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Journal articles on the topic 'Write Process'

Author: Grafiati

Published: 4 June 2021

Last updated: 4 February 2022

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1

van Weijen, Daphne, Huub van den Bergh, Gert Rijlaarsdam, and Ted J. M. Sanders. "Differences in Process and Process-Product Relations in L2 Writing." ITL - International Journal of Applied Linguistics 156 (2008): 203–26. http://dx.doi.org/10.2143/itl.156.0.2034433.

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AbstractThis study examines whether writers vary how they write under influence of the changing task situation when writing in a second language (L2) and, if so, whether differences in the way they write are related to variations in text quality. Twenty first year students wrote four texts each in their L2 (English) under think-aloud conditions. The analysis focused on four cognitive activities: Reading the assignment and sources, Planning, Generating ideas and Formulating. Results indicate that, on average, the occurrence of each activity varies during the writing process. In addition, writers differ in the extent that they vary their process execution (i.e., the way they apply different activities) while writing. These differences, however, depend on the moment in the writing process, and on the activity being carried out. In general, writers’ behaviour is rather stable between tasks, at least at the start of the writing process. Finally, results indicate that the correlation between each activity and text quality varies during the writing process and also differs somewhat between tasks.

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2

van Weijen, Daphne, Huub van den Bergh, Gert Rijlaarsdam, and Ted Sanders. "Differences in Process and Process-Product Relations in L2 Writing." ITL - International Journal of Applied Linguistics 156 (2008): 203–26. http://dx.doi.org/10.1075/itl.156.18wei.

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This study examines whether writers vary how they write under influence of the changing task situation when writing in a second language (L2) and, if so, whether differences in the way they write are related to variations in text quality. Twenty first year students wrote four texts each in their L2 (English) under think-aloud conditions. The analysis focused on four cognitive activities: Reading the assignment and sources, Planning, Generating ideas and Formulating. Results indicate that, on average, the occurrence of each activity varies during the writing process. In addition, writers differ in the extent that they vary their process execution (i.e., the way they apply different activities) while writing. These differences, however, depend on the moment in the writing process, and on the activity being carried out. In general, writers’ behaviour is rather stable between tasks, at least at the start of the writing process. Finally, results indicate that the correlation between each activity and text quality varies during the writing process and also differs somewhat between tasks.

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3

Mallary, Michael, Mourad Benakli, and Apalkov Dmytro. "Perpendicular recording write process modeling issues." Journal of Magnetism and Magnetic Materials 321, no. 6 (2009): 566–71. http://dx.doi.org/10.1016/j.jmmm.2008.08.105.

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4

Williams, M., C. Rettner, K. Takano, and W. Weresin. "Perpendicular write process and head design." IEEE Transactions on Magnetics 38, no. 4 (2002): 1643–46. http://dx.doi.org/10.1109/tmag.2002.1017749.

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5

Williams, R., W. Humphrey, and S. Bryson. "Using Process Improvement Methodology to Write Policy." Journal of the American Dietetic Association 97, no. 9 (1997): A50. http://dx.doi.org/10.1016/s0002-8223(97)00500-2.

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6

Bean, John C., and Donald M. Murray. "Read to Write: A Writing Process Reader." College Composition and Communication 38, no. 3 (1987): 366. http://dx.doi.org/10.2307/357767.

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7

Suminar, Ratna Prasasti, and Giska Putri. "The Effectiveness of TTW (Think-Talk-Write) Strategy in Teaching Writing Descriptive Text." Academic Journal Perspective : Education, Language, and Literature 2, no. 2 (2018): 300. http://dx.doi.org/10.33603/perspective.v2i2.1666.

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This research entitled “The Effectiveness of TTW (Think-Talk-Write) Strategy in Teaching Writing Descriptive Text. TTW (Think-Talk-Write) strategy is one of strategy in teaching learning process, TTW (Think-Talk-Write) strategy one of cooperative learning. Think-Talk-Write (TTW) Strategy is starting from involvement of students in thinking or dialogue with it self after reading process. Then talk and share ideas (sharing) with friend before writing. One group consist of 4-6 students, in this group of students requested making notes, explaining, listening and sharing ideas with friends and express them through writing. The problem of the research is “To find out the effectiveness TTW (ThinkTalk-Write) strategy in teaching writing descriptive text?” The population in the research is the second grade students of UNSWAGATI CIREBON. The writer takes two classes of the second grade students as the sample from this research which were divided into two groups; experimental group (7AB) and control group (7CD). The instruments of collecting data are tests; pre-test and post-test. To analyze of data, the writer used a quasiexperimental design. The writer gave writing test to gather the data. There were pre-test and post-test. The formula that was used analyze the data was t-test. It was used to determine whether there was significance difference between students’ score in experimental group and control group.

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8

Nicolas, Maureen O'Day. "Can Youssef Write?" Hawliyat 17 (July 11, 2018): 103–18. http://dx.doi.org/10.31377/haw.v17i0.71.

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On the heels of research in the 1970s by Briton and others at the University of London, where they discovered that classrooms were disturbingly teacher-centered, the article Why Johnny Cant Write? , appeared in Newsweek in 1975 and set the academic world on a path of reform. Briton is credited with labeling the subsequent pedagogical movement that promoted writing as a means to engage students in the process of knowledge formation as 'writing across the curriculum' (WAC). The literary crisis the Newsweek article generated resulted in WAC programs being implemented in more than 50% of institutions Of higher education in the US by the late 1980s (Kemper, 2013). The assumption that writing is not just a means of expressing what was learned but is, in fact, an integral part of the learning process is the central thesis of this essay. The essay explores how writing has played a major role in the learning process in tertiary programs in the Western world and how WAC is beginning to inform learning at the tertiary level internationally. The paper argues that if such extraordinary measures were taken in a native-speaker context to avert a perceived literacy crisis, then a context, such as the University Of Balamand, where English is a second or even third language, should also put equally extraordinary measures into practice for the benefit of students.

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9

Clegg, Frances. "When a writer can't write: Studies in writer's block and other composing-process problems." Behaviour Research and Therapy 25, no. 2 (1987): 170. http://dx.doi.org/10.1016/0005-7967(87)90097-0.

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10

Gwan Soo Park, Ming Ni, and J. A. Bain. "Pulse asymmetries and write nonlinearities in the write equalization process for magnetic tape recording." IEEE Transactions on Magnetics 35, no. 5 (1999): 2262–64. http://dx.doi.org/10.1109/20.800793.

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11

Gioia, Deborah. "Process and product, to do and to write." Qualitative Social Work 12, no. 3 (2013): 372–73. http://dx.doi.org/10.1177/1473325013486574.

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12

Huang, Huei Li. "Transition Length Distribution in Write Process in γFe2O3". Japanese Journal of Applied Physics 24, Part 1, No. 8 (1985): 1111–12. http://dx.doi.org/10.1143/jjap.24.1111.

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13

Wilson, B. A., S. X. Wang, and A. M. Taratorin. "Linearizing the read process for write nonlinearity measurements." IEEE Transactions on Magnetics 33, no. 5 (1997): 2692–94. http://dx.doi.org/10.1109/20.617447.

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14

Blake, JoAnn. "Write to Health: Journaling Can Enhance Psychotherapeutic Process." Psychiatric News 52, no. 15 (2017): 1. http://dx.doi.org/10.1176/appi.pn.2017.7b20.

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15

Aryani, Aryani. "Peningkatan Kemampuan Menulis Karangan Dekripsi Dengan Menggunakan Media Gambar." Jurnal Konseling dan Pendidikan 4, no. 3 (2016): 29. http://dx.doi.org/10.29210/19100.

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Writing is a processof delivering ideas and messages, feelings and information to the readers through creative process and this activity needs knowledge and skill, so the readers can easily and clearly undertand the ideas or messages of the writer. One of writng texts is descriptive text which describes about something. There are some factors which make the writer can not deliver and write his or her ideas about describing something. This condition is caused by the media which is used by the teacher in the classroom is not interesting and cannot motivate the students to write descriptive text. This research is about increasing students’ability in writing descriptive text by using pictures By using pictures, the students can be motivated to write and to deliver their ideas to descrite something well.

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16

Wardhana, I. Made. "FROM OUTLINING TO ACADEMIC WRITING." Jurnal Santiaji Pendidikan (JSP) 5, no. 2 (2015): 103–15. http://dx.doi.org/10.36733/jsp.v5i2.438.

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Academic essay writing undergoing the process of pre-writing, drafting, responding, revision, editting and post writing showing that it is not a simple activity, therefore it requires techniques or ways to help the writer, especially a beginner writer in expressing one’s ideas to write an academic writing. This study attempted to find out whether outlining could enhance the efficiency for the students to write an academic essay. The responses to the questionnaires distributed to 115 students showed that outlining could make it easier for them to write academic essay writing especially in organising their ideas.The result of product moment computation also confirmed that there was a very positive correlation between the students’ perception on outlining and their academic essay writing achievement. Therefore, it could be suggested that during the prewriting stage the students should be exposed with the process of writing outline so their writing would be more focussed on the topic idea of the thesis statement and topic ideas of the topic sentences with a good development of ideas and sentences in order to get a unified and coherent writing.

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17

Nurhadi, Kardi, Tubagus Ade Rahmat Hidayat, and Tubagus Ade Rahmat Hidayat. "A GENRE ANALYSIS OF STUDENTS’ WRITING HORTATORY EXPOSITION TEXT AT ELEVENTH GRADE OF SENIOR HIGH SCHOOL." Wiralodra English Journal 3, no. 1 (2019): 295–301. http://dx.doi.org/10.31943/wej.v3i1.25.

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The objective of this study is to know how the students’ write hortatory exposition text on using generic structure and language features at eleventh grade of senior high school in Indramayu. This study utilized descriptive qualitative research using genre analysis by Hyland (2004) as research design. The data were obtained by collecting writing assignment. The writer took 20 students of XI-6 MIPA of SMAN 2 Indramayu as the participant. The texts were analyzed in term of generic structure and language features in students’ writing hortatory exposition which were undertaken by Gerot and Wignell (1994). The result showed that the students still got difficulty in writing generic structure. The students did not write generic structure completely as suggested. Mostly, they did not write recommendation in their hortatory exposition. Meanwhile, in language features, mostly did not complete their sentence by putting mental and material process. Therefore, it can be concluded that the students do not understand to write hortatory exposition in good generic structure and language features. The teacher should teach hortatory exposition by explaining and guide them carefully especially for composing recommendation for generic structure and mental process as well as material process for language features. Hence, both of them are crucial to write and organize the text. Hopefully, the students could improve their macro skills in writing.

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18

Nakova-Tahchieva, Katyaa. "How To Write A Narration." Педагогически форум 7, no. 4 (2019): 43–49. http://dx.doi.org/10.15547/pf.2019.028.

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The present work is part of a research paper for which I extend my heartfelt thanks to Assoc. Prof. Dr. Valko Kanev. It examines some specifics of the artistic creation process that lead to the creation of one of the types of written student texts - the narration. Its variations - "narration by imagination" and "narration by set supports" are regulated in the new fifth grade curriculum. The requirements for writing a narration and the exemplary thematic curriculum of optional literature classes in the 7-tgrade have proven to be applicable in the literature education process.

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19

Costello, Jacqueline, Linda Watkins-Goffman, and Diana G. Berkowitz. "Thinking to Write: A Composing-Process Approach to Writing." Modern Language Journal 75, no. 4 (1991): 521. http://dx.doi.org/10.2307/329525.

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20

Shang, Shuo, Dan Wellburn, Eamonn Fearon, et al. "Laser assisted direct write process with novel beam profiles." Optics and Lasers in Engineering 51, no. 5 (2013): 527–32. http://dx.doi.org/10.1016/j.optlaseng.2012.11.005.

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21

Nystrand, Martin, Linda Flower, Victoria Stein, et al. "Reading-to-Write: Exploring a Cognitive and Social Process." College Composition and Communication 43, no. 3 (1992): 411. http://dx.doi.org/10.2307/358232.

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22

Jian-gang Zhu and H. Bertram. "Computer modeling of the write process in perpendicular recording." IEEE Transactions on Magnetics 22, no. 5 (1986): 379–81. http://dx.doi.org/10.1109/tmag.1986.1064374.

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23

Palmer, Dean, John Mong, David Stanek, and Roger Wood. "Characterization of the read/write process for magnetic recording." IEEE Transactions on Magnetics 31, no. 2 (1995): 1071–76. http://dx.doi.org/10.1109/tmag.1995.5680698.

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24

Olson, Terry, Wenchien Hsiao, and Danzhu Lu. "Longitudinal write-process modeling including measured angular-dependent coercivity." Journal of Applied Physics 93, no. 10 (2003): 6558–60. http://dx.doi.org/10.1063/1.1555379.

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25

Ahn, HooYoung, Junsu Kim, and YoonJoon Lee. "A Highly Reliable Storage Systems Based on SSD Array for IoE Environment." International Journal of Grid and High Performance Computing 9, no. 4 (2017): 1–15. http://dx.doi.org/10.4018/ijghpc.2017100101.

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Devices in IoE (Internet of Everything) environment generate massive data from various sensors. To store and process the rapidly incoming large-scale data, SSDs are used for improving performance and reliability of storage systems. However, they have typical problem called write amplification which is caused by out-of-place updates characteristics. As the write amplification increases, it degrades I/O performance and shortens SSDs' lifetime. This paper presents a new approach to reduce write amplification of SSD arrays. To solve the problem, this paper proposes a new parity update scheme, called LPUS. LPUS transforms random parity updates to sequential writes with additional log blocks in SSD arrays by using parity logs and lazy parity updates. The experimental results show that, LPUS reduces write amplification up to 37% and the number of erases up to 50% with the reasonable size of log space.

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26

Karlsson, Leena. "PERMISSION TO WRITE." Philologia hispalensis 1, no. 34 (2020): 159–72. http://dx.doi.org/10.12795/ph.2020.v34.i01.09.

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In this narrative auto-ethnographic paper, I experiment with a version of “post-academic” writing. I explore how I could improve and develop my craft as a narrative inquirer and strengthen my written voice as an expression of my practitioner-researcher autonomy. I tell the story of two writers, myself and Laura, my student, by bringing us as characters into the same story. We are both students of writing and in the process of developing our thinking and awareness of educational experience through our writing. We use writing as inquiry, as a method, and our texts emerge from the shared storytelling world of language counselling. We both experiment with personal reflective writing as a way of claiming ownership of this open-ended writing practice and of expressing our autonomy. In this paper, I give glimpses of our stories with a view to how Laura’s story worked on me as a practitioner-researcher and a scholarly writer.

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27

Barclay, Alan. "AGENCY IN COMPOSITIONAL WORKFLOW: HOW YOU WRITE AFFECTS WHAT YOU WRITE." Tempo 75, no. 296 (2021): 71–84. http://dx.doi.org/10.1017/s0040298220000960.

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AbstractThe organising of tools, whether real or virtual, is an essential part of composition that is often overlooked. This article aims to generate a discussion about how a composer's working environment can permeate the compositional process and contribute to or inform their ideations. Central to this understanding, in terms of agency, has been to consider workflow as a subset of Actor–Network Theory. Here, a musical composition is viewed as a multiplicity of relationships between workflow and ideations, and suggests an expanded practice of musical creation that explores the various agencies that shape a composition. Nevertheless, this article is not intended as a comprehensive account, but only, as Bruno Latour would put it, ‘to add in a messy way to a messy account of a messy world’.

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28

Suparmo, Suparmo. "THE STUDENT’S ABILITY TO WRITE A GOOD PARAGRAPH THROUGH DISCUSSION AT THE SECOND YEAR STUDENTS OF SMAN 1 PAKEL TULUNGAGUNG." Journal of English for Academic and Specific Purposes 2, no. 1 (2019): 18. http://dx.doi.org/10.18860/jeasp.v2i1.7260.

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As members of society, we are necessarily trained in writing activities, at least in creating sentences to good paragraphs. However, there are reasons how to read is not enough, and we are also interested in how to write sentences very well (Zamel, 1987: 257). Writing a good paragraph is a complex process that has been done and not easy for everyone. From four language skills, writing a composition is considered as a subject that is difficult to master. Mastery of writing is not a skill which can be learned in isolation. It means that writing is integrated by the other language skills such as reading, speaking, and listening, (Richard &amp; Rodger (1999:56). The usage of acceptable technique is essential in teaching-learning process because it motivates the students to learn English. Therefore, the writer provides a research question on whether the students have created their composition easily through a peer-to-peer discussion. In this case, the writer needs to observe whether there are different results of composing a paragraph through a peer-to-peer discussion compared with the other groups. The objectives of the study are whether students using the discussion to write a good paragraph gain better scores in English than those who do not. The writer collects the data from the students of the second year. They were asked to write a paragraph based on specific topics provided by a classroom teacher and choose three alternative topics to write quickly. The first process was that the students were trained to write a paragraph in a group. Next, in the final activity, they create a composition. The result of research about making composition through a discussion way is right. They can share each other to correct the mistakes. With the result of the discussion, the students can create the composition better the next day. The research concludes that making composition through a discussion way is one of the solutions to make composition easier for the students. <em>Based on the result of research, the students enjoy writing a paragraph through discussion way.</em>

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29

Joshi-Imre, Alexandra, and Sven Bauerdick. "Direct-Write Ion Beam Lithography." Journal of Nanotechnology 2014 (2014): 1–26. http://dx.doi.org/10.1155/2014/170415.

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Patterning with a focused ion beam (FIB) is an extremely versatile fabrication process that can be used to create microscale and nanoscale designs on the surface of practically any solid sample material. Based on the type of ion-sample interaction utilized, FIB-based manufacturing can be both subtractive and additive, even in the same processing step. Indeed, the capability of easily creating three-dimensional patterns and shaping objects by milling and deposition is probably the most recognized feature of ion beam lithography (IBL) and micromachining. However, there exist several other techniques, such as ion implantation- and ion damage-based patterning and surface functionalization types of processes that have emerged as valuable additions to the nanofabrication toolkit and that are less widely known. While fabrication throughput, in general, is arguably low due to the serial nature of the direct-writing process, speed is not necessarily a problem in these IBL applications that work with small ion doses. Here we provide a comprehensive review of ion beam lithography in general and a practical guide to the individual IBL techniques developed to date. Special attention is given to applications in nanofabrication.

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30

Halidjah, Siti. "Implementation of Process Approach in Learning Write A Short Story." JP2D (Jurnal Penelitian Pendidikan Dasar) UNTAN 1, no. 1 (2018): 81. http://dx.doi.org/10.26418/jp2d.v1i2.27.

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This study aims to gain an in-depth understanding of the implementation of a process approach in short story writing lessons to students of PGSD Study Program FKIP Untan. This research uses qualitative approach. Sources of data in this study is a short story writing learning event using a process approach. The research procedure used in this research is planning, execution, data analysis, and report writing. Data collecting technique used is direct observation technique and document observation. The data collection tools used are field notes and documentation pertaining to the learning process and learning outcomes. Analysis of this research data begins with data collection, data reduction, data presentation, and inference/verification. Based on the results and discussion in this study can be concluded that the process approach can improve students' writing short story skills. This increase can be seen from the process as well as the product. Learning to write by following the stages of the process approach can help the lecturer to provide variations and stimuli in the task of writing a given short story. The improvement process can be seen from the process of creative writing learning with process approach in student activities and class situation in creative writing poetry learning, while from the product side of the students' writing skill improvement skills.

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31

Servin, Isabelle, Marie-Line Pourteau, Jonathan Pradelles, et al. "Progress and process improvements for multiple electron-beam direct write." Japanese Journal of Applied Physics 56, no. 6S1 (2017): 06GC03. http://dx.doi.org/10.7567/jjap.56.06gc03.

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32

Digiulio, Sarah. "ACS Rolls Out New Process to Write Cancer Screening Guidelines." Oncology Times 34, no. 3 (2012): 25. http://dx.doi.org/10.1097/01.cot.0000412444.43015.50.

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33

Nomura, Noboru, Kenji Kawakita, Yoshihiko Hirai, et al. "An E-Beam Direct Write Process for 16M-Bit DRAMs." Japanese Journal of Applied Physics 28, Part 1, No. 12 (1989): 2615–23. http://dx.doi.org/10.1143/jjap.28.2615.

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34

Perlov, C. M. "Modeling the write process in direct overwrite magneto‐optic media." Journal of Applied Physics 69, no. 8 (1991): 4945–47. http://dx.doi.org/10.1063/1.348183.

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35

Desai, Salil, and Michael Lovell. "Computational fluid dynamics analysis of a direct write manufacturing process." International Journal of Nanomanufacturing 3, no. 3 (2009): 171. http://dx.doi.org/10.1504/ijnm.2009.027424.

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36

Akagi, K., and T. Hamaguchi. "Servo Signal Quality for Perpendicular Recording in Servo Write Process." IEEE Transactions on Magnetics 43, no. 9 (2007): 3779–84. http://dx.doi.org/10.1109/tmag.2007.903084.

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37

Sumei Wang, Dan Wei, and Kai-Zhong Gao. "Effect of Sawtooth Shape on Switching Process of Write Head." IEEE Transactions on Magnetics 44, no. 11 (2008): 3145–48. http://dx.doi.org/10.1109/tmag.2008.2001603.

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38

Ling, Sue. "Talk-Write in the Composing Process: From Prewriting to Writing." TESL Canada Journal 4, no. 1 (1986): 55. http://dx.doi.org/10.18806/tesl.v4i1.497.

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39

Desai, Salil, and Michael Lovell. "Modeling fluid–structure interaction in a direct write manufacturing process." Journal of Materials Processing Technology 212, no. 10 (2012): 2031–40. http://dx.doi.org/10.1016/j.jmatprotec.2012.05.006.

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40

Arnold, Craig B., and Alberto Piqué. "Laser Direct-Write Processing." MRS Bulletin 32, no. 1 (2007): 9–15. http://dx.doi.org/10.1557/mrs2007.9.

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AbstractDirect-write techniques enable computer-controlled two- and three-dimensional pattern formation in a serial fashion. Among these techniques, the versatility offered by laser-based direct-write methods is unique, given their ability to add, remove, and modify different types of materials without physical contact between a tool or nozzle and the material of interest. Laser pulses used to generate the patterns can be manipulated to control the composition, structure, and even properties of individual three-dimensional volumes of materials across length scales spanning six orders of magnitude, from nanometers to millimeters. Such resolution, combined with the ability to process complex or delicate material systems, enables laser direct-write tools to fabricate structures that are not possible to generate using other serial or parallel fabrication techniques. The goal of the articles in this issue of MRS Bulletin is to illustrate the range of materials processing capabilities, fundamental research opportunities, and commercially viable applications that can be achieved using recently developed laser direct-write techniques. We hope that the articles provide the reader with a fresh perspective on the challenges and opportunities that these powerful techniques offer for the fabrication of novel devices and structures.

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41

Jones, Robert E., and Seshu B. Desu. "Process Integration for Nonvolatile Ferroelectric Memory Fabrication." MRS Bulletin 21, no. 6 (1996): 55–58. http://dx.doi.org/10.1557/s0883769400046091.

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The remanent-polarization states of ferroelectric capacitors have long been of interest for nonvolatile storage of digital data. A simple memory array can be formed by perpendicular rows and columns of conductors with a ferroelectric capacitor at each crosspoint. In the simplest geometry, these conductors also are the capacitor electrodes on either side of a ferroelectric layer. Each capacitor represents one bit of digital data. If a voltage of V0 is required to write a capacitor, then data can be written to a specific bit by applying V0/2 and –V0/2 to the appropriate row and column. Such ferroelectric memory arrays were constructed as early as the 1950s. However, due to the breath of the ferroelectric transition, they were not successful because during the write of a specific capacitor, the V0/2 voltage signals disturb the polarization in other capacitors. This is in contrast to the successful use of the analogous ferromagnetic crosspoint arrays, which are familiar as the core memories of early computer technology.

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42

Bostian, Lloyd R., and Ann C. Thering. "Scientists: Can They Read What They Write?" Journal of Technical Writing and Communication 17, no. 4 (1987): 417–27. http://dx.doi.org/10.2190/q4yk-umcu-d6bw-3age.

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We evaluated scientists' abilities to process two writing styles, active and nominal in comprehension and reading speed, and determined their preferences for these styles. International scientists (with English as a first, second, or third language) were tested. Results show scientists comprehend nominal style as well as active style but process nominal style more slowly. Scientists with lower levels of English experience have proportionately greater difficulty processing nominal style than active style. Scientists prefer active writing to nominal writing and rate scientists who write actively higher than those who write nominally. Scientists should use more active style and technical editors should apply a heavy hand to nominal style.

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43

Dorin, Bryce, Patrick Parkinson, and Patricia Scully. "Direct laser write process for 3D conductive carbon circuits in polyimide." Journal of Materials Chemistry C 5, no. 20 (2017): 4923–30. http://dx.doi.org/10.1039/c7tc01111c.

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44

Herusatoto, Hesthi. "Mentor Texts: Models to Improve False Beginners’ Writing Skills." Ethical Lingua: Journal of Language Teaching and Literature 5, no. 2 (2018): 123–38. http://dx.doi.org/10.30605/ethicallingua.v5i2.886.

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This research was to find out the effects of mentor texts on students’ ability to write a descriptive paragraph. Changes in the content and organization of their paragraphs were examined closely. As many as 35 students majoring in nursing who were enrolled in an English class participated in this research. In the class, the students learned to write a descriptive paragraph using some mentor texts which served to help them learn identifying and writing a topic sentence, supporting sentences, and a concluding sentence. The texts also provided them with models to make a paragraph have unity and coherence. The data were collected from the student’ paragraphs produced before and after the learning process and the paragraph they wrote in the delayed posttest. A survey was also distributed at the end of their English class to collect their responses on the use of mentor texts in their learning process. The findings of this research indicated that mentor texts indeed had positive effects on the students’ ability to write a descriptive paragraph. Their awareness to include a topic sentence, details, unity, a concluding sentence, and transition signals in their paragraph was found to significantly develop. In addition, mentor texts enhanced the students’ confidence, interest, and motivation in writing.

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Matsui, Hiroshi, Tatsuya Nagao, and Yoshinao Norimitsu. "Direct write lithography approach for Panel Level Package." International Symposium on Microelectronics 2016, no. 1 (2016): 000406–9. http://dx.doi.org/10.4071/isom-2016-tha22.

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Abstract Fan-out processing a is booming technology at wafer level packaging. However, chip last process in fan-out gives great difficulty to lithography. At the same time, the industry is looking for increasing substrate size in order to reduce production cost. Direct write technology shall be the key lithography process having both flexibility and compatibility for large size substrate.

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Nuraeni, Iin, and Fahrus Zaman Fadhly. "CREATIVE PROCESS IN FICTION WRITING OF THREE INDONESIAN WRITERS." Indonesian EFL Journal 2, no. 2 (2017): 117. http://dx.doi.org/10.25134/ieflj.v2i2.644.

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This research investigates the creative process in fiction writing employed by three writers of different writing genres: short story, novel, and poem. This study applied a qualitative method that involved one male and two female writers in Kuningan and Majalengka. The data collected from document analysis, observation, and interview were analyzed through descriptive qualitative method. The results of the analysis revealed that there were five creative processes of writing fiction used by the writers in writing fiction, namely preparation, incubation, insight, evaluation, and elaboration. Besides, it also revealed that novel writer is more creative than short story and poem writers since he uses all steps of creative process. In addition, the researcher found that there were some ways of exploring imagination in writing fiction, including drawing and deepen characters in the film or theater, making mind mapping to write, developing a shorter text, and expecting that the writing will be read by younger generation.Keywords: creative process, writing fiction, fiction writers, imagination process

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Zhang, Shenglan. "Killing two birds with one stone? Turning CFL learners into book writers." Chinese as a Second Language (漢語教學研究—美國中文教師學會學報). The journal of the Chinese Language Teachers Association, USA 51, no. 2 (2016): 164–90. http://dx.doi.org/10.1075/csl.51.2.03zha.

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Two problems often emerge in the process of learning Chinese. First, learning to write at the beginning stage often focuses on forms, without an authentic purpose. As a result, learners do not have enough motivation to write. Second, while extensive reading benefits language learners, not many extensive reading materials are available to beginning and lower-intermediate level CFL learners. This empirical study examined the feasibility of incorporating a writing project into the curriculum, as well as the potential impact of such a project on learners’ reading and writing progress. A total of 89 learners participated in this study. The findings show that the participants who wrote books and those who read the books both enjoyed and benefited from the project.

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Ludlow, Barbara L. "Tips and Tricks for Getting Work Published in RSEQ and Other Professional Journals." Rural Special Education Quarterly 22, no. 1 (2003): 33–41. http://dx.doi.org/10.1177/875687050302200106.

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This article explains the process of writing and publishing in professional journals and attempts to demystify the process as it related to the professional literature in special education and disability services. It offers a 21 step procedure to help beginning and novice writers in generating ideas to write about, planning and preparing the manuscript, and submitting the manuscript for publication. Each step includes insider tips and tricks for becoming a more successful professional writer and reaching the goal of seeing one's written work in print.

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Hobri, Hobri, Samsul Arifin, Randi Pratama Murtikusuma, Ervin Oktavianingtyas, and Inge Wiliandani Setya Putri. "Students' Critical Thinking Process in Solving Jumping Task According to Gregorc's Thinking Style." Jurnal Didaktik Matematika 8, no. 1 (2021): 15–31. http://dx.doi.org/10.24815/jdm.v8i1.19776.

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Indonesian students are lacking in critical thinking skills, however, studies analyzing critical thinking processes and their relation to thinking styles are limited. This study aimed to describe students’ critical thinking processes in solving jumping task problems according to Gregorc's thinking style. The subjects of this present qualitative research were eight Year 7 students. The instruments included a thinking style questionnaire, tests, and interview guidelines. The results showed that concrete sequential subjects tended to write the completion stages sequentially and analyzed them well. Abstract sequential subjects were inclined to solve the problems based on the known concepts without completing the work. Concrete random subjects tended to write information in their own way without completing their work. Meanwhile, abstract random subjects were inclined to write incomplete information and did not complete their work. Generally, based on the IDEALS model, the two sequential subjects were similar in the identity, define, and enumerate steps, while the two random subjects only had similarities in the identity step. This study results imply that jumping tasks can be used as an alternative in developing students’ critical thinking skills.

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Boyd, Michelle. "How We Write: Understanding Scholarly Writing through Metaphor." PS: Political Science & Politics 45, no. 04 (2012): 736–41. http://dx.doi.org/10.1017/s1049096512000832.

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AbstractThis article introduces thewriting metaphorand examines why political scientists should consider developing one to describe their own writing process. Drawing on the author's experience with writing accountability groups, it defines the components of the writing metaphor, provides an example, and discusses its advantages and disadvantages. The article argues that the writing metaphor can clarify scholars' implicit assumptions about the act of writing and the writing product and reveal unexpected information about their work habits and thinking process. By doing so, the writing metaphor can increase scholars' productivity and may ultimately enhance their writing experience.

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