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Journal articles on the topic 'Writing. 2'

Author: Grafiati
Published: 4 June 2021
Last updated: 26 January 2023

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1

Goonaratna, Colvin. "Writing well 2." Ceylon Medical Journal 45, no. 3 (June 11, 2015): 97. http://dx.doi.org/10.4038/cmj.v45i3.8098.

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Baillie, J., and C. Kotlar. "On Writing (7): Writing a Book (2)." Endoscopy 37, no. 4 (April 2005): 378–80. http://dx.doi.org/10.1055/s-2005-861119.

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3

Rich, Morton D. "On Writing, from Page 2." Inquiry: Critical Thinking Across the Disciplines 4, no. 1 (1989): 9. http://dx.doi.org/10.5840/inquiryctnews19894168.

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Takahashi, Ryoko. "Education: Medical English Writing 2." Journal of Nihon University Medical Association 78, no. 6 (December 1, 2019): 337–40. http://dx.doi.org/10.4264/numa.78.6_337.

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Schöttle, Markus. "Writing history." ATZelektronik worldwide 13, no. 2 (April 2018): 3. http://dx.doi.org/10.1007/s38314-018-0020-2.

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Thompson, David R. "Writing for Publication." European Journal of Cardiovascular Nursing 1, no. 4 (December 2002): 221–22. http://dx.doi.org/10.1016/s1474-51510200045-2.

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TSUKAMOTO, Shinya. "Intelligent Technical Writing in Japanese (2)." Journal of The Institute of Electrical Engineers of Japan 126, no. 11 (2006): 738–41. http://dx.doi.org/10.1541/ieejjournal.126.738.

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Polkinghorne, Jan. "Electronic literacy, part 2: Electronic writing." Australian Journal of Learning Disabilities 9, no. 2 (June 2004): 26–27. http://dx.doi.org/10.1080/19404150409546762.

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Cook, R. L., F. L. Rawson, III, J. A. Tunkel, and R. L. Williams. "Writing an Operating System/2 application." IBM Systems Journal 27, no. 2 (1988): 134–57. http://dx.doi.org/10.1147/sj.272.0134.

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Bliss, Donna Z., and Kay Savik. "Writing a Grant Proposal—Part 2." Journal of Wound, Ostomy and Continence Nursing 32, no. 4 (July 2005): 226–29. http://dx.doi.org/10.1097/00152192-200507000-00006.

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CHEKURI, CHRISTOPHER. "2. WRITING POLITICS BACK INTO HISTORY." History and Theory 46, no. 3 (October 2007): 384–95. http://dx.doi.org/10.1111/j.1468-2303.2007.00416.x.

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12

Troia, Gary A., Allen G. Harbaugh, Rebecca K. Shankland, Kimberly A. Wolbers, and Ann M. Lawrence. "Relationships between writing motivation, writing activity, and writing performance: effects of grade, sex, and ability." Reading and Writing 26, no. 1 (April 29, 2012): 17–44. http://dx.doi.org/10.1007/s11145-012-9379-2.

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Asfari, Ahmad Iklil, Yeni Nuraeni, and Yenni Yenni. "Analisis Keterampilan Menulis dalam Pembelajaran Bahasa Indonesia Siswa Kelas IV SD Negeri Gondrong 2 Kota Tangerang." AS-SABIQUN 4, no. 4 (September 1, 2022): 1058–75. http://dx.doi.org/10.36088/assabiqun.v4i4.2143.

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This study was to determine the abilities and difficulties in writing skills experienced by fourth grade students of SD Negeri Gondrong 2 Tangerang City. This study uses a descriptive type of research through a qualitative approach that uses the instruments of observation, tests, and interviews. Researchers managed to collect 28 writings from the questions that the researchers gave. From the results of student writing that has been analyzed by researchers, the results obtained in the form of writing skills for fourth grade students at SDN Gondrong 2 Tangerang City are sufficient. Average details on each aspect in the use of capital letters with an average of 2 (enough), the use of punctuation marks with an average of 2 (enough), word selection with an average of 2 (enough), effective sentences with an average of 2 (enough), and paragraphs with an average of 3 (good). Of the five aspects, if put together, the result is 2 (enough). The results of this study can be concluded that, the writing skills of fourth grade students in learning Indonesian with sufficient scores have problems and difficulties in finding ideas, compiling words, confused to start, forgetting the material rules in writing skills.
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14

Luce, Cynthia Newby. "Cave writing." New Scientist 205, no. 2752 (March 2010): 25. http://dx.doi.org/10.1016/s0262-4079(10)60656-2.

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Barbeiro, Luís Filipe. "What happens when I write? Pupils’ writing about writing." Reading and Writing 24, no. 7 (February 21, 2010): 813–34. http://dx.doi.org/10.1007/s11145-010-9226-2.

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Ruzmanova, Roxila. "ABOUT TRADITIONS OF NAZIRA WRITING." INTERNATIONAL JOURNAL OF WORD ART 2, no. 3 (February 28, 2020): 158–65. http://dx.doi.org/10.26739/2181-9297-2020-2-22.

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This article provides theoretical information on the tradition of writingof nazira and the types of nazira in Turkicliterature. Important aspects of nazira include verse and rhyme, the rules of nazira writing, and the methods of distinguishing nazira from the original text. The poems of a number of Ottoman Turkish poets influenced by Alisher Navoi in the15th and 16th centuries have also been analyzed in terms of rhyme, radif, and verse. The article analyzes the views of a group ofscholars on nazira writing and draws appropriate conclusions
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17

M. Scahill, Edward. "Writing Textbook Supplements." Journal of Finance and Economics 2, no. 5 (October 5, 2014): 199–201. http://dx.doi.org/10.12691/jfe-2-5-11.

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18

Helgerson, R. "Writing Against Writing Humanism and the Form of Coke's Institutes." Modern Language Quarterly 51, no. 2 (January 1, 1990): 224–48. http://dx.doi.org/10.1215/00267929-51-2-224.

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Nurdianingsih, Fitri, and Yuniarta Ita Purnama. "THEMATIC PROGRESSION PATTERN : A TECHNIQUE TO IMPROVE STUDENTS’ WRITING SKILL VIEWED FROM WRITING APPREHENSION." Script Journal: Journal of Linguistic and English Teaching 2, no. 2 (October 8, 2017): 237. http://dx.doi.org/10.24903/sj.v2i2.128.

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The objective of conducting this research was to find out : (1) whether or not the use of thematic progression pattern is more effective than direct instruction in teaching writing to the second semester students at English Education Department; (2) the students who have a low writing apprehension have better writing skill than those who have a high writng apprehension; and (3) there is an interaction between teaching technique and writing apprehension in teaching writing skill. This reasearch was an experimental research design. The population of this research was the second semester students at English Education Department of IKIP PGRI Bojonegoro. Meanwhile the sample of this research was selected by using cluster random sampling. The instruments of data collection were witing test and writing apprehension questionnaire. The findings of this study are: (1) thematic progression pattern is more effective than direct instruction in teaching writing; (2) the students who have low writing apprehension have better writing skill than those who have high writing apprehension; and (3) there is an interaction between teaching technique and writing apprehension in teaching writing skill. It can be summarized that thematic progression pattern is an effective technique in teaching writing skill at the second semester students of English Education Department in IKIP PGRI Bojonegoro. The effectiveness of the technique is affected by writing apprehension.
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Putri, Dian Marisha, Liza Amalia Putri, and Rahmadsyah Rangkuti. "Transformation of Writing Habit on Students at Junior High School and Vocational High School Awal Karya Pembangunan Lubuk Pakam." Budapest International Research and Critics in Linguistics and Education (BirLE) Journal 2, no. 1 (March 1, 2019): 158–63. http://dx.doi.org/10.33258/birle.v2i1.205.

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Writing Learning must still be based on Core Competencies (KI) which are then announced in Basic Competencies (KD) and Indicators through learning material. Similarly, the writing material results from field observations and observations. Add another competition for scientific publication of adolescents conducted at the District / City, Provincial and National Level. While the material can be achieved and competitions can be followed. In this paper, it is discussed giving habit transformation of writing through concepts and for example making students see general writing, then students look for references and field data. Only to discuss the substance of scientific writing needs field reinforcement data carried out by students and must be guided directly by the guidance teacher through habit transformation of writing so that the validity and writing of scientific writings can be accounted for. The results of habit transformation in adolescent students are quite significant, so that the 5 texts that have begun to be seen develop and several texts in the process of improvement. Of the seven texts prepared the results are quite encouraging. 2 manuscripts have started the results of their writings by fulfilling the rule of writing.
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Kobayakawa, Mayumi. "Analyzing Writing Tasks in Japanese High School English Textbooks: English I, II, and Writing." JALT Journal 33, no. 1 (May 1, 2011): 27. http://dx.doi.org/10.37546/jaltjj33.1-2.

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A quantitative comparative analysis of writing tasks in English I, II, and Writing textbooks was conducted in this study. Writing tasks in the textbooks were classified into four categories: controlled writing, guided writing, translation, and free writing; and 14 subcategories. The results of the analysis show that both English I and II textbooks featured mostly controlled writing tasks and fill-in-the-blank with translation tasks, while Writing textbooks included various translation and controlled writing tasks. Overall, guided writing and free writing tasks rarely appeared in the textbooks analyzed. According to the Japanese government’s (MEXT) course of study, writing instruction is generally related to free writing tasks. Therefore, free writing skills are necessary to develop students’ practical communication abilities as defined by MEXT. These findings suggest that teachers need to support the development of practical communication abilities by proactively increasing the free writing activities in English classes. 高等学校英語教科書における「書くこと」の課題比較分析：英語Ⅰ・Ⅱ、ライティングについて 本研究では、英語Ⅰ・Ⅱ、ライティング教科書における「書くこと」の課題の量的比較分析を行った。分類方法としては、教科書の書く活動を制限作文、誘導作文、和文英訳、自由英作文の4つに大別し、さらにこれらの活動を14種類の課題に分類した。分析結果によると、英語Ⅰ・Ⅱ教科書では制限作文や日本文を見て一文埋める問題、ライティング教科書では和文英訳や制限作文の課題が多く設定されていた。全体的な特徴として、誘導作文と自由英作文の課題の占める割合は少なかった。「書くこと」に関する学習指導要領の記述内容は主に自由英作文の課題と関連していることから、文部科学省が定義する「実践的コミュニケーション能力」を育成するためには、自由英作文を書く技能が必要である。したがって、英語授業における書く活動では、自由英作文を書く機会を積極的に増やすことにより、「実践的コミュニケーション能力」の育成を支援する必要があると示唆される。
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22

ASAKA, Yoko. "Improve academic writing skills." Journal of Japan Academy of Midwifery 33, no. 2 (December 27, 2019): 115–16. http://dx.doi.org/10.3418/jjam.foreword-33-2.

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23

Bogues, A. "Writing Caribbean Intellectual History." Small Axe: A Caribbean Journal of Criticism 12, no. 2 (January 1, 2008): 168–78. http://dx.doi.org/10.1215/-12-2-168.

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LEVIN, IRIS, ANNA BOTH–DE VRIES, DORIT ARAM, and ADRIANA BUS. "Writing starts with own name writing: From scribbling to conventional spelling in Israeli and Dutch children." Applied Psycholinguistics 26, no. 3 (July 2005): 463–77. http://dx.doi.org/10.1017/s0142716405050253.

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The development of children's writing of their own names as compared to their writing of dictated words was examined on samples of children ranging from 2 to 5 years of age, who were immersed in Hebrew or Dutch and recruited from low to high socioeconomic status families. Analyses were based on four data sets collected in three studies. From a young age, children wrote their name on a higher level than they wrote other words, and name writing improved with age more rapidly than word writing across the whole age range. Furthermore, the intercorrelations between word writings, corrected for age, were generally higher than the correlation between word and name writing, indicating that children exhibit a unique approach to the writing of their own name, irrespective of other background variables. Children's advanced skill in writing their name may suggest that name writing promotes the development of writing in general.
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25

White, Geoffrey. "NIH Research Grant Writing: Tips and Strategies." International Journal of Experimental Dental Science 2, no. 2 (2013): 0. http://dx.doi.org/10.5005/ijeds-2-2-vii.

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26

Decoteau, Dennis R. "Writing in Horticulture: A Course to Help Graduate Students Write More Effectively." HortTechnology 7, no. 1 (January 1997): 81–84. http://dx.doi.org/10.21273/horttech.7.1.81.

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A one-credit course, Writing in Horticulture, was developed and taught to graduate students in the Dept. of Horticulture at Clemson Univ. The course focused on discussion and explanation of the philosophies and methods of writing in the horticulture field. Discussions included a review of writing mechanics, types of writing and audiences, examples of exemplary writings, editing and reviewing, and examples and methods of professional correspondence. Real-life writing experiences were emphasized. Hands-on activities included writing and reviewing peer manuscripts and grant proposals. Three original written works were completed by the end of the semester: 1) a popular press article, 2) a grant proposal (maximum three pages long), and 3) an abstract for a manuscript published previously in a scientific journal.
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John, Joseph, and Abdulrazak Gurnah. "Essays on African Writing 2: Contemporary Literature." World Literature Today 70, no. 3 (1996): 744. http://dx.doi.org/10.2307/40042281.

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한연석. "Writing of yebyeon and core parts(2)." DONG-BANG KOREAN CHINESE LIEARATURE ll, no. 44 (September 2010): 285–323. http://dx.doi.org/10.17293/dbkcls.2010..44.285.

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Singh, Upasna, Om Prakash Pal, Saurabh Khatr, and G. C. Nandi. "LEKHOK: Text Writing Mechanism for HOAP-2." Advanced Materials Research 403-408 (November 2011): 4696–702. http://dx.doi.org/10.4028/www.scientific.net/amr.403-408.4696.

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There are several tasks in which humans require learning such as reading, writing, drawing etc. This paper gives an idea to make HOAP-2 (Humanoid Open Architecture Platform) robot capable of writing text of any particular language. It can also draw special symbol in a specific coordinate frame. For writing any alphabet the robot follows a trajectory defined in terms of intermediate points. Three types of interpolation: Straight, Clockwise and anticlockwise provides exact direction and smoothening to a particular pattern of the alphabet. On the basis of these interpolated results robot usable joint values are generated. The simulator utilises the updated robot joint values for writing the sentence. We have tested our method on Webots (a simulated framework for HOAP-2) in which the robot can write any sentence of English characters correct and precise.
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Roth, Kate, and Joan Dabrowski. "Extending Interactive Writing Into Grades 2-5." Reading Teacher 68, no. 1 (May 27, 2014): 33–44. http://dx.doi.org/10.1002/trtr.1270.

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Ismail, Ismail, and Ramadhan Ramadhan. "Improving the students’ writing proficiency through collaborative writing Method." MAJESTY JOURNAL 1, no. 1 (January 30, 2019): 63–76. http://dx.doi.org/10.33487/majesty.v1i1.56.

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Purposes: The objective of the research was intended to know the improvement of the students’ proficiency in writing through collaborative writing method at second year students’ of SMA Muhammadiyah Kalosi, Enrekang regency. Methodology: The method of this research is classroom action research consisted of two cycles. The population of this research is all students grade eight at Senior high school; they were 350 students and as a sample of this research consist of ten percent from the population. There were two kinds of data on this research namely qualitative and quantitative. Qualitative data showed that students’ interest in writing descriptive because they can write collaboratively, knowledge sharing and critical thinking in teaching and learning process. Quantitative data showed us the improvement from the first up to the last test, the improvement occurred continuously. Findings: The finding of the research was students’ improvement in cycle I of content was17.25% became 19.37%. The students’ improvement of organization was 19.71% in cycle 1 and it became 20.42% in cycle 2. The students’ improvement of vocabulary was 13.54% in cycle 1 and it became 14.09% in cycle 2. The students’ improvement of language use was 14.71% in cycle 1 and it became 16.63% in cycle 2, and the students’ improvement of mechanics was 3.42% in cycle 1 and it became 3.72% in cycle 2. Implication: It describes us that there was an improvement on students’ proficiency by implementing collaborative writing method.
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Dustin, Daniel, Cait Wilson, Troy Bennett, and Rose I. Verbos. "Writing for Publication." SCHOLE: A Journal of Leisure Studies and Recreation Education 32, no. 2 (September 1, 2017): 158–64. http://dx.doi.org/10.18666/schole-2017-v32-i2-2.

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Thompson, D. "Writing for publication." European Journal of Cardiovascular Nursing 1, no. 4 (December 2002): 221–22. http://dx.doi.org/10.1016/s1474-5151(02)00045-2.

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34

Zabus, Chantal. "Writing women's rites." Women's Studies International Forum 24, no. 3-4 (May 2001): 335–45. http://dx.doi.org/10.1016/s0277-5395(01)00183-2.

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Lundberg, George D. "Writing is all." Lancet 352, no. 9131 (September 1998): 898. http://dx.doi.org/10.1016/s0140-6736(05)60037-2.

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Smith, John B., and Catherine F. Smith. "Writing, thinking, computing." Poetics 19, no. 1-2 (April 1990): 121–42. http://dx.doi.org/10.1016/0304-422x(90)90033-2.

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Gilbert, S. M. "Writing Women's Literary History." Modern Language Quarterly 56, no. 2 (January 1, 1995): 234–37. http://dx.doi.org/10.1215/00267929-56-2-234.

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Rhoads, Steven E. "Bias against conservative writing." Academic Questions 18, no. 3 (September 2005): 5. http://dx.doi.org/10.1007/s12129-005-1012-2.

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Wong, Yu Ka. "Exploring the reading–writing relationship in young Chinese language learners’ sentence writing." Reading and Writing 31, no. 4 (January 13, 2018): 945–64. http://dx.doi.org/10.1007/s11145-018-9820-2.

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Fiehler, Jens. "New ESO/ESMINT Thrombectomy Guidelines: after Guideline Writing is before Guideline Writing." Clinical Neuroradiology 29, no. 2 (May 9, 2019): 189–90. http://dx.doi.org/10.1007/s00062-019-00784-2.

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Cho, Mi-Haeng. "Analysis of Error Type and Feedback Efficacy on Genre-Based Writing: Narrative Writing*." English Teachers Association in Korea 28, no. 4 (December 31, 2022): 1–21. http://dx.doi.org/10.35828/etak.2022.28.4.1.

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The current study aims to analyze EFL learners' error types and teachers’ feedback efficacy in English narrative writing. 60 participants divided into two proficiency groups by TOEIC scores were asked to write each of two narrative essays in class and correct each language-form error in their drafts based on two kinds of feedback (explicitly coded and uncoded). Errors in each group’s drafts and revisions were statistically analyzed based on the error types and feedback methods. The findings of the study are as follows: 1) Overall learners’ writing accuracy and fluency analyzed by tokens and error rate after revision show a significant improvement. 2) Detailed error analysis on narrative writing indicates that in the draft, the error types related to verbs (particularly past tense) are more frequent than others, but in the revisions, the correction activity using feedback shows a positive effect on error types relevant to verbs, one of treatable errors. 3) Students with better English proficiency, given more explicit “coded” feedback, can significantly reduce error rates in both drafts and revisions. This suggests teachers to consider troublesome error types as well as feedback methods when giving error feedback to EFL writers.
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Mutabar, Murodova, and Maftuna Rustamova. "DEVELOPING WRITING ABILITIES OF EFL STUDENTS THROUGH BLOGGING." INTERNATIONAL JOURNAL OF WORD ART 3, no. 3 (March 30, 2020): 15–21. http://dx.doi.org/10.26739/2181-9297-2020-3-2.

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The aim of this study is to review the using blogs in teaching the writing skills to students: we explore various types of blogs and review their didactic features and methodological function; suggest to develop writing skills via blogs; and determine the stages of students’ writing skills development via blogs.This paper reports on a process approach to the writing by implementation of innovative pedagogical technologies such as a cycle of blogging activities within different levels of courses of English language for academic purposes at theuniversitiesof Uzbekistan
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Manley, R. "Thoughts on Writing from Exile." Small Axe: A Caribbean Journal of Criticism 6, no. 2 (January 1, 2002): 201–8. http://dx.doi.org/10.1215/-6-2-201.

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Laferriere, D., L. P. Dalembert, E. Danticat, E. Trouillot, and J. M. Dash. "Roundtable: Writing, History, and Revolution." Small Axe: A Caribbean Journal of Criticism 9, no. 2 (January 1, 2005): 189–201. http://dx.doi.org/10.1215/-9-2-189.

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Tikupasang, Olivia, Sri Hardiyanti, and Arman Arman. "EFL Student's Difficulties Toward IELTS Writing Task 2." AMCA Journal of Education and Behavioral Change 2, no. 1 (April 28, 2022): 28–31. http://dx.doi.org/10.51773/ajeb.v2i1.141.

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Having assessed the IELTS writing class, the researchers found that the EFL students’ IELTS writing task 2 was still below the standard. This problem shows that writing is still a complex skill faced by EFL students. This study aimed to analyze the problems and errors faced by EFL students in writing IELTS task 2. The instrument of this research was archival documents. A descriptive qualitative approach was employed with the total samples were 5 learners. The research focused on finding out the writing problems made by EFL students and finding out the most frequent problems and errors written by them. The problems were divided into some classifications namely: problem in word choice, punctuation, spelling, and language use involving grammatical area: error of verb, noun, pronoun, adjective, adverb, article, preposition, and conjunction. The finding showed that learners encountered some difficulties such as language use 72 (73%), punctuation 8 (8%), spelling 7(7%) and word choice (11%) From the fourth difficultness encountered by EFL Learners language use had the most portion in term of the error made by the learners.
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Theresa B. Nardo, Ma, and Esther R. Hufana. "Development and Evaluation of Modules in Technical Writing." American Journal of Educational Research 2, no. 6 (May 12, 2014): 341–50. http://dx.doi.org/10.12691/education-2-6-2.

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JAMES, FRANCES C. "Writing Proposals." BioScience 50, no. 11 (2000): 1023. http://dx.doi.org/10.1641/0006-3568(2000)050[1023:wp]2.0.co;2.

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48

Arzhadeeva, Daria, and Natalia Kudinova. "Using Debate to develop Writing Skills for IELTS Writing Task 2 among STEM Students." Journal of Language and Education 6, no. 4 (December 31, 2020): 30–43. http://dx.doi.org/10.17323/jle.2020.10424.

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The paper focuses on the issue of developing essay writing skills in the context of IELTS preparation and explores the issue of whether academic debate can enhance STEM students’ ability to structure their essays, develop a smooth progression of ideas, and provide supported and extended arguments, which, in turn, may result in higher scores for the IELTS Task Response and Coherence and Cohesion categories. To answer this, a study was undertaken in the academic years 2016/2017 and 2017/2018 among STEM undergraduate students in the National Research University Higher School of Economics, Moscow, Russia. The study involved two groups of students (36 students in each): the group that attended regular IELTS preparation classes and the other that, in addition to regular classes, attended debate classes where among other things Toulmin’s argument structure was taught. At the beginning and end of the experiment both groups submitted essays that were analysed according to IELTS rubrics for Task Response and Coherence and Cohesion, and the presence or absence of the elements of Toulmin’s argument structure. In addition, the essays were assessed by an independent IELTS teacher. An independent-samples t-test and Levene’s test were utilised to determine the significance of the collected data. The findings revealed that, on average, the students of the experimental group scored well in Task Response and Coherence and Cohesion, yet some results were inconsistent, which requires further research.
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Kim, Nambok, and Taehyun Kwon. "A Study on the Aspects of Teachers’ Feedback on High School Students’ Persuasive Writing." Korean Association For Learner-Centered Curriculum And Instruction 22, no. 20 (October 31, 2022): 1049–76. http://dx.doi.org/10.22251/jlcci.2022.22.20.1049.

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Objectives The purpose of this study is to examine the aspects of teachers’ feedback based on high school students’ persuasive writings and their assessment. In particular, it attempts to check the aspects of teachers’ feedback on how teachers give their feedback to students depending on writing level by categorizing types of feedback, which lead to look for effective feedback. Methods For this study, 30 of the third graders in high school wrote the persuasive writings about animal experiment and the papers randomly were distributed into 5 teachers. The papers were divided into level of writing(advanced, intermediate, beginner) and gender. Teachers’ feedback on 150 writings were categorized and frequency and correlation were analyzed throughout the categorization. It is analyzed that there are any differences in the contents of feedback depending on students’ writing level. Results Teachers involved mostly concentrated on the factor of the vocabulary(953 feedback) of all the feedback(2862 feedback), while the least feedback is the factor of critical opinion(2 feedback). In detail, feedback on structure of writing, metacognition occurs most often in the advanced levels of performance, feedback on detail of contents in the intermediate levels of performance and feedback on sentence, comprehension of subject in the beginner levels of performance. Conclusions As a result, it is shown that most of the teachers still tend to give students feedback on form of writing like vocabulary correction and revision and grammar like word spacing, punctuation marks for accuracy in expression. In addtion, teachers’ feedback depending on writing level show obvious differences in the target with the result that writing feedback is classified in this study. The study has significant implications for constructive feedback on writing.
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Ismail, Ismail. "Is it Application of Extended Writing Truly Push Writing Student Ability?" Edumaspul - Jurnal Pendidikan 1, no. 2 (February 28, 2017): 15–23. http://dx.doi.org/10.33487/edumaspul.v1i2.22.

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The extended writing allowed the incorporation of the process into the assessment of writing skills and encouraged increased students autonomy. The research was conducted through a classroom action research (CAR) that comprising 18 students. The results of the student's writing text in the cycle 1 and cycle 2 had increased in different scores. The means scores in data source where 61.67 become 63.61 in cycle 1, and after revision, in the cycle 2, the mean score in cycle 2 was 74.72 by application of extended writing project assessment. The successful minimal criterion (KKM) was 70. It can be seen that the application of Extended Writing Project Assessment was increased significantly. The most obvious consequence of this is that the ideas presented by the students are better, and the time needed to complete an essay is much more efficient.
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