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Relevant bibliographies by topics / Write. Reading

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Academic literature on the topic 'Write. Reading'

Author: Grafiati

Published: 4 June 2021

Last updated: 17 February 2022

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Journal articles on the topic "Write. Reading"

1

Merrell, Christine, and Peter Tymms. "Write reading wrongs." 5 to 7 Educator 2004, no. 2 (2004): 12–13. http://dx.doi.org/10.12968/ftoe.2004.4.2.19816.

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Nolan, Deborah, and Sara Stoudt. "Reading to write." Significance 17, no. 6 (2020): 34–37. http://dx.doi.org/10.1111/1740-9713.01469.

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Polivka, Raymond P. "Reading to write." ACM SIGAPL APL Quote Quad 20, no. 4 (1990): 288–97. http://dx.doi.org/10.1145/97811.97860.

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Lenski, Susan Davis, and Jerry L. Johns. "Patterns of reading‐to‐write." Reading Research and Instruction 37, no. 1 (1997): 15–38. http://dx.doi.org/10.1080/19388079709558252.

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Kenworthy, Christine. "Write then, let's try reading!" Practical Pre-School 2008, no. 92 (2008): 31–32. http://dx.doi.org/10.12968/prps.2008.1.92.37793.

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Grant, Maria J. "Learning to write through reading." Health Information & Libraries Journal 33, no. 4 (2016): 255–56. http://dx.doi.org/10.1111/hir.12166.

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Nofitri, Zartika, and Ena Noveria. "Hubungan Kemampuan Membaca Pemahaman dengan Kemampuan Menulis." Pendidikan Bahasa Indonesia 9, no. 2 (2020): 80. http://dx.doi.org/10.24036/108994-019883.

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ABSTRACTThis article generally aims to determine the ability to read with the ability to write, while specifically to get an idea of the relationship between reading and writing in writing an article. The ability to reading comprehension and write has a very close relationship when viewed from various aspect. This certainly happens because there is continuity between the two language skills. A writer will not be able to produce a good writing if unable and skilled in reading. Skillful in reading here means being able to understand the contents of the reading and know the meaning of the reading. Vice versa, if someone is skilled in reading then he will easily produce an article. Kata kunci: kemampuan, membaca, menulis

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Asención Delaney, Yuly. "Investigating the reading-to-write construct." Journal of English for Academic Purposes 7, no. 3 (2008): 140–50. http://dx.doi.org/10.1016/j.jeap.2008.04.001.

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Kerkman, Dennis D., Kay L. Kellison, Marites F. Piñon, Donna Schmidt, and Sharon Lewis. "The Quiz Game: Writing and Explaining Questions Improve Quiz Scores." Teaching of Psychology 21, no. 2 (1994): 104–6. http://dx.doi.org/10.1207/s15328023top2102_11.

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The quiz game is designed to increase learning by requiring students to write a multiple-choice question on each reading assignment and explain why each response is correct or not. To test the game's effects, one developmental psychology class wrote questions with explanations of each response, whereas another class did not write questions. Both classes took pop quizzes composed of the 10 best questions the experimental class wrote. If more than half of the experimental class missed a question, the question writen received bonus points. The experimental class had significantly higher quiz scores than the control class, even when grade point averages were statistically controlled. The questions' formal correctness predicted quiz scores, but their conceptual quality did not. Perhaps explaining each response elaborated the experimental students' conceptual network, resulting in improved quiz performance.

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Bammer, Angelika. "Introduction to “How We Write Now”." PMLA/Publications of the Modern Language Association of America 133, no. 1 (2018): 124–31. http://dx.doi.org/10.1632/pmla.2018.133.1.124.

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How we read (closely, distantly, symptomatically, against the grain, or on the surface) has been vigorously debated, and PMLA has helped foster the debate. Distant reading as defined by Franco Moretti is the focus of a recent Theories and Methodologies feature in PMLA, and two forthcoming issues will address “cultures of reading.” Whether we define ourselves as English teachers, public intellectuals in the humanities, or literary or cultural studies scholars, this newly energized attention to how we read reminds us that the critical practice of reading is foundational to our work. No matter what else we do (collect interviews, analyze films, pursue ethnographic field-work), attentive reading is our primary method of analysis and assessment. How we do it and to what ends warrant thoughtful discussion.

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Dissertations / Theses on the topic "Write. Reading"

1

Close, Francoise Y. "'For whom do you write?' : reading Montaigne's subtext." Thesis, University of Cambridge, 1990. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.386007.

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King, Benjamin John. ""In whose name I write" : John Henry Newman's reading of the Alexandrian fathers." Thesis, Durham University, 2007. http://etheses.dur.ac.uk/2454/.

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The history of doctrine has been shaped by its historiographers. Prominent among nineteenth-century historiographers is John Henry Newman (1801-1890), apatristic scholar whose interest among historians today normally lies in his writings ondoctrinal development or in his own story of conversion. It is the purpose of this thesis to show that historians of theology, particularly of the patristic era, should also be interested in Newman's engagement with Origen, Athanasius and Cyril of Alexandria. In turn, this should interest all those who know the Apologia, for as an Anglican and as a Catholic Newman held different views of these Fathers. This thesis provides an examination of the changes that occur in Newman's reading of, and writing on, the Alexandrians Fathers across the years. Overall, three things will be seen. First, comparing his first book, The Arians of the Fourth Century (1833), with his later works, reveals a flattening out of Newman's account of history occurring just when he was propounding that doctrine is dynamic. Secondly, analysis of his sermons of the 1830s and 1840s shows an Alexandrian christology ("Monophysite" in Cyril's sense, as Newman explains it) in tension with his claims at the time, that he was leaving the Anglican Church because it held an analogous position to the Monophysites of the fifth century. Thirdly, contrasting his translations of Athanasius in the Library ofthe Fathers (1842-4) with his "free translation" (1881), reveals the effect thirty-five years of reading Catholic scholastic theology had on Newman.

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Brown, Linda Marie. "Handbook for parents of first grade children learning to read and write." CSUSB ScholarWorks, 1998. https://scholarworks.lib.csusb.edu/etd-project/1662.

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Cueto, Desireé W. "What We Don't Tell; We Write: Messages for Black Girls in African Diaspora Young Adult Novels." Diss., The University of Arizona, 2015. http://hdl.handle.net/10150/560808.

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This dissertation offered a close reading of African diaspora young adult novels, written by African American, Afro-Caribbean and black African women. The four novels selected for this analysis - Coe Booth's (2010) Kendra, Nana Ekua Brew-Hammond's (2010) Powder Necklace, Lynn Joseph's (2010) Flowers in the Sky and Adwoa Badoe's (2010) Between Sisters - represented the life circumstances, concerns and issues facing black adolescent girls of this generation. Set in Ghana, the United States, the Dominican Republic and England, the novels collectively provided a compelling site to examine thematic parallels as well as points of departure in each author's representation of black female adolescent identity development. Given this focus, the study employed a methodology of critical content analysis, relying on theoretical arguments from black feminism, postcolonial studies, and a youth lens. The three theories were brought into dialogue with one another in order to examine how multiple social constructions, including age, interacted and overlapped in the lives of each of the protagonists. Findings revealed that age, and concomitantly race, class and gender significantly influenced the protagonists' sense of subjectivity and selfhood. Across the text set, the significance of age was brought into light through a dramatic shift in the protagonists' relationships with their mothers or mother figures. Specifically, it was the onset of sexual maturity that fueled a multiplying of oppressive experiences for each of the protagonists within her home. By attending to the ways in which the protagonists grappled with such experiences, the researcher uncovered new models for solidifying black female adolescent identity.

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Ruiz-Funes, Marcela. "An exploration of the process of reading to write used by good Spanish-as-a-foreign-language students /." This resource online, 1994. http://scholar.lib.vt.edu/theses/available/etd-02132009-171122/.

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Ruiz-Funes, Marcela T. "An exploration of the process of reading to write used by good Spanish-as-a-foreign-language students." Diss., Virginia Tech, 1994. http://hdl.handle.net/10919/37345.

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Fox, Heather. "“I Must Write from Memory”: Reading Katherine Anne Porter’s The Old Order as a Reconstructive Process of Memory." VCU Scholars Compass, 2013. http://scholarscompass.vcu.edu/etd/465.

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Katherine Anne Porter wrote The Old Order stories in the early 1930s; and while there is no evidence that she ever revised them on a story level, she revised the order of the stories over more than thirty years in three collections: The Leaning Tower and Other Stories (1944), The Old Order: Stories of the South from The Leaning Tower, Pale Horse, Pale Rider, and Flowering Judas (1955), and The Collected Stories of Katherine Anne Porter (1965). Individually, each story is its own episodic memory based on Miranda’s adult recollections of childhood experiences. Collectively, Porter’s rearrangement of these stories over time both deconstructs and reconstructs Miranda’s narrative from a chronological to a representational recollection. Therefore, while the individual stories reveal memory’s imprint on identity, the progressive reordering of The Old Order stories reveals a reconstructive process of memory which repositions itself over time.

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Edwards, Bobbie. "The Effects of Tests and Praise on Children's Hear-write and See-say Responses." Thesis, University of North Texas, 2006. https://digital.library.unt.edu/ark:/67531/metadc5465/.

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Four elementary school children were tested on 120 words containing the short e (e.g., ten, pen) and short a (e.g., tan, pan) sounds. Words were tested in the hear-write (H/W) and see-say (S/S) channels. No programmed consequences were scheduled during baseline (BL) tests 1-3. After BL, an error analysis categorized words based on channel error and topography of error. Praise was delivered during tests 4-6 for correct responses. Children's responses were variable within channel and across channels for a majority of words. By the end of the praise phase, there was a decrease in the number of words with errors, for all children in their error word group. Error topographies began to stabilize for some words during praise.

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Ghirello-Pires, Carla Salati Almeida. "A interrelação fala, leitura e escrita em duas crianças com síndrome de Down." [s.n.], 2010. http://repositorio.unicamp.br/jspui/handle/REPOSIP/269136.

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Orientador: Maria Irma Hadler Coudry<br>Tese (doutorado) - Universidade Estadual de Campinas, Instituto de Estudos da Linguagem<br>Made available in DSpace on 2018-08-16T22:00:41Z (GMT). No. of bitstreams: 1 Ghirello-Pires_CarlaSalatiAlmeida_D.pdf: 8350925 bytes, checksum: c59c67c66fc682717cb565e3964b4fdf (MD5) Previous issue date: 2010<br>Resumo: Esta tese apresenta e analisa o acompanhamento fonoaudiológico longitudinal de duas crianças com Síndrome de Down: ML e AM. Objetiva compreender a relação estabelecida entre linguagem oral e escrita no início dessas crianças do mundo das letras. Buscou-se identificar como os sujeitos da pesquisa adquiriram autonomia na fala por meio da mediação considerando, para tanto, o papel do outro/interlocutor. No início desse processo, a escrita funcionou como sustentação da materialidade da fala e, posteriormente, ganhou corpo como uma nova possibilidade de linguagem. Este trabalho tem ancoragem teórica na Neurolinguística Discursiva que concebe a linguagem, sintaticamente, como indeterminada e heterogênea, e semanticamente, humana, como lugar de interação e de interlocução em uma relação dinâmica e constitutiva entre sujeitos. A análise dos dados foi feita com base no conceito de dado-achado, produzido no momento da interação, e, no momento da análise, como um achado acionado pela teorização. No início do trabalho, observou-se que ML e AM apresentavam diferenças significativas em relação à oralidade indicando uma discrepância em relação à fala e seu funcionamento. Este fato, porém, não foi impeditivo e nem demarcou diferenças significativas em relação à leitura e à escrita. Além disso, constatou-se que os processos intermediários de significação realizados por essas crianças para domínio do sistema alfabético se estendessem por um tempo maior do que o esperado em relação às crianças tidas como normais e da mesma idade. Os sujeitos demonstraram avanços significativos em relação ao domínio e à autonomia na escrita, devido à mediação e à intervenção do adulto ao materializar e dar visibilidade à suas dificuldades com desafios a serem avançados com segurança, respeitando o ritmo e a individualidade. No final do trabalho, essas crianças, que não sabiam ler e nem escrever, demonstraram certa autonomia nesse domínio que, no entanto, necessita de acompanhamento para um avanço contínuo<br>Abstract: This research presents and analyzes the development of the speech of two children with Down syndrome: named as M.L. and A.M. It aims to understand the children's conception between oral and written language. It searches to identify how the subjects acquire speech autonomy considering an adult's interference. At the beginning of the process, the writing was a support of the materiality of speech, and later on as a new possibility of language. This work has basis on the foundations of Discursive Neurolinguistics theories that conceive language, syntactically, as indeterminate and heterogeneous, semantically, human, as a place of interaction and dialogue in a dynamic and constitutive relationship between subjects. Data analysis was based on the concepts of interaction theory. In early work, the children showed oral differences indicating a discrepancy in relation to speech and its functioning. That fact, however, was not relevant and did not cause meaningful differences to reading and writing processes. It took a longer period to achieve the results than expected comparing to children conceived as normal and with the same age. The subjects showed significant improvements in writing autonomy, caused by adults' intervention in order to materialize and to recognize their difficulties with challenges, respecting their rhythm and individuality. At the end of the study, the children who could neither read nor write have shown some independence requiring supervision for continuous development<br>Doutorado<br>Neurolinguistica<br>Doutor em Linguística

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Foehr, Regina Fortune Ron. "Using the simple to teach the complex teaching college students to interpret complex literature and to write literary analysis essays through fairy tales and children's stories /." Normal, Ill. Illinois State University, 1989. http://wwwlib.umi.com/cr/ilstu/fullcit?p9004084.

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Thesis (D.A.)--Illinois State University, 1989.<br>Title from title page screen, viewed October 19, 2005. Dissertation Committee: Ronald Fortune (chair), Patricia Harrington Klass, Glenn Grever, Janice Neuleib, Maurice Scharton. Includes bibliographical references (leaves 155-163) and abstract. Also available in print.

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Books on the topic "Write. Reading"

1

Literature: Reading to write. Longman, 2011.

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Greene, Stuart. Mining texts in reading to write. Center for the Study of Writing, University of California, 1991.

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Reading to write: Composition in context. Harcourt College Publishers, 2002.

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Reading to write: A practical rhetoric. St. Martin's Press, 1990.

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Krulik, Nancy E. Write on!: Katie Kazoo Switcheroo #17. Grosset & Dunlap, 2005.

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Krulik, Nancy E. Write On! Penguin USA, Inc., 2009.

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Blueprint reading for industry: Write-in text. Goodheart-Willcox, 1989.

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Stein, Victoria. Exploring the cognition of reading-to-write. Center for the Study of Writing, 1989.

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Richard, Polanin W., ed. Welding print reading: Write-in text edition. 6th ed. Goodheart-Willcox Company, Inc., 2013.

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Sing, spell, read & write: Level K, [vocabulary words]. Modern Curriculum Press, Pearson Learning Group, 2004.

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Book chapters on the topic "Write. Reading"

1

Wallbank, Adrian J. "Reading to write." In Academic Writing and Dyslexia. Routledge, 2018. http://dx.doi.org/10.4324/9781315265346-2.

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Tonra, Justin. "These Quick-Reading Times." In Write My Name. Routledge, 2020. http://dx.doi.org/10.4324/9781003090960-6.

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Hanna, Michael. "Reading." In How to Write Better Medical Papers. Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-02955-5_6.

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Greetham, Bryan. "Reading." In How to Write Your Undergraduate Dissertation. Macmillan Education UK, 2014. http://dx.doi.org/10.1007/978-1-137-38977-0_19.

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Greetham, Bryan. "Reading Purposefully." In How to Write Better Essays. Macmillan Education UK, 2017. http://dx.doi.org/10.1057/978-1-352-00115-0_11.

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Greetham, Bryan. "Reading Purposefully." In How to Write Better Essays. Macmillan Education UK, 2013. http://dx.doi.org/10.1007/978-1-137-29336-7_14.

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Godfrey, Jeanne. "Write down the essentials." In Reading & Making Notes. Macmillan Education UK, 2014. http://dx.doi.org/10.1007/978-1-137-40260-8_10.

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Greetham, Bryan. "Thinking and Reading Critically." In How to Write Better Essays. Macmillan Education UK, 2017. http://dx.doi.org/10.1057/978-1-352-00115-0_16.

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Greetham, Bryan. "Thinking and Reading Critically." In How to Write Better Essays. Macmillan Education UK, 2013. http://dx.doi.org/10.1007/978-1-137-29336-7_19.

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Hicks, Troy, Jeremy Hyler, and Wiline Pangle. "Additional Strategies to Encourage Inquiry, Reading, and Writing." In Ask, Explore, Write! Routledge, 2020. http://dx.doi.org/10.4324/9780429275265-5.

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Conference papers on the topic "Write. Reading"

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Polivka, Raymond P. "Reading to write." In Conference proceedings. ACM Press, 1990. http://dx.doi.org/10.1145/97808.97860.

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Sukmawan, S., and L. Setyowati. "Authentic Reading Materials in Storybirds for Reading to Write: The Students‘ Voices." In First International Conference on Advances in Education, Humanities, and Language, ICEL 2019, Malang, Indonesia, 23-24 March 2019. EAI, 2019. http://dx.doi.org/10.4108/eai.23-3-2019.2284954.

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Frey, Aline. "Eye movements in children during reading: a review." In Perspectives actuelles sur l’apprentissage de la lecture et de l’écriture = Contributions about learning to read and write. Éditions de l'Université de Sherbrooke, 2016. http://dx.doi.org/10.17118/11143/9729.

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Sun, Danyang, Tongzheng Ren, Chongxuan Li, Hang Su, and Jun Zhu. "Learning to Write Stylized Chinese Characters by Reading a Handful of Examples." In Twenty-Seventh International Joint Conference on Artificial Intelligence {IJCAI-18}. International Joint Conferences on Artificial Intelligence Organization, 2018. http://dx.doi.org/10.24963/ijcai.2018/128.

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Automatically writing stylized characters is an attractive yet challenging task, especially for Chinese characters with complex shapes and structures. Most current methods are restricted to generate stylized characters already present in the training set, but required to retrain the model when generating characters of new styles. In this paper, we develop a novel framework of Style-Aware Variational Auto-Encoder (SA-VAE), which disentangles the content-relevant and style-relevant components of a Chinese character feature with a novel intercross pair-wise optimization method. In this case, our method can generate Chinese characters flexibly by reading a few examples. Experiments demonstrate that our method has a powerful one-shot/few-shot generalization ability by inferring the style representation, which is the first attempt to learn to write new-style Chinese characters by observing only one or a few examples.

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Morin, Marie-France, Denis Alamargot, and Carolina Gonçalves. "Some contributions on reading and writing for 5 to 12 year olds." In Perspectives actuelles sur l’apprentissage de la lecture et de l’écriture = Contributions about learning to read and write. Éditions de l'Université de Sherbrooke, 2016. http://dx.doi.org/10.17118/11143/9726.

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Yu, Ho-Jung. "Perceptions about Reading to Write and Its Practices of in an L2 Writing Course." In Education 2016. Science & Engineering Research Support soCiety, 2016. http://dx.doi.org/10.14257/astl.2016.127.17.

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Hass, Atrimecia, and Brigitte Lenong. "ASSESSING THE ACADEMIC WRITING SKILLS OF FINAL YEAR ENGLISH SECOND LANGUAGE (ESL) EDUCATIONS STUDENTS TO DETERMINE THEIR PREPAREDNESS AS LANGUAGE TEACHERS: A PRACTICAL APPROACH AT A UNIVERSITY OF TECHNOLOGY." In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end079.

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The schooling system plays a significant role in teaching basic literacy skills such as reading and writing, yet students from al schooling backgrounds find it challenging to uphold an acceptable standard of academic writing in higher education in comparison with their advantaged peers. The fact that universities have adopted English as the medium for teaching and learning purposes makes it difficult for students to demonstrate the ability to write in their own words, as they are second or third language speakers. Student success at institutions of higher learning depends largely on the adequate mastery of reading and writing skills required by the discipline. The article assesses the academic writing skills of final year education students completing their studies at a University of Technology in South Africa. Thisstudy was necessitated by the realisation that students at both undergraduate and post-graduate level are struggling to express themselves through writing in the academic language which is critical for them to succeed at university. The article draws on a writing process skills questionnaire administered to fourth year students and English lecturers in the Department of Education and Communication Sciences. General academic writing conventions such as organisation, development, building an argument, grammar, and spelling were examined through an academic essay. The results highlight the poor writing skills and lack of mastering of academic writing skills of students.

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Nogueira, Dina, Lois Nascimento, Michael Mello, and Rodrigo Braga. "NuGinga Playcode: A web NCL/NCLua authoring tool for Ginga-NCL digital TV applications." In Simpósio Brasileiro de Sistemas Multimídia e Web. Sociedade Brasileira de Computação, 2020. http://dx.doi.org/10.5753/webmedia_estendido.2020.13066.

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Entering the world of Interactive Digital Television (iDTV) applications can lead to an exhaustive process that involves reading extensive standards and may need a robust middleware solution to run Ginga-NCL applications, which is a subset of Ginga and the standard for interactivity of digital television adopted in Latin America countries. Even though there are some open and commercial solutions for development of Ginga applications available on the market, most of these solutions present downsides such as deep dependency of Ginga engine implementation, need of complex en- vironment setup and they are not very intuitive NCL/NCLua coding platforms. To solve these issues, we created an IDE developed in web technology that makes possible for students and professionals to learn how to develop Ginga-NCL applications. With this tool, developers can write, validate and experiment their applications entirely on the web environment, with no software installation required.

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Liu, Hua, Xiao-Hua Yang, Zhao-hui Liu, et al. "The Security Vulnerability Analysis of Nuclear Power Digital Instrument Control Platform NASPIC." In 2018 26th International Conference on Nuclear Engineering. American Society of Mechanical Engineers, 2018. http://dx.doi.org/10.1115/icone26-81486.

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From the general industrial control system to the nuclear power plant control platform, the threat of information security has its own particularity more than continuity. The original dedicated system in general industrial area is gradually replaced by many common protocol, software and equipment. As a result, the security vulnerabilities are more likely to be used illegally. For a specific nuclear power plant digital control platform-NASPIC, the vulnerability analysis of platform is performed. Mainly two aspects of technology and management are to be carried out. For technical aspects, four categories problems-unauthorized execution, unauthorized write, unauthorized reading and reject service-are analyzed. Management is mainly about the lack of management strategy and strategy vulnerability. By analyzing the fragility of the instrument control platform, the key equipments, key channels and key modules are proposed. The qualitative and quantitative rules are deduced for evaluation of NASPIC information security.

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Lee, Jungho, Sung-Woong Chung, Seung Pyo Park, Myung Sick Chang, Jung Hoon Lee, and Sung-Joo Hong. "Analysis of Bridge Failure between PPG and LPP in Fin Cell Transistor." In ISTFA 2007. ASM International, 2007. http://dx.doi.org/10.31399/asm.cp.istfa2007p0345.

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Abstract As a promising candidate for DRAM scaling beyond 40nm technology, the fin cell transistor (FCT) utilizing p-type poly silicon gate (PPG) was proposed. However FCT makes a lot of bridge failure between word-line and landing-plug poly (LPP) connecting source and drain regions in a cell transistor. But this bridge point is so insignificant that the failure was hardly detected by existing read modify write (RMW) pattern. We analyzed this failure with a particular test method. It mostly has been observed to single and odd parity address. We found out that when adjacent gate is active for reading its cell, only the forward bias can run into the LPP with n-type poly-silicon, and low status data would be taken high level turn unlike recess cell array transistor utilizing n-type poly silicon gate (RCAT-NPG) which both high and low status would be reversed.

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Reports on the topic "Write. Reading"

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Benson, Vivienne, and Jenny C. Aker. Improving Adult Literacy in Niger Through Mobile Calls to Teachers. Institute of Development Studies and The Impact Initiative, 2021. http://dx.doi.org/10.35648/20.500.12413/11781/ii368.

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In Niger, one of the poorest countries in the world, 85 per cent of adults are unable to read or write, even in local languages. Adult education programmes can be a route to improving adult literacy rates, but non-governmental organisation (NGO) and government schemes are characterised with low enrolment, high dropout, and poor teacher attendance. In partnership with the Ministry of Education, Catholic Relief Services, the Sahel Group, and Tufts University, regular phone calls and motivational support were given to teachers to encourage and monitor attendance of adult education programmes between 2018 and 2019. The impact of this project directly led to improved reading and maths scores. Based on this evidence, the approach has been tested by the Ministry of Education in primary schools.

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