi.org/10.18686/ahe.v3i2.1405.

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<p>Due to the effect of many years of traditional teaching methods, College English writing teaching pays too much attention to grammar and equivalence at word or clause level, but ignores cohesion and coherence of the text as a unified whole. This paper mainly studies the problems concerning cohesion and coherence that most students in Ordos Institute of Technology(OIT) face in writing, reasons, and ways to help students exploit cohesive devices properly to ensure the coherence of the text and improve their writings.</p>

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3

Gao, Linghui. "Study on Teaching College English Writing Based on Lexical Chunks." English Language Teaching 12, no. 9 (August 5, 2019): 1. http://dx.doi.org/10.5539/elt.v12n9p1.

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College English writing is one of the four basic skills in English learning, which can objectively reflect students’ language ability. Whereas, English writing is considered to be the most difficult part to improve. As we can see, in the essays of the Chinese college students, there often appears Chinglish, correct in grammar but unauthentic in expression. In order to better the situation, the author has introduced the new idea of lexical chunks into the teaching of college English writing. Under this guideline, students should firstly understand the lexical chunks theory, ranging from the definition to the various classifications of lexical chunks. Afterwards, students should learn to recognize and even learn some important chunks by heart. The third step should lie in their daily practice of consciously using chunks they learned in their writings, followed by the final step of appropriate usage of chunks unconsciously. Students are expected to improve their writing ability in the process of identifying and using lexical chunks.

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St. Rose, Marjorie. "Teaching Style and the College Writing Class." International Journal of Bahamian Studies 9 (February 18, 2008): 46. http://dx.doi.org/10.15362/ijbs.v9i0.30.

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Thompson, Kristen L., Anthony N. Kuchera, and John N. Yukich. "Teaching college writing from a physicist's perspective." American Journal of Physics 89, no. 1 (January 2021): 61–66. http://dx.doi.org/10.1119/10.0002179.

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Su, Huanan. "Attempts of PAD Teaching Methodology in Modern Chinese College English Writing Class: A Grounded Theory Based Perspective." Journal of Language Teaching and Research 12, no. 5 (September 1, 2021): 696–704. http://dx.doi.org/10.17507/jltr.1205.08.

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This research paper attempts to have an in-depth understanding of PAD (presentation-assimilation-discussion) teaching methodology applied in a modern Chinese college course, which is College English Writing class, from the perspective of the Grounded Theory. Based on a detailed introduction and analysis of the Grounded Theory, this research makes efforts to answer such a question that how PAD teaching methodology is applied in modern Chinese College English Writing class as well as how it helps Chinese college students learn in their College English Writing class. The PAD teaching methodology in modern Chinese College English Writing class is a new type of teaching mode, being divided into three processes: presentation, assimilation and discussion (which is the co-called PAD). The key innovation in the PAD teaching methodology in modern Chinese College English Writing class is to stagger the lectures and discussions in time, so that students have a week time for personalized assimilation, which mobilizes students’ interest in learning, promotes students’ enthusiasm, cultivates students’ learning autonomy, and improves the quality of the teaching of College English Writing class. As a qualitative research, this paper employs methods of literature synthesis and comparative analysis to reach such a conclusion that PAD teaching methodology does help and facilitate modern Chinese college students in their learning of College English Writing class. An important perspective from the Grounded Theory has provided a strong support to further verify the necessary role that PAD teaching methodology has played in modern Chinese College English Writing class.

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Wang, Ming, Da Chao Yuan, Xiao Man Zheng, Shi Ping Yu, Yi Ye Lao, and Xiao Tian Huang. "On Autonomous Learning Mode of Network College English Writing Based on Constructivism." Applied Mechanics and Materials 687-691 (November 2014): 2477–80. http://dx.doi.org/10.4028/www.scientific.net/amm.687-691.2477.

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College English writing, as one of the most important skills of college English teaching and learning, can reveal the English comprehensive level of learners. The development of computer and Internet creates conditions for college English teaching reform. This paper explores what influence will be caused when students write autonomously under the network environment and probes into a new method of college English writing teaching through studying autonomous learning mode of college English writing based on constructivism.

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8

Wu, Yan. "Reading for Writing—The Application of Genre Analysis in College English Writing in China." Theory and Practice in Language Studies 7, no. 10 (October 1, 2017): 883. http://dx.doi.org/10.17507/tpls.0710.09.

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Writing is seen as the most difficult one in the four skills of learning a foreign language. And also one cannot be quickly improved in teaching. Genre approach is a teaching pedagogy based on the theories of genre analysis. The purposes of genre approach are to cultivate learners’ genre awareness of texts and master a certain genre which has its own communicative purpose and generic structure, to help learners understand and apply generic knowledge in writing. The author analyzes the existing problems in teaching college English writing in China. Then, the author designs a teaching approach, combining the advantages of three genre approaches and the author’s teaching practice, which is suitable for college English writing in China. Last, some main findings are recommended in teaching writing.

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9

Wei, Honglan. "Implication of Output Hypothesis on Teaching College English Writing." World Journal of Education 8, no. 5 (October 25, 2018): 198. http://dx.doi.org/10.5430/wje.v8n5p198.

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In recent years, with the development of the research on the Output Hypothesis, many researchers and ChineseEnglish teachers have paid attention to this hypothesis. Since writing is considered to be a way of output on the fieldof second language acquisition, teachers in college have begun to apply Swain’s “Output Hypothesis” to teachingcollege English writing. It does work but still remains problems. Therefore, this paper will introduce the existingproblems of applying the output hypothesis on the writing class in our college, based on the interview byinterviewing six seniors majoring in English from different classes in our Foreign Language College. Also, this paperwill provide some suggestions on these problems existing in teaching college English writing.

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10

Li, Xuefeng. "Influence of Computer-aided Instruction Model on Business English Writing Teaching Effect." International Journal of Emerging Technologies in Learning (iJET) 13, no. 03 (March 5, 2018): 197. http://dx.doi.org/10.3991/ijet.v13i03.8396.

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To guide the college students through the Computer-aided Technology (CAT) to make writings of business English (BE) in the new teaching model, resources and methods, this paper carries out the application of CAT in BE writing teach-ing. It analyses the disciplinary characteristics of BE writing, conducts the BE in-struction scheme design in the models of interactive teaching, writing teaching and inquiry teaching respectively on the basis of the learning theories such as humanism etc., and then develop the teaching contract experiment accordingly. Two parallel classes were randomly selected as objects of study, where the exper-imental class applied the Computer-aided Instruction (CAI) method, while the contrast class followed the traditional teaching methods; then the quantitative and qualitative analysis for one-semester teaching application was made by the after-experiment scores of BE writings in these two classes. The study in this paper verifies the positive role of CAT in BE writing, and also offer the effective guid-ance for improving the BE writing teaching level by CAT.

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한은희. "Teaching EFL college writing: Grammatically-correctness-free-setting." Journal of the Korea English Education Society 8, no. 2 (September 2009): 145–62. http://dx.doi.org/10.18649/jkees.2009.8.2.145.

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Pardes, Joan Rudel, and Rebecca Z. Rich. "Teaching Writing to College Students with Learning Disabilities." Intervention in School and Clinic 31, no. 5 (May 1996): 297–302. http://dx.doi.org/10.1177/105345129603100507.

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13

Kenney, P. C. "Strategies for Teaching Writing to Deaf College Students." Journal of Deaf Studies and Deaf Education 16, no. 4 (March 9, 2011): 557. http://dx.doi.org/10.1093/deafed/enr003.

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14

Wang, Yusheng. "A Study of Applying Automated Assessment in Teaching College English Writing Based on Juku Correction Network." International Journal of Emerging Technologies in Learning (iJET) 14, no. 11 (June 14, 2019): 19. http://dx.doi.org/10.3991/ijet.v14i11.9411.

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With the continuous advancement of modern network technology, the drawbacks of the tradition-al English writing course teaching mode have become increasingly prominent, and the automated scoring system has gradually been used in the writing course. This paper proposes a college English writing teaching model based on Juku Correction Network, and conducts empirical re-search on the use of Juku Correction Network in college English writing teaching. The research results show that the teaching mode based on Juku Correction Network can effectively improve the overall level of students' English writing, and stimulate students' English writing motivation.

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15

Yang, Yilong. "Teaching Chinese College ESL Writing: A Genre-based Approach." English Language Teaching 9, no. 9 (July 14, 2016): 36. http://dx.doi.org/10.5539/elt.v9n9p36.

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<p>College students’ English writing plays a vital role in their language learning and further education. However, the current college English teaching falls far behind to resolve this issue, which includes insufficient writing ability compared with that of listening and speaking, inadequate teacher instruction and students exercise, negative transfer of cultural differences, and defect teaching materials and methods. To solve these problems, this paper attempts to introduce Sydney school’s genre-based pedagogy to be used in some areas, such as guiding textbook organization, classroom teaching, and teaching concepts. The study shows that genre-based approach has many advantages, such as integrating language learning and cultural knowledge, taking writing both as the process and as results, emphasizing learning interaction, and leading to a mutual promotion between reading and writing.</p>

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Coyle, James P. "32. Teaching Writing Skills That Enhance Student Success in Future Employment." Collected Essays on Learning and Teaching 3 (June 13, 2011): 195. http://dx.doi.org/10.22329/celt.v3i0.3262.

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The ability to write well is often critical for effective work performance. Although basic writing courses provide a foundation for college and university students, discipline-specific writing tasks and methods are frequently learned indirectly. Incorporating occupational writing skills in course curriculum better prepares students for future employment. This paper suggests a three-step process for teaching pertinent writing skills in college and university courses: identify writing skills relevant to post-graduation occupations, include writing in course learning modules, and assess writing skills with assignments that mirror workplace writing tasks. Balancing curricular learning with these workplace needs is an ongoing challenge for instructors.

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Çavdar, Gamze, and Sue Doe. "Learning through Writing: Teaching Critical Thinking Skills in Writing Assignments." PS: Political Science & Politics 45, no. 02 (March 14, 2012): 298–306. http://dx.doi.org/10.1017/s1049096511002137.

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AbstractTraditional writing assignments often fall short in addressing problems in college students' writing as too often these assignments fail to help students develop critical thinking skills and comprehension of course content. This article reports the use of a two-part (staged) writing assignment with postscript as a strategy for improving critical thinking in a lower-division political science course. We argue that through well-designed writing assignments, instructors can encourage students to reconsider concepts, critically evaluate assumptions, and undertake substantive revisions of their writing.

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18

Casper, Rick D. "Teaching Technical Writing: Rethinking our Approach." Journal of Technical Writing and Communication 25, no. 3 (July 1995): 275–83. http://dx.doi.org/10.2190/76xa-udg9-vw10-q0u8.

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Several recent journal articles, especially the one by Charles Sides [1], have questioned the form and function of technical communication. Based on actual experience with three organizations in Oregon, this writer proposes a need to rethink what we teach our technical writing students and how we go about designing assignments that“… simulate the reality of a work environment” [2]. This article will explore the types of technical writing skills which are increasingly in demand and then will offer several strategies for teaching these skills at the college level.

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19

Liu, Jingyu. "College English Writing Teaching Design Based on Constructivist Mode." Open Journal of Modern Linguistics 05, no. 01 (2015): 42–47. http://dx.doi.org/10.4236/ojml.2015.51004.

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20

Yahnke, Christopher J., Tanya Dewey, and Phil Myers. "Animal Diversity Web as a Teaching & Learning Tool to Improve Research & Writing Skills in College Biology Courses." American Biology Teacher 75, no. 7 (September 1, 2013): 494–98. http://dx.doi.org/10.1525/abt.2013.75.7.9.

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Most teachers agree that writing is an important skill for students to master, yet not all teachers incorporate writing assignments in their courses. Employers agree that written communication is important for college graduates, yet in a survey, less than 10% of employers thought that colleges did a good job preparing students for work. Writing an animal species account for Animal Diversity Web (http://animaldiversity.org) provides students with a real-world example of writing skills and provides resources to instructors who want to incorporate writing in their classes.

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21

Wang, Ni. "Research on the Course of Academic Thesis Writing based on the Teaching Reform." Journal of Contemporary Educational Research 5, no. 6 (June 30, 2021): 81–86. http://dx.doi.org/10.26689/jcer.v5i6.2232.

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Recently, the State Council has set higher standards for the graduation thesis of undergraduates. Most undergraduate colleges and universities have issued their own policies in which private colleges and universities have paid more attention to this issue in which several local experts have conducted many research on the course of academic thesis writing. The Inner Mongolia Honder College of Arts and Sciences is used as an example in this article. Using the questionnaire survey and interview method, the current situation of the academic thesis writing course in private colleges is analyzed and its reform in private colleges and universities is explored in hope to provide some reference for future research.

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22

Zeng, Xiu. "A Study on the Improvement of English Writing Competence for College Students." Journal of Language Teaching and Research 9, no. 6 (November 1, 2018): 1344. http://dx.doi.org/10.17507/jltr.0906.25.

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English writing has long been viewed as a challenge to most Chinese college students because of their weak language foundation, limited expanse of ideas and inadequate targeted practice for the production of satisfactory written work. Attention has constantly been directed to the low efficiency in the writing teaching. By adopting some widely used approaches, this paper tries to explore efficient ways to integrate writing into the whole process of English learning and teaching. The focus of this paper is put on the suggested solutions to writing problems and the improvement in the efficiency of English writing learning and teaching.

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23

Lu, Chunxia, and Rosukhon Swatevacharkul. "A Pedagogical Framework for Teaching Chinese College English Learners’ Argumentative Writing via Infusion of Critical Thinking." World Journal of English Language 11, no. 1 (October 22, 2020): 1. http://dx.doi.org/10.5430/wjel.v11n1p1.

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To compose an argumentative writing essay for a Chinese college student is a challenging activity as argumentative writing requires the high-order skills such as analysis, evaluation, reasoning. These skills are also termed as critical thinking skills. Thus this paper proposed to teach Chinese college English learners to compose an argumentative essay through the approach of infusing critical thinking skills into argumentative essay writing classes. It also put forward a pedagogical framework to facilitate Chinese college argumentative writing teachers to develop students’ argumentative writing ability.

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24

Khan, Jalal Uddin. "Recognizing the Significant Role of Literature in Teaching College English." IJOHMN (International Journal online of Humanities) 5, no. 3 (June 5, 2019): 1–21. http://dx.doi.org/10.24113/ijohmn.v5i3.98.

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Purely based on my experiential knowledge, this article does not engage with the current so-called “academic” scholarship on the topic. It does not present, according to a critic, “empirically-focused and data-driven research” as the majority of traditional writing studies normally do nor does it “approach and theorize writing as a multidimensional practice and object of study” following what is known as a so-called “methodical analysis.” Free from and unpopulated by unnecessarily top-heavy “academic” and “educational” jargons, this new and original experience-based article, that boasts in not being academically derivative and adulterated, argues that College English (or freshman composition) should be as much literature-based as it is currently based on other writing mechanics related to technology and social media, and practiced through what sometimes seems to be only elaborately and long drawn out steps in the writing process with the assessment criteria impractically divided into minor as well as minute differences. The course should be more open and flexible in its syllabus and be taught with a reading of suitable literary materials as a major component and literature-based writing exercises, among, of course, the other interesting topics of contemporary culture.

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ChungHyeSeung and Suhyun Seo. "Teachers College Students’ Self-Perception of Their Writing and Their Teaching of Writing." korean language education research ll, no. 47 (August 2013): 327–60. http://dx.doi.org/10.20880/kler.2013..47.327.

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26

Wang, Zhinan. "An Empirical Study on Teacher-Student Collaborative Assessment in College English Writing Teaching." Learning & Education 9, no. 2 (November 10, 2020): 116. http://dx.doi.org/10.18282/l-e.v9i2.1420.

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This study proves that the application of Teacher-student Collaborative Assessment in college English writing teaching is feasible and effective. As can be seen from the results of the experimental teaching, Teacher-student Collaborative Assessment, which is a new writing assessment method, has a significant impact on the improvement of students’ writing performance and writing ability.

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27

Ali Zaiter, Walid. "Reading and Writing Skills: The Challenges of Teaching at College Level." Addaiyan Journal of Arts, Humanities and Social Sciences 1, no. 10 (January 5, 2020): 41–51. http://dx.doi.org/10.36099/ajahss.1.10.6.

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Throughout my teaching career I can claim that reading and writing are interchangeable skills. One cannot improve without the other.That is why I keep asking my students how we can improve our reading and writing skills? They give unclear answers simply because they do not read and write academically; they just read and write to pass exams and get a degree to get a job or wait for a promotion. At this point, students should be motivated well enough so that they like reading and writing as a means of improving their academic performance. To solve these problems or challenges, I have made claims that there are common grounds between reading and writing. Both require certain skills such as note-taking, good language as an aid to understand any topic and to write well. Both reading and writing need topics to read and write about. Similarly, reading and writing require a student, who should have a good command of rich vocabulary to understand topics, and to choose words that suit any topic they may tackle in English. However, there are basic differences between reading and writing. Firstly, in the process of reading, students focus their attention on the topic and the main idea. However, in the process of writing, students need to read as much as possible to find a topic to write about. Furthermore, during reading, students should take notes of the main ideas. However, on tests, students do not need to use documentation, as, in the process of writing a research paper, documentation is a must to avoid plagiarism. Thus, this paper tackles teaching reading and writing for EFL students at the college level in the Arab world and provide remedies based on observation, experience, and corrections of thousands of students’ exercises, assignments, and exams. The researcher has delved into many research areas to come up with remedies and recommendations for the challenges discussed in the article.

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Lv, Xiaoxiao. "A Study on the Application of Automatic Scoring and Feedback System in College English Writing." International Journal of Emerging Technologies in Learning (iJET) 13, no. 03 (March 5, 2018): 188. http://dx.doi.org/10.3991/ijet.v13i03.8386.

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With the rapid development of computer technology and the need of college Eng-lish teaching, the automatic grading of college students' English writing level is an inevitable trend. This is the inevitable result of the combination of computer tech-nology and English teaching. The theoretical basis of this paper is the feedback of English writing and related theories introduced as follows. This paper analyzes the influence of automatic scoring and feedback system on English writing level via testing the variation of student composition’s grammar, structure, length and grade in a teaching experiment. The experimental results indicate that online feed-back is effective in evaluating students' English writing proficiency, which can help students improve their writing proficiency and independent writing ability. The students' attitudes and views towards automatic grading and feedback system were investigated with 118 students in the English experiment class of SUST as the test object. The research results can suggest a guide line in the improvement of college students’ writing competence and evaluation of the effect of automatic scoring feedback system.

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Ma, Zhuan, and Lin Shi. "Application of Visual Interactive Concept Map in College English Writing Teaching." International Journal of Emerging Technologies in Learning (iJET) 11, no. 11 (November 29, 2016): 32. http://dx.doi.org/10.3991/ijet.v11i11.6248.

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In order to solve the problem of students' poor thinking in English writing, this paper adopts the concept map method. The visual interactive concept map was tested in 6 levels and 9 types of universities. The test results indicate the method can stimulate students' interest in learning and improve their ability of autonomous learning and increasing the effect of college English writing teaching. The method can also stimulate students' interest in learning and improve their ability of autonomous learning and increasing the effect of college English writing teaching.

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Wray, Denise, Joan Hazlett, and Carol Flexer. "Strategies for Teaching Writing Skills to Hearing-Impaired Students." Language, Speech, and Hearing Services in Schools 19, no. 2 (April 1988): 182–90. http://dx.doi.org/10.1044/0161-1461.1902.190.

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The purpose of this article is to explore a vital component of a language program for hearing-impaired adolescents—the development of writing literacy. A discussion of the writing process precedes the presentation of a detailed step-by-step program employed to teach writing skills to two hearing-impaired college students. This writing approach attempts to maximize students' residual hearing and improve listening skills through oral readings.

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31

Widodo, Handoyo Puji. "TEXTBOOK ANALYSIS ON COLLEGE ACADEMIC WRITING." TEFLIN Journal - A publication on the teaching and learning of English 18, no. 2 (August 29, 2015): 109. http://dx.doi.org/10.15639/teflinjournal.v18i2/109-122.

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When no specific materials are available particularly on EFL writing courses, the selection and use of a textbook are of great priority. For this reason, this article analyzes a textbook on college academic writing in an EFL context-Indonesia. In this analysis, I employed the in-depth method using the three phases of the textbook analysis, concerning the three main features of the textbook: (1) goal and organization, (2) contents-inputs, models, and exercises, and (3) the suitability of the textbook viewed from aims, beliefs about writing, the roles of the teacher, the role of the students, and the roles of the textbook as a whole. The extent to which the selected textbook reflected the recent views of the teaching and learning of writing skill was also investigated. The results show that the author echoed his clear goal and organization. The contents of the textbook regarding the inputs, models, exercises, and writing assignments reflected the features of academic writing required for college students.

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Wang, Zhijie. "The Application of Language Awareness in College English Writing Teaching." Open Journal of Modern Linguistics 08, no. 03 (2018): 54–60. http://dx.doi.org/10.4236/ojml.2018.83007.

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Shires, Nancy Patterson. "Teaching writing in college chemistry: A practical bibliography 1980-1990." Journal of Chemical Education 68, no. 6 (June 1991): 494. http://dx.doi.org/10.1021/ed068p494.

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Patterson, J. P., and David Duer. "High School Teaching and College Expectations in Writing and Reading." English Journal 95, no. 3 (January 1, 2006): 81. http://dx.doi.org/10.2307/30047049.

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Xu, Qing. "Research on the Construction of College English Reading Teaching System Based on the “Internet+” Environment." Lifelong Education 9, no. 7 (December 8, 2020): 145. http://dx.doi.org/10.18282/le.v9i7.1496.

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College English teaching is of great significance to the improvement of students' English proficiency and the cultivation of English application ability, especially reading teaching can effectively improve college students' oral, comprehension and writing skills. However, many college students have the problem of weak enthusiasm when learning English reading. At this time, efficient English reading teaching should effectively use Internet technology to reconstruct the reading teaching system, optimize the quality of English reading teaching, and provide reading teaching attractive to students.

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Choi, Junho. "Instructor's Guidelines for Teaching of College Students Paper Writing －Focused on Essays." Korean Association of General Education 15, no. 3 (June 30, 2021): 133–46. http://dx.doi.org/10.46392/kjge.2021.15.3.133.

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The purpose of this thesis is to propose “a model of a guideline for instructors that can be referred to” in order for them to effectively teach the information required of their students when it comes to their essay writing. Having done so, we may hope to positively contribute to the overall efficient progress of college students essay writing. By ‘college student essay’ we are referring to a short paper written by a university student, which amounts in length to roughly 5 sheets of A4 paper.<br/>The procedure used to achieve the above purpose is as follows. 1) learn about the definition and types of college student essays, 2) examine the fundamental significance and status of college student essay writing, and 3) present the instructor’s guidelines for the course of college student essay writing.<br/>What is necessary in order to properly establish the learning of college student essay writing is as follows: first, a qualitatively distinct essay task should be assigned to learners, based on the cold judgment of the learner's ability to write an essay. Second, in order not to undermine the opinions of the learners, the instructor’s comments on the contents of the essay should be excluded as much as possible, and hie or her feedback should be provided by paying attention to the formal aspects. Finally, the learner should be encouraged to write and submit a final essay that is better than their original essay, referring to the instructor's feedback.

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Kondal, Bonala. "Impact of the Process Genre Approach on the Management Students’ Business Writing Skills." ELS Journal on Interdisciplinary Studies in Humanities 3, no. 2 (June 30, 2020): 297–307. http://dx.doi.org/10.34050/els-jish.v3i2.9721.

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In the present corporate world, it is prominent to hone business writing skills among students for becoming good management professionals. Writing is foremost and significant skill in the business world, but most of the students lack proficiency in their writing. The present paper attempts to explore the impact of the process genre approach in teaching business writing skills to the management professionals. The sample of the study consists of 40 management students from a professional college and 32 teachers of English who were working in sixteen different professional colleges. In order to collect the data, the questionnaires were administered to the students as well as to the teachers. Post analysis of the data, it was found that management students’ business writing skills had a positive impact when the process-genre approach incorporated in teaching and learning processes. Hence, it is concluded that the use of the process genre approach for teaching business writing to the management students during the intervention had become successful in achieving the desired goal. It also aided the students in developing better writing proficiency and enhancing their business writing skill.

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Madkour, Magda. "The Effect of Digital Dialogued Journaling on Improving English Writing: A Linguistic Communicative Approach." English Language Teaching 9, no. 8 (July 10, 2016): 241. http://dx.doi.org/10.5539/elt.v9n8p241.

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<p>Writing is a complex process that requires advanced linguistic skills. Although many college students studied English as a foreign language (EFL) for twelve years in preparatory and high schools, they still face major problems in producing correct writings that meet their colleges’ requirements. Students’ problems include inability to generate ideas, organize discourse, control sentence structures, choose appropriate vocabulary, and use effective styles. A potential solution to such problems can be found in the application of modern technologies in the classrooms. Telecommunication technologies which include synchronous and asynchronous communication have provided various tools that can be used to assist EFL students to learn writing skills. Therefore, the current quantitative, quasi-experimental study aimed at examining the effect of asynchronous communication, specifically digital dialogued journaling on students’ writing skills. Digital dialogued journaling includes blogs, webpages, discussion forms, or word-processed applications such as Google documents. Using the platform of Google documents, the present study attempted to provide new strategies for teaching writing courses at higher education to help EFL students develop their writing skills. Data was collected from undergraduate students in the College of Languages and Translation, at Al-Imam Muhammad Ibn Saud Islamic University, Riyadh, Saudi Arabia. Data collection depended on a number of instruments: First, a pretest was used to measure the participants’ level of writing before implementing the teaching strategies of dialogued journaling. Secondly, an online dialogued journal, designed by the researcher using Google documents, was employed for the experiment. The journal was sent to the same sample via emails, and the participants posted their reflective writings on different issues regarding their academic journey learning English. Students’ interactive dialogues included prose writing, descriptive and argumentative paragraphs, poetry, and their personal stories. The students-teacher dialogues made the corpus data which enabled investigating the effectiveness of dialogued journaling on improving students’ writing. Thirdly, a posttest was used to collect data regarding the degree of change that occurred as a result of the experiment. Fourthly, a Likert scale questionnaire was used at the end of the experiment to identify the participants’ levels of satisfaction with dialogued journaling. Data analysis was based on using the Analysis of Variance (ANOVA) to compare the results of pretest and posttest. A rubric with five scale criteria was used to examine each rank of students’ writing, and to report each student’s score before and after treatment. The Text Analyzer Software was also employed to examine the participant’s writing lexical density and phrase frequencies. Data analysis results indicated a significant statistical difference between the overall writing scores of the pretest and the posttest. Moreover, the examination of the participants’ writing revealed much improvement in writing styles, word choice, and the student’s voice, which are critical factors in writing. Hence, the significance of the current study is that it provides a new technological tool, such as Google document, for teaching writing skills at higher education. This study includes an instructional model that incorporates digital journaling into teaching English writing. The present research is also a contribution in the field of teaching English, adopting the communicative approach by integrating theories of connectives and constructivism into linguistic theories. <strong></strong></p>

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Sun, Hua. "The Learning Method of Peer Review in College English Writing Course." International Journal of Emerging Technologies in Learning (iJET) 15, no. 05 (March 13, 2020): 156. http://dx.doi.org/10.3991/ijet.v15i05.13775.

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Peer review is an important teaching method of writing. College English has a large vocabulary, complex situations and high degree of specialization, which are difficult points in teaching. Through peer review, students can benefit a lot, such as enhancing interest in college English reading and writing through the exchange of reading and evaluation, enhancing initiative in writing and improving their abilities to identify errors and appreciate English articles. In this paper, the applications of the learning method of peer review in college English teaching were investigated, and it was found that teacher’s behavior, time arrangement and student’s behavior were all particularly important and needed to be arranged in a scientific way. On the other hand, a student-oriented teaching model of “trinity” was also presented, which covered three target elements: ability, knowledge and education. In this paper, a fuzzy comprehensive evaluation method was used to evaluate the learning outcomes of peer review, and an evaluation indicator system for students’ learning ability and the weights thereof were established. According to the actual situation of the evaluated objects, four evaluation grades were selected, that is, excellent, good, fair and poor. Our teaching experiment showed that through this learning model, students have improved their English writing ability and reading comprehension ability to a certain degree, as well as their self-learning ability, which is beneficial to the consolidation of their learning effect.

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Mueller-Lyaskovets, Tetyana, and Olena Horner. "Integrating Formative Assessment with Foreign Language (English) Process Writing Instruction: Lessons from Two College Writing and Reading Classes in Germany." Journal of Academic Writing 11, no. 1 (July 7, 2021): 62–79. http://dx.doi.org/10.18552/joaw.v11i1.499.

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Timed single-draft essays as summative assessment tasks have been argued to be inadequate for both teaching and assessing writing in the context of process writing. This is because single draft essays assess product rather than process. To address this concern, the authors developed, implemented, and evaluated two FL (foreign language) English writing courses that integrate various formative assessment activities for teaching writing. The course-embedded evaluation methodology included three techniques: pre-testing, collecting teacher-student conference reports, and administering a student opinion survey at the end of the semester. Pre-testing and collecting conference reports were both used as techniques for simultaneous teaching and inquiry into this teaching. The student opinion survey evaluated the course design grounded in the new teaching methodology. The findings of the study indicate that consistent use of formative assessment in the English as a Foreign Language (EFL) writing class increases student confidence and motivation to develop their writing skills. Results demonstrate that academic (C1 level) and college (B2 level) writing courses that integrate formative assessment into teaching process writing can be a valuable addition to an array of FL (English) language courses offered by the departments of foreign languages at European universities.

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Wang, Ming, Xiao Man Zheng, Da Chao Yuan, Meng Ya Yi, Fu Ni Luo, and Wei Cheng. "Research on Network Mode of English Writing Learning Based on Constructivism." Applied Mechanics and Materials 651-653 (September 2014): 2490–93. http://dx.doi.org/10.4028/www.scientific.net/amm.651-653.2490.

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In recent years, constructivism has been welcomed by the academia for it emphasizes on students applying initiative learning and self-construction. The kernel of content-rich constructivism study can be generalized as students-centered and emphasizing on initiative employment, initiative discovery and initiative constructing the meaning of what students have learned. As for the current teaching and learning of college English writing, it is imperative to use network technology in writing teaching. Therefore, this paper probes into a mode of network English writing teaching and learning on the basis of constructivism in order to realize the writing teaching and learning reform and improve the self-construction of students’ writing knowledge and writing level.

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Wenjuan, Hao, and Liang Rui. "The Construction of Teaching Model on College English Writing from the Perspective of Cognitive Genre." English Language Teaching 9, no. 10 (August 22, 2016): 31. http://dx.doi.org/10.5539/elt.v9n10p31.

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<p>Teaching is a spiral rising process. A complete teaching should be composed of five parts: theoretical basis, goal orientation, operating procedures, implementation conditions and assessment. On the basis of the genre knowledge, content-based approach and process approach, this text constructs the Teaching Model of College Writing Instruction, in order to give the better guide to teaching and improve the students’ ability of critical thinking and writing.</p>

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Wang, Feifei. "An Empirical Study of the Effects of Reading-writing Connection on Non-English Majors’ Writing Performance." Theory and Practice in Language Studies 10, no. 11 (November 1, 2020): 1425. http://dx.doi.org/10.17507/tpls.1011.11.

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College English writing has been considered as one of the most difficult parts in the field of foreign language teaching. On how to improve the writing performance of college students, a great many of scholars both at home and abroad conducted plenty of studies and achieved fruitful results. The purpose of this study is to investigate whether reading-writing connection has positive influence on the Non-English majors’ writing performance. The study indicates that reading-writing connection indeed has positive influence on the Non-English majors’ writing performance, especially in the aspects of content, language use, organization and vocabulary.

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Fraser, Alison. "Teaching Creative Writing in Special Collections." RBM: A Journal of Rare Books, Manuscripts, and Cultural Heritage 20, no. 2 (November 21, 2019): 70. http://dx.doi.org/10.5860/rbm.20.2.70.

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While enrollments are in a downward trend in humanities departments across the board and in English departments in particular, creative writing has emerged as an area of explosive growth: creative writing enrollments and majors are up, and undergraduate and graduate student demand is high. The impact of this shift on English departments from the traditional focus on literature to creative writing has significant ramifications for university professors and librarians. According to a recent report by the Association of Departments of English (ADE), “The structural visibility of creative writing suggests its considerable importance for the English major—and the growth potential of creative writing does not appear to be exhausted.” The ADE recommends “that departments give continued attention to building enrollments in creative writing and to its fruitful connections and contributions to students’ education in literary and writing studies.” Special collections librarians involved in integrated course instruction with English departments should take note of the ADE report and its recommendation that English departments across the country continue to direct their pedagogical resources to creative writing. What are we doing to serve this growing population of students and how are we adapting our outreach to reflect changing English department enrollments and instruction needs? With David Pavelich, I am in agreement that “For special collections to remain a vibrant and visible presence on university and college campuses, special collections librarians need to reach out to developing user groups” like creative writing students.

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Wang, Shujuan, and Yue Zhang. "Study of Writing Problem in College General English Course—Reflection on the Reform of College English Course." Journal of Language Teaching and Research 8, no. 1 (January 1, 2017): 176. http://dx.doi.org/10.17507/jltr.0801.22.

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Since the end of 2014, many well-known universities in China have launched an another English course reform under the guidance of College English Teaching promulgated by the Department of Education. They reform general English course into Special English course in order to improve students’ English writing capacity. We can see that the improvement and development of students’ English writing skills and ability have become the core content in this English course reform. This study examines the problem of non-English major students’ English writing in General English course based on the systemic functional linguistics and gives some suggestions. A variety of factors that influence English writing are found, such as the attitude toward English writing, the learning approach and strategy, the number of vocabulary, the integrity of sentence, the coherence of discourse and the transfer of native language. These factors interact to influence the development of students’ English writing ability. Some findings are different from the researches of predecessors. In addition, the survey about English writing sources and self-evaluation are helpful to analyze the problems. This study highlights the influence of discourse and suggests to pay more attention to cultivate students’ discourse awareness.

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Ren, Junhong. "College English Writing Instruction for Non-English Majors in Mainland China: The “Output-Driven, Input-Enabled” Hypothesis Perspective." English Language Teaching 10, no. 7 (June 8, 2017): 150. http://dx.doi.org/10.5539/elt.v10n7p150.

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College English writing instruction has been a prominent research area in EFL field in mainland China. This paper has continued the focus by exploring a seemingly effective way for college English writing instruction in China--teaching writing based on reading on the basis of the “output-driven, input-enabled” hypothesis. This hypothesis places emphasis on the important role that language output plays in second language acquisition. Under this hypothesis, language output is both the driving power and objective of EFL teaching; language input provides with the language learners the language forms and content essential for output tasks. This hypothesis meets language learners’ psychological needs, our social needs and current educational needs. In essence, theoretical considerations on carrying out writing instruction based on this hypothesis are discussed. To construct writing instruction, teachers may teach writing based on reading since reading could provide the learners with meaningful language input, which language learners could take advantage of to accomplish the writing tasks. Requirements for writing instructions in reading classes are then identified and illustrations on how to conduct writing are provided under this new hypothesis.

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Ren, Junhong, and Na Wang. "An Experimental Study of College English Teaching under the Production-Oriented Approach in NCEPU." Journal of English Language and Literature 10, no. 3 (December 31, 2018): 1065–69. http://dx.doi.org/10.17722/jell.v10i3.401.

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This study examines the effectiveness of production-oriented approach in college English reading and writing teaching. Sixty-eight students in their first-year study participated in this study. They were assigned the control group (CG, thirty-four students from the discipline of power engineering) and the experimental group (EG, thirty-four students from the discipline of electronic engineering). Pre-test indicated no significant difference between CG and EG in terms of reading and writing performance. During the teaching experiment, the two groups were taught under the traditional teaching approach and POA respectively. Subsequent post-test revealed that CG showed significant increase in reading skills as compared to EG, and that no significant difference was found between CG and EG in writing scores, but EG in general did much better in word choices, content and structure in writing. Possible reasons for the findings are explained and further suggestions for implementing POA effectively are put forward.

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Bulinski, Katherine V. "Models and Strategies for Teaching Evolution to Non-Science Majors in a Seminar Format." Paleontological Society Special Publications 12 (2012): 93–108. http://dx.doi.org/10.1017/s2475262200009254.

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A cornerstone of paleontological education is the topic of evolution. While formal evolutionary biology classes made up of lectures and labs are essential for students of biology and paleontology, these classes are closed to most non-science majors because they often require multiple prerequisites. Because of a combination of anti-evolution cultural forces and shortcomings in evolution-based education at the K-12 level, many American college students have not received accurate or effective evolution instruction before entering college. Because a working knowledge of evolution is essential for developing biological scientific literacy, some colleges and universities now offer seminar-style evolution courses designed for non-science majors that can help reverse this trend. Seminars such as these offer students the added opportunity to develop more sophisticated writing, speaking, and critical-thinking skills in the context of evolutionary biology. This chapter highlights two successful course models and two shorter course modules, provides lists of teaching resources, and details a number of different writing and discussion-based pedagogical strategies as they apply to teaching evolution in a seminar setting.

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Ying, Zhang. "Exploring Construction of College English Writing Course from the Perspective of Output-Driven Hypothesis." English Language Teaching 11, no. 2 (January 23, 2018): 188. http://dx.doi.org/10.5539/elt.v11n2p188.

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English writing is regarded as the most difficult task by Chinese EFL learners. Due to the existing problems in present college English writing instruction, teachers fail to provide effective guidance in students’ writing process and students report a low level of motivation and confidence in writing tasks. Through purposeful reading discussions driven by writing tasks, students are provided with sufficient opportunities to receive language input. Reading-to-writing activities, based on output-driven hypothesis, help students consolidate and internalize linguistic and stylistic knowledge acquired in reading. This study mainly focuses on integrated reading-to-writing mode applied in teaching college English writing based on output-driven hypothesis, aiming at helping teachers guide students to improve their language proficiency so as to enhance the efficiency of writing.

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He, Xiaoyu. "An Action Research on Improving Non-English Majors’ English Writing by Basic Sentence Pattern Translation Drills." English Language Teaching 9, no. 1 (December 10, 2015): 142. http://dx.doi.org/10.5539/elt.v9n1p142.

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<p>English writing plays an indispensible part in EFL (English as a Foreign Language) learning for Chinese students, which accounts for a high score in an English test in China. And it is also a comprehensive reflection of students’ abilities in L2 application. However, most non-English majors in vocational and technical colleges have great trouble in English writing and writing incorrect and inappropriate sentences ranks number one among all the English writing problems. English writing teaching is always a weak part in English teaching. The researcher conducted an eleven-week action research on basic sentence pattern translation drills among 50 non-English majors from 4 classes who didn’t pass CET-3 in a Vocational and Technical College. Before the action research, students’ writing problems were identified via questionnaire, sentence test and writing pretest. Then an eleven-week action plan was carried out and one adjustment was made to the plan in the light of results of interviews. Writing posttest was taken and another interview was made afterwards. It was found from data collection and analysis as well as analysis of students’ writing samples that students could write correct sentences in English and their English writing scores and abilities improved a lot after the action research.</p>

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