Journal articles: 'Write. Reading'

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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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Cheshire, Jenny. "A case of write reading is positive." Early Years Educator 1, no. 6 (1999): 30–32. http://dx.doi.org/10.12968/eyed.1999.1.6.15712.

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Freedman, Leora. "Reading to Write in East Asian Studies." Across the Disciplines 10, no. 4 (2013): 1–21. http://dx.doi.org/10.37514/atd-j.2013.10.4.12.

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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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Cowles, Maria Antonia, and William R. Smalzer. "Write to be Read: Reading, Reflection, and Writing." Modern Language Journal 81, no. 1 (1997): 126. http://dx.doi.org/10.2307/329179.

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Rub-Funes, Marcela. "Task Representation in Foreign Language Reading-to-Write." Foreign Language Annals 34, no. 3 (2001): 226–34. http://dx.doi.org/10.1111/j.1944-9720.2001.tb02404.x.

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Lenski, Susan Davis. "STRATEGIC KNOWLEDGE WHEN READING IN ORDER TO WRITE." Reading Psychology 19, no. 3 (1998): 287–315. http://dx.doi.org/10.1080/0270271980190303.

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Zhu, Wei. "Source articles as scaffolds in reading to write." Multiple Perspectives on L1 and L2 Academic Literacy in Asia Pacific and Diaspora Contexts 15, no. 1 (2005): 129–52. http://dx.doi.org/10.1075/japc.15.1.09zhu.

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This article discusses a case study examining a Chinese graduate student’s experience with reading-to-write tasks in business, particularly the student’s use of source articles in performing the tasks. Data on six library research papers were collected from several sources in three semesters, including (1) course syllabi, (2) the source articles and the student’s reading notes, (3) the student’s outlines, drafts, and final versions of the six papers, and (4) interviews with the student. Analysis of the data indicated that the source articles scaffolded the student’s representations of the tasks and that the student’s task representation was influenced by several factors such as the student’s goals, the perceived purpose of the assignments, and the student’s beliefs and experience. Implications of the study for second language writing instruction and research are discussed.

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Graham, Steve, and Michael Hebert. "Writing to Read: A Meta-Analysis of the Impact of Writing and Writing Instruction on Reading." Harvard Educational Review 81, no. 4 (2011): 710–44. http://dx.doi.org/10.17763/haer.81.4.t2k0m13756113566.

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Reading is critical to students' success in and out of school. One potential means for improving students' reading is writing. In this meta-analysis of true and quasi-experiments,Graham and Herbert present evidence that writing about material read improves students' comprehension of it; that teaching students how to write improves their reading comprehension, reading fluency, and word reading; and that increasing how much students write enhances their reading comprehension. These findings provide empirical support for long-standing beliefs about the power of writing to facilitate reading.

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Erlina, Rita Hayati, and Hariswan Putra Jaya. "Helping Students to Write Better through Reading and Writing Connections Strategy." International Journal of Applied Linguistics and English Literature 7, no. 6 (2018): 23. http://dx.doi.org/10.7575/aiac.ijalel.v.7n.6p.23.

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One of the causes of students’ difficulties in writing is related to the lack of knowledge on how to write. This might be caused by the lack of awareness that a piece of writing might have its own pattern or organization of ideas depending on the topic. Therefore, students need to be exposed with different kinds readings materials in order to develop their awareness on how writing is developed into differrent kinds of patterns of ideas. This study is intended to help students improve their writing achievement especially in writing an essay by integrating the reading and writing activitivities. The students involved in an integrated reading and writing activity in order to help the students develop their writing skills. This study involved 16 students of English Education Study Program who took the writing 3 course. Therefore, convinient sampling method is applied. The results of this study showed that there was an improvement in the students’ writing achievement in means from 63.3 in pretest to 79.8 in the post test. The results of the paired-sample t-test also confirmed that there is a significant difference in students’ essay writing achievement before and after they were taught by using reading and writing connections strategy. Organization of ideas, focus and detail, and voice are the aspects which were mostly developed after the treatment. Therefore, it can be concluded that reading and writing connections strategy is effective in improving students’ essay writing achievement.

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Knudson, Ruth E. "Comparison of Two College Entrance Examination Tasks." Psychological Reports 83, no. 3 (1998): 767–70. http://dx.doi.org/10.2466/pr0.1998.83.3.767.

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115 high school juniors were required to write a composition after reading an essay or just to write one without reading. Students were instructed in writing a summary, a synthesis, and an argument to prepare them to write a composition for the task which required reading an essay. Writing samples were collected before the study started and after instructions for each kind of writing, i.e., a summary, a synthesis, and an argument. When the first writing sample's scores were the covariate, the pretest mean was higher for writing in response to a topic without reading an essay than on the pretest for writing after reading an essay. Scores significantly improved following instruction in writing a summary for the task which required writing in response to reading an essay; however, scores declined significantly in response to instruction in writing a synthesis when the task required no essay reading.

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MUHAFIDIN, MUHAFIDIN. "PEMBELAJARAN MEMBACA PEMAHAMAN PADA SISWA KELAS V SD NEGERI 1 CIDEMPET KECAMATAN ARAHAN KABUPATEN INDRAMAYU." Profesi Pendidikan Dasar 3, no. 1 (2016): 59. http://dx.doi.org/10.23917/ppd.v3i1.2030.

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ABSTRACT Muhafidin, This research is motivated by the ability of fifth grade students' reading comprehension is low, evidenced by the students do not understand and comprehend the content of reading, students had difficulty answering questions relating to the content of reading, as well as the average value of students still under KKM. This study aims to determine the effect of learning methods talk think write on the ability of reading comprehension folklore in class V SD Negeri 1 Cidempet of Arahan District of Indramayu Regency. This study was an experimental study. The population in this study were students of class V SD Negeri 1 Cidempet of Arahan District of Indramayu Regency totaling 22 students. The sampling technique used is total sampling where authors set into the sample population. So the study sample used is a fifth grade students of SD Negeri 1 Cidempet of Arahan District of Indramayu Regency totaling 20 students. Data collection techniques used is to write test. Data analysis techniques in this study is the normality test and test hypotheses (z test) is used to determine the effect of learning methods talk think write to the reading comprehension of folklore in class V SD Negeri 1 Cidempet of Arahan District of Indramayu Regency. Based on test results using a statistical hypothesis test obtained Z hit (7,458)> Z daf (2.35), then thank Hi means that there are significant learning method talk think write to the reading comprehension of folklore in class V SD Negeri 1 Cidempet of Arahan District of Indramayu Regency. The conclusion of this study is the application of learning methods talk think write on the ability of reading comprehension folklore in class V SD Negeri 1 Cidempet of Arahan District of Indramayu Regency. Suggestions in this study is teachers can implement a wide variety of learning methods in the implementation of learning so that students are active in studying and understanding the concepts being taught, and teachers should use teaching methods talk think write to improve reading comprehension folklore. Keywords: Learning method talk think write, reading comprehension, folklore.

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D. Helles, Dawoud, and Mahmoud M. Alrantesi. "Building the readings scale to teach reading and writing to the student of the first grade." International Journal of Childhood, Counselling and Special Education 1, no. 1 (2020): 39–57. http://dx.doi.org/10.31559/ccse2020.1.1.3.

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The study aimed at designing the readiness scale of learning to read and write for first grade students when they entered school, and to reveal the impact of the scale in the development of their abilities and the degree of readiness to learn to read and write. The sample of the study consisted of (64) male and female pupils from the first-grade students in Dar Al Arqam Islamic Model School in Gaza. The questions and its vocabulary were constructed in the light of readiness skills for learning to read and write. The scale consisted of (30) questions divided into (5) skills: (visual discrimination, auditory recall, auditory discrimination, auditory recall, auditory interpretation). It was applied to the research sample, the researchers found that there were statistically significant differences at the mean level (α = 0.05) in the average readiness to learn literacy between males and females in favor of females. The researchers recommended the need to hold training courses for teachers of kindergarten to deal with the skills necessary for reading and writing readiness.

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Simaremare, Rumasi. "HUBUNGAN KEBIASAN MEMBACA DENGAN KEMAMPUAN MENULIS MAHASISWA PROGRAM SARJANA KEPENDIDIKAN BAGI GURU DALAM JABATAN (PSKGJ) TOBASA." JURNAL PENELITIAN BIDANG PENDIDIKAN 18, no. 1 (2012): 18. http://dx.doi.org/10.24114/jpp.v18i1.4284.

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This study aims to determine the relationship had been reading habit by writing articles Undergraduate Student Education for Teachers Tobasa. The hypothesis of this research are : There is a significant relationship between the reading habits of college students with the ability to write articles Bachelor (S1) Education for Teachers (PSKGJ) Tobasa. The method used in this research is corelation method. The entire student population (PSKGJ) Tobasa totaling 143 people with the sample 45 people were taken by random sampling technique proporsional. As a questionnaire data collection instruments and test the ability to write articles. Ability tests are used to obtain data on the ability of students to write articles and questionnaires to obtain data reading habits. Before the questionnaires used first tested for validity and reliability. The data analysis technique is to present the descriptive statistical analysis of data and inferential statistics to test hypothesis. His findings were: there is a significant positive relationship reading habits and the ability to write articles through correlation coefficient of 0.532.

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Ruiz-Funes, Marcela. "Writing, Reading, and Reading-to-Write in a Foreign Language: A Critical Review." Foreign Language Annals 32, no. 4 (1999): 514–26. http://dx.doi.org/10.1111/j.1944-9720.1999.tb00880.x.

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Mateos, Mar, Isabel Cuevas, Elena Martín, Ana Martín, Gerardo Echeita, and María Luna. "Reading to write an argumentation: the role of epistemological, reading and writing beliefs." Journal of Research in Reading 34, no. 3 (2010): 281–97. http://dx.doi.org/10.1111/j.1467-9817.2010.01437.x.

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Culliford, Larry. "Reading about Wisdom." Psychiatric Bulletin 15, no. 10 (1991): 638–39. http://dx.doi.org/10.1192/pb.15.10.638.

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What follows is derived mainly from the traditions of Taoism, Confucianism, Buddhism, Zen and Hinduism. Not every reader would wish me to concentrate on Eastern and for the most part ancient sources. Please note firstly however that contemporary translations and modern commentaries from the Western viewpoint are now relatively common. Secondly, I can write with more authority on the texts with which I am most familiar; and that, simply, is how things came about.

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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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Otten, Nick, and Marjorie Stelmach. "Creative Reading/Creative Writing: What DO They Write about?" English Journal 77, no. 2 (1988): 80. http://dx.doi.org/10.2307/819529.

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Shin, Sun-Young, and Doreen Ewert. "What accounts for integrated reading-to-write task scores?" Language Testing 32, no. 2 (2014): 259–81. http://dx.doi.org/10.1177/0265532214560257.

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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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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 (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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Fahmi, Royan Nur. "The influence of vocabulary mastery and reading comprehension of argumentation writing skills." Hortatori : Jurnal Pendidikan Bahasa dan Sastra Indonesia 1, no. 1 (2019): 85–91. http://dx.doi.org/10.30998/jh.v1i1.40.

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This study aims to determine the effect of variable vocabulary and reading comprehension skills of argument essay writing. Method used is the method of survey with a sample of students of 40 students were taken by random sampling technique from Tunas High School Jaka Sampurna in Bekasi. Data collection using the validated test instrument. Regression equation Y ̂=1,079+0,385X_1 wich means that if the students vocabulary mastery is ignoed, then the ability to write arguments for 1,079. Every adding one point to the vocabulary it will add the ability to write the argument of 0,385 point. Regression equation Y ̂=1,079+0,355X_2 whic means that if reading comprehension is ignored, then the argument of 1,079 skill writing, meaning the reading comprehension is ignored then the ability to write arguments. For each additional 1,079 points in reading comprehension, reading comprehension will add 0,353 points. It can be concluden that the vocabulary and reading comprehension together affect 23,4% of the writing skills of argumentation percent of the value. (koef determinate R2 = 0,234 with the value of the test F = 5,665.

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Maskanah, Siti. "Improving Reading and Writing Ability of Beginning With The Cooperative Integrated Reading and Composition Method." Social, Humanities, and Educational Studies (SHEs): Conference Series 3, no. 3 (2020): 1177. http://dx.doi.org/10.20961/shes.v3i3.46310.

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<pre><em>Reading is an asset for someone to study books and find written information. Reading for a student is also an asset so that they can participate in learning activities. This study aims to improve reading and writing skills beginning with the Cooperative Integrated Reading and Composition (CIRC) learning method. Besides that, it can also improve the ability to read and write at the beginning. This study uses the Cooperative Integrated Reading Composition (CIRC) learning method, this method is one of the integrated cooperative learning methods of reading and writing, where students are divided into several groups to improve their comprehension skills in reading, writing, understanding vocabulary and language arts. This research is able to improve the ability to read and write at the beginning.</em></pre>

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Hidayat, Nida Khofyya, Muhammad Dahlan Rabbani, and Kholil Nawawi. "PAI TEACHERS 'EFFORTS IN IMPROVING READING ABILITY TO WRITE THE QUR'AN THROUGH THE IQRO' METHOD IN CHILDREN WITH SPECIAL NEEDS IN SLB BINA SEJAHTERA." Ta dib : Jurnal Pendidikan Islam 10, no. 1 (2021): 85–96. http://dx.doi.org/10.29313/tjpi.v10i1.7847.

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The problem of this research is to reveal the problems that occur about the efforts of Islamic Education teachers in improving the abilities of children with special needs in reading and writing the Koran through the Iqro 'method. And what are the problems of children with special needs in the ability to read and write the Koran at SLB Bina Sejahtera. This study aims to determine how Islamic Islamic education teachers are trying to improve the ability to read and write the Qur'an through the Iqro 'method, and to find out the problems of the ability to read and write the Qur'an in children with special needs in SLB Bina Sejahtera. In this study, using a qualitative method which has natural characteristics as a source of direct data. The subject of this research is shown to the Islamic Religious Education Teacher. Researchers in this case applied several data collection techniques, namely observation, interviews and documentation. The results showed that the PAI teacher's efforts in improving the ability to read and write the Qur'an through the Iqro 'method for children with special needs, including; giving enthusiasm and affection, giving gifts, separating seats for each child, being taught one by one to do repetition of readings so that they are easy to remember and understand, as well as adding image media. The existence of this teacher's effort is able to improve the ability of children with special needs in reading and writing the Qur'an. And the problems that occur in children with special needs in reading and writing the Qur'an have different abilities.

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Winocur, Rosalía. "Reading Online." International Journal of E-Politics 6, no. 4 (2015): 53–69. http://dx.doi.org/10.4018/ijep.2015100104.

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The popularization of mobile devices in the everyday life of Mexico City's broad socio-cultural sectors, particularly the cell phone, calls attention to the fact that young people read and write permanently, from the moment they wake up to the time they go to bed. They receive and answer dozens of messages throughout the day, and they search and publish all kinds of information. Nonetheless, surveys that measure reading practices leave out questions about these experiences, and subjects, when questioned about their reading habits and preferences, don't mention nor recognize them in their answers. These observations led us to ethnography traditional and emergent reading and writing practices and representations that young people studying Communication in a public university have. Its main results are reviewed in this paper.

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Rosmawan, Hana. "THE ANALYSIS OF STUDENT’S WRITING BEFORE AND AFTER THE IMPLEMENTATION OF READ-TO-WRITE APPROACH." Journal of Culture, Arts, Literature, and Linguistics (CaLLs) 2, no. 1 (2017): 1. http://dx.doi.org/10.30872/calls.v2i1.700.

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The focus of this article is on the analysis of student’s writing before and after the implementation of Read-to-Write Approach. Read-to-write approach is one of strategies of how to write by reading the articles what other writers have written. This study aimed to find out how the students’ writing skill can be improved through the implementation of read-to-write approach. This research used the instruments of writing tests including pre-test and post-test. The finding showed that students’ writing skill could be improved through the implementation of read-to-write approach during one cycle classroom action research which consisted of four meetings. Actually, this article searched deeply to find out how the differences between the writing results of the student after and before the implementation of read-to-write approach. The analysis was conducted by using analytic scoring rubric. The results of the analysis showed improvement on each aspect of writing.Keywords: read-to-write approach, reading and writing skill, holistic scoring rubric, analytic scoring rubric

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Saffran, Bernard. "Recommendations for Further Reading." Journal of Economic Perspectives 17, no. 3 (2003): 195–202. http://dx.doi.org/10.1257/089533003769204425.

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This section will list readings that may be especially useful to teachers of undergraduate economics, as well as other articles that are of broader cultural interest. In general, the articles chosen will be expository or integrative and not focus on original research. If you write or read an appropriate article, please send a copy of the article (and possibly a few sentences describing it) to Bernard Saffran, c/o Journal of Economic Perspectives, Department of Economics, Swarthmore College, 19081.

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Taylor, Timothy. "Recommendations for Further Reading." Journal of Economic Perspectives 20, no. 4 (2006): 233–40. http://dx.doi.org/10.1257/jep.20.4.233.

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This section will list readings that may be especially useful to teachers of undergraduate economics, as well as other articles that are of broader cultural interest. In general, the articles chosen will be expository or integrative and not focus on original research. If you write or read an appropriate article, please send a copy of the article (and possibly a few sentences describing it) to Timothy Taylor, c/o Journal of Economic Perspectives, Macalester College, 1600 Grand Ave., Saint Paul, Minnesota, 55105.

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Saffran, Bernard. "Recommendations for Further Reading." Journal of Economic Perspectives 17, no. 4 (2003): 219–26. http://dx.doi.org/10.1257/089533003772034970.

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This section will list readings that may be especially useful to teachers of undergraduate economics, as well as other articles that are of broader cultural interest. In general, the articles chosen will be expository or integrative and not focus on original research. If you write or read an appropriate article, please send a copy of the article (and possibly a few sentences describing it) to Bernard Saffran, c/o Journal of Economic Perspectives, Department of Economics, Swarthmore College, Swarthmore, PA 19081.

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Saffran, Bernard. "Recommendations for Further Reading." Journal of Economic Perspectives 18, no. 2 (2004): 263–70. http://dx.doi.org/10.1257/0895330041371295.

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This section will list readings that may be especially useful to teachers of undergraduate economics, as well as other articles that are of broader cultural interest. In general, the articles chosen will be expository or integrative and not focus on original research. If you write or read an appropriate article, please send a copy of the article (and possibly a few sentences describing it) to Bernard Saffran, c/o Journal of Economic Perspectives, Department of Economics, Swarthmore College, Swarthmore, PA 19081.

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Saffran, Bernard. "Recommendations for Further Reading." Journal of Economic Perspectives 18, no. 3 (2004): 215–22. http://dx.doi.org/10.1257/0895330042162331.

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Abstract:

This section will list readings that may be especially useful to teachers of undergraduate economics, as well as other articles that are of broader cultural interest. In general, the articles chosen will be expository or integrative and not focus on original research. If you write or read an appropriate article, please send a copy of the article (and possibly a few sentences describing it) to Bernard Saffran, c/o Journal of Economic Perspectives, Department of Economics, Swarthmore College, Swarthmore, PA 19081.

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Saffran, Bernard. "Recommendations for Further Reading." Journal of Economic Perspectives 18, no. 4 (2004): 215–22. http://dx.doi.org/10.1257/0895330042632762.

Full text

Abstract:

This section will list readings that may be especially useful to teachers of undergraduate economics, as well as other articles that are of broader cultural interest. In general, the articles chosen will be expository or integrative and not focus on original research. If you write or read an appropriate article, please send a copy of the article (and possibly a few sentences describing it) to Bernard Saffran, c/o Journal of Economic Perspectives, Department of Economics, Swarthmore College, Swarthmore, PA 19081.

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Saffran, Bernard. "Recommendations for Further Reading." Journal of Economic Perspectives 18, no. 1 (2004): 241–48. http://dx.doi.org/10.1257/089533004773563520.

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Abstract:

This section will list readings that may be especially useful to teachers of undergraduate economics, as well as other articles that are of broader cultural interest. In general, the articles chosen will be expository or integrative and not focus on original research. If you write or read an appropriate article, please send a copy of the article (and possibly a few sentences describing it) to Bernard Saffran, c/o Journal of Economic Perspectives, Department of Economics, Swarthmore College, Swarthmore, PA 19081.

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Taylor, Timothy. "Recommendations for Further Reading." Journal of Economic Perspectives 19, no. 3 (2005): 233–40. http://dx.doi.org/10.1257/089533005774357770.

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Abstract:

This section will list readings that may be especially useful to teachers of undergraduate economics, as well as other articles that are of broader cultural interest. In general, the articles chosen will be expository or integrative and not focus on original research. If you write or read an appropriate article, please send a copy of the article (and possibly a few sentences describing it) to Timothy Taylor, c/o Journal of Economic Perspectives, Macalester College, 1600 Grand Ave., Saint Paul, Minnesota, MN 55105.

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Taylor, Timothy. "Recommendations for Further Reading." Journal of Economic Perspectives 19, no. 4 (2005): 225–32. http://dx.doi.org/10.1257/089533005775196679.

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Abstract:

This section will list readings that may be especially useful to teachers of undergraduate economics, as well as other articles that are of broader cultural interest. In general, the articles chosen will be expository or integrative and not focus on original research. If you write or read an appropriate article, please send a copy of the article (and possibly a few sentences describing it) to Timothy Taylor, c/o Journal of Economic Perspectives, Macalester College, 1600 Grand Ave., Saint Paul, Minnesota 55105.

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Taylor, Timothy. "Recommendations for Further Reading." Journal of Economic Perspectives 20, no. 1 (2006): 235–42. http://dx.doi.org/10.1257/089533006776526049.

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Abstract:

This section will list readings that may be especially useful to teachers of undergraduate economics, as well as other articles that are of broader cultural interest. In general, the articles chosen will be expository or integrative and not focus on original research. If you write or read an appropriate article, please send a copy of the article (and possibly a few sentences describing it) to Timothy Taylor, c/o Journal of Economic Perspectives, Macalester College, 1600 Grand Ave., Saint Paul, Minnesota, 55105.

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McCutcheon, Elizabeth. "Decoding the Alice Alington-Margaret More Roper Letters." Moreana 57 (Number 214), no. 2 (2020): 144–70. http://dx.doi.org/10.3366/more.2020.0082.

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Interpreting the letters characterized as written by Alice Alington and Margaret Roper in 1534 has proved perplexing since their first publication (1557), when the editor wrote, “It is not certainly known” whether Thomas More or Roper wrote the letter to Alington. Did Roper, More, or both write it? This study looks at both letters from a variety of perspectives, pointing out many reasons that complicate reading them before focusing on the personal and political circumstances, the structural knot of wise/foolish, and the writing styles of father and daughter, including an analysis of Roper's known writing, characteristically empathic (rather than concerned with organization or structure). It agrees that More was the chief writer, but that Roper might well have written some, though not all, of her speeches, and that she was involved in their discussions and as More's personal representative. Finally, it suggests both letters constitute a mini-dialogue.

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Nilawati, Nilawati. "HUBUNGAN MINAT MEMBACA DENGAN KEMAMPUAN MENULIS TEKS PIDATO SISWA KELAS X SMA NEGERI 7 KOTA LUBUKLINGGAU." Diksa : Pendidikan Bahasa dan Sastra Indonesia 2, no. 1 (2016): 9–21. http://dx.doi.org/10.33369/diksa.v2i1.3222.

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The purpose of the study to explain the interest in reading, the ability to write a text to speech. In this study was text reading and writing text to speech ability tests, the reseach method used is descriptive correlational method that consist of two variables. The population of this study were all students of class X SMA Negeri 7 Kota Lubuklinggau academic year 2015/2016. This sample is the total sample as the sample is less than 100. Tecnik date collection used in this study is a questionnaire tests for reading and wrting text to speech ability test in reseach interest in reading the average student belonging to the category of very happy to read (3,76) and the ability to write text to speech average belong to the category good (76,77) based on the result of test analysis obtained correlation r = 0,4293 count greater than r table = 0,364 Ha than H0 resected and accepted. So that it can be concluded that the relationship small (low) between interest in reading with the ability two write text to speech or students in the classroom X SMA Negeri 7 Kota Lubuklinggau.

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Perfetti, Charles A., and Li-Hai Tan. "Write to read: the brain's universal reading and writing network." Trends in Cognitive Sciences 17, no. 2 (2013): 56–57. http://dx.doi.org/10.1016/j.tics.2012.12.008.

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Bahill, A. Terry. "Write for the reading system; Talk to the listening system." IEEE Transactions on Professional Communication PC-28, no. 2 (1985): 44–45. http://dx.doi.org/10.1109/tpc.1985.6448201.

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Journal articles on the topic 'Write. Reading'

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