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Journal articles on the topic 'Writing Components'

Author: Grafiati

Published: 4 June 2021

Last updated: 5 February 2022

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1

Rahman, Azizur. "Components of Writing a Review Article." Journal of Integrated Community Health 8, no. 1 (2019): 8–12. http://dx.doi.org/10.24321/2319.9113.201902.

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Kang, Sukjin, Junmo Jo, and Taehee Noh. "A Study on Writing Process Components and Writing Strategies in Argumentative Writing." Journal of The Korean Association For Research In Science Education 33, no. 7 (2013): 1418–30. http://dx.doi.org/10.14697/jkase.2013.33.7.1418.

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Kahanov, Leamor, and Lindsey Eberman. "UNIQUE: Components for Writing Case Reports." Athletic Training & Sports Health Care 3, no. 6 (2011): 249–51. http://dx.doi.org/10.3928/19425864-20111028-02.

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Decker, Scott L., Alycia M. Roberts, Kristin L. Roberts, Allison L. Stafford, and Mark A. Eckert. "COGNITIVE COMPONENTS OF DEVELOPMENTAL WRITING SKILL." Psychology in the Schools 53, no. 6 (2016): 617–25. http://dx.doi.org/10.1002/pits.21933.

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Shafiee, Sajad, Marziye Mobini, Ehsan Namaziandost, and Sharareh Ghodoosi. "Contribution of Multiple Intelligences to L2 Writing of EFL Learners." International Journal of Linguistics, Literature and Translation 3, no. 6 (2020): 59–69. http://dx.doi.org/10.32996/ijllt.2020.3.6.7.

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 The present study was carried out to unveil the predictive power of multiple-intelligences (MI) in accounting for different components of L2 writing. To do so, through an OPT, 120 intermediate EFL learners were selected. In one class session, the researcher gave McKenzie's (1999) MI questionnaire to the learners and asked them to fill out the questionnaire. In the subsequent session, the participants were asked to write an argumentative essay about a topic within 60 minutes. The learners' writings were scored from 1 to 4 based on each component of writing under question (i.e., content,

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Amoako, G., W. Zhang, M. Zhou, S. S. Sackey, and P. Mensah-Amoah. "Rapid Laser Direct Writing of Plasmonic Components." Applied Physics Research 9, no. 6 (2017): 19. http://dx.doi.org/10.5539/apr.v9n6p19.

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A new device named technology-plasmonics has recently emerged and can be used to manipulate light at the nano-scale level. Here, we report the method of two-photon photopolymerization for rapid laser direct writing of plasmonic components. The characterization of these components is performed by a leakage radiation microscope, which has the same system construction as the two-photon photopolymerization micro-fabrication system except the laser pattern. The dielectric structures covered with gold proved to be very efficient for the excitation of surface plasmon polaritons in this system and can

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Cheng, Yuh-show, Elaine K. Horwitz, and Diane L. Schallert. "Language Anxiety: Differentiating Writing and Speaking Components." Language Learning 49, no. 3 (1999): 417–46. http://dx.doi.org/10.1111/0023-8333.00095.

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Escorcia, D., and M. Gimenes. "Metacognitive components of writing: Construction and validation of the Metacognitive Components of Planning Writing Self-inventory (MCPW-I)." European Review of Applied Psychology 70, no. 1 (2020): 100515. http://dx.doi.org/10.1016/j.erap.2019.100515.

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Mahmoudi, Asgar. "Effect of Planning on Iranian Intermediate EFL Learners' Mastery of Writing Skill." Theory and Practice in Language Studies 7, no. 3 (2017): 219. http://dx.doi.org/10.17507/tpls.0703.08.

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Accomplishing mastery in writing is difficult for EFL learners and needs employing special teaching strategies. Planning is one of the strategies that has been of interest to EFL researchers since a long time ago because it is believed that it affects learners' quality of writing. Planning can be looked at from three perspectives: its timing (before or during writing), its scope (micro or macro), and the number of people involved in it (individual or collaborative). This study focused on the third perspective and sought to explore if both individual and collaborative planning can improve EFL l

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Park, Eun Ha. "An Analysis of University Writing Textbooks Based on the Components of Writing Tasks." Korean Journal of Literacy Research 11, no. 2 (2020): 99–134. http://dx.doi.org/10.37736/kjlr.2020.04.11.2.04.

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Allen, Laura K., Erica L. Snow, Scott A. Crossley, G. Tanner Jackson, and Danielle S. McNamara. "Reading comprehension components and their relation to writing." L’Année psychologique 114, no. 04 (2014): 663–91. http://dx.doi.org/10.4074/s0003503314004047.

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서수현. "Study on Setting the Components of Writing Assignment." korean language education research ll, no. 33 (2008): 449–72. http://dx.doi.org/10.20880/kler.2008..33.449.

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Rathjens, Dietrich. "The seven components of clarity in technical writing." IEEE Transactions on Professional Communication PC-28, no. 4 (1985): 42–46. http://dx.doi.org/10.1109/tpc.1985.6448848.

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Huang, Kai, Hamada Elsayed, Giorgia Franchin, and Paolo Colombo. "Embedded direct ink writing of freeform ceramic components." Applied Materials Today 23 (June 2021): 101005. http://dx.doi.org/10.1016/j.apmt.2021.101005.

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Karasu, Guzin. "Review of the Interactive Writing Lesson Provided for Turkish Hearing-Impaired University Students." World Journal of Education 8, no. 6 (2018): 116. http://dx.doi.org/10.5430/wje.v8n6p116.

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When the literature about the writing expression of hearing-impaired students is reviewed, it is seen that there arestudies in which the effectiveness of several approaches and the writing process are analysed, assessment andevaluation aspects are considered and comparisons are made with the level of skills of non-impaired peers. On theother hand, there is a need for researches regarding the method of implementation of writing lessons. In this study, it isexplained how the pre-writing stage for the writing of a text is performed with hearing-impaired students throughInteractive Writing. The st

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Mardiana, Mardiana, Baso Jabu, and Sukardi Weda. "Episodic Memory in EFL Classroom at Bosowa University." ELT Worldwide: Journal of English Language Teaching 3, no. 1 (2016): 63. http://dx.doi.org/10.26858/eltww.v3i1.1885.

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The objectives of this research are (1) to find out whether the use of episodic memory is effective to improve the writing ability of the fifth-semester students of English education department of Bosowa University Makassar and (2) to find out the component of writing that improves the students’ writing the highest. The method applied in this research was true experiment design. It involved two groups design. That was experimental and control group. The subjects of this research were taken from two classes at fifth semester A and B in 2014/2015 academic year. The sample consisted of 40 student

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Cardoso Lessa-de-Oliveira, Adriana Stella Cardoso. "Componentes articulatórios da Libras e a escrita SEL (Libras articulatory components and SEL writing)." Estudos da Língua(gem) 17, no. 2 (2019): 103. http://dx.doi.org/10.22481/el.v17i2.5338.

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Este artigo apresenta os resultados de um projeto de pesquisa que objetivou criar um sistema de escrita para línguas de sinais, que pudesse ser grafado de formar manuscrita e digital e que pudesse ser adquirido por seres humanos com relativa facilidade. Concentramos esforços na investigação da natureza articulatória do sinal da Língua Brasileira de Sinais (Libras) a fim de poder produzir um sistema de representação escrita dessa língua que pudesse se submeter à automatização do processamento. Nossa investigação nos levou à identificação da estrutura articulatória dos sinais da Libras, constitu

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Huda, Masrul, and Gozali Gozali. "IMPLEMENTING OF POLYTECHNIC STUDENTS’ ABILITY OF WRITING APPLICATION LETTERS." Elite English and Literature Journal 7, no. 2 (2020): 160. http://dx.doi.org/10.24252/10.24252/elite.v7i2a5.

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Writing an English application letter is one of ‘Job Getting’ materials. The writing results can measure the students’ writing ability in English. This study aims to describe the writing quality of English application letter made by State Polytechnic of Balikpapan students. It also tries to explain frequent errors in the application letter. The research method used is descriptive qualitative. The data obtained were assessed based on a scoring rubric adapted from Cohen (1994). There are four criteria assessed including Content, Organization, Grammar, and Mechanic. The data results are presented

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Kyoung Hee Yang. "A Study on Specification the Components of Writing Assignmen." 작문연구 ll, no. 34 (2017): 81–110. http://dx.doi.org/10.31565/korrow.2017..34.003.

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Elfiyanto, Sonny, and Seiji Fukazawa. "Effect of teacher and peer written corrective feedback on writing components in EFL classrooms." JEES (Journal of English Educators Society) 5, no. 2 (2020): 185–91. http://dx.doi.org/10.21070/jees.v5i2.826.

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This study aimed to investigate the impact of teacher and peer written corrective feedback (WCF) on Indonesian senior high school students’ writing performance. A total of 71 Indonesian senior high school students from Grade X participated in this study; 36 were provided teacher WCF and 35 peers WCF. To collect and data, the participants were asked to write a legend essay. Using qualitative data analysis, we aimed to reveal the effectiveness of teacher and peer WCF in improving students’ writing performance. Adapted scoring rubric was employed to measure students’ overall writing performance,

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Aunurrahman, Aunurrahman. "Exploring Writing Anxiety of the EFL University Students in Pontianak Indonesia." IJELTAL (Indonesian Journal of English Language Teaching and Applied Linguistics) 4, no. 1 (2019): 109. http://dx.doi.org/10.21093/ijeltal.v4i1.336.

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The purpose of the descriptive study is to explore the English as a foreign language second-semester students’ writing anxiety. The students were from a private university in Pontianak, West Kalimantan, Indonesia. A total of 92 students who were selected randomly filled the writing anxiety questionnaire. The writing anxiety questionnaire reports that 53.26 % (n= 49) of the students experienced low writing anxiety and 46.74% (n= 43) of the students experienced high writing anxiety. In terms of the components of writing anxiety, the students experienced anxiety in the component of evaluation (me

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Driscoll, Dana Lynn, Joseph Paszek, Gwen Gorzelsky, Carol L. Hayes, and Edmund Jones. "Genre Knowledge and Writing Development: Results From the Writing Transfer Project." Written Communication 37, no. 1 (2019): 69–103. http://dx.doi.org/10.1177/0741088319882313.

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Using a mixed-methods, multi-institutional design of general education writing courses at four institutions, this study examined genre as a key factor for understanding and promoting writing development. It thus aims to provide empirical validation of decades of theoretical work on and qualitative studies of genre and the nature of genre knowledge. While showing that both simplistic and nuanced genre knowledge promote writing development, our findings suggest that nuanced genre knowledge correlates with writing development over the course of a semester. Based on these findings, we propose an e

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Kung, Shiao-Chuan, and Ting-Wen Liang. "Writing-4-Sharing." IALLT Journal of Language Learning Technologies 36, no. 2 (2004): 39–48. http://dx.doi.org/10.17161/iallt.v36i2.8409.

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This paper describes a web-based application that facilitatesthe meeting of pedagogical goals of process-oriented writing.The system supports the teaching strategies used in an EFL(English as a Foreign Language) writing class and allows theconstruction of electronic portfolios. It allows for onlinesubmission, peer-review, marking and revision of papers andperforms administrative tasks. It also makes possible th1esmooth completion of collaborative writing, process writingand peer reviewing activities, all essential components of thecurriculum of an EFL writing course.

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Turgut Dost, Guliz. "A Revision Model in Writing for Novice Writers with a Focus on Audience and Feedback." Journal of Contemporary Educational Research 3, no. 1 (2019): 6–19. http://dx.doi.org/10.26689/jcer.v3i1.439.

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Revision is a complex, yet important phase in writing to improve the quality of a text. Some revision models are created in order to explain its components and the ways these components work. However, analysis of available models shows that they are proposed mainly for expert writers, who can complete the complex revision process individually, without the need of support or feedback. Most of the available models also do not include audience as a component. Therefore, the purpose of this paper is to introduce an alternative revision model for novice writers at or higher than high-school level w

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Bigozzi, Lucia, Chiara Malagoli, Chiara Pecini, Sara Pezzica, Claudio Vezzani, and Giulia Vettori. "Attention Components and Spelling Accuracy: Which Connections Matter?" Children 8, no. 7 (2021): 539. http://dx.doi.org/10.3390/children8070539.

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Attention and working memory are cross-domain functions that regulate both behavioural and learning processes. Few longitudinal studies have focused on the impact of these cognitive resources on spelling skills in the early phase of learning to write. This longitudinal study investigates the contributions of attention and working memory processes to spelling accuracy and handwriting speed in 112 primary school children (2nd, 3rd, and 4th grade; age range: 7.6–9.4 years) learning to write in the Italian transparent orthography. Standardised batteries were used to assess their attention and work

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Buyse, Kris. "Motivating Writing Education." Task-Based Language Teaching 152 (2006): 111–26. http://dx.doi.org/10.2143/itl.152.0.2017865.

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Abstract Writing can turn into a real passion. However, teaching and learning writing skills is hardly ever the most motivating component of a language curriculum. Writing currricula (i) are often purely skill oriented -at the expense of more cognitive and metacognitive aspects-, (ii) involving oneto- one communication using traditional tools, (iii) lacking clearly differentiated and sequenced goals per "level", (iv) fail to be embedded in a research environment, and (v) are seldom related to an overall view on language acquisition and learning. Inspired by our view on language learning, calle

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Kamali, Behrouz, Payman Rajabi, and Hossein Ahmadi. "Investigating iranian English as a Foreign Language (EFL) students’ writing skills based on principal component analysis." Revista EDaPECI 21, no. 2 (2021): 71–82. http://dx.doi.org/10.29276/redapeci.2021.21.215421.71-82.

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Identifying EFL writing components involves an intricate network of principles and approaches that also involve assessment models. Methods of teaching and assessing writing are normally compatible with the purposes or expectations of writing-specific courses/programs. This study investigated the most important academic writing constructs in Iranian EFL students based on principal component analysis. To this end, an Oxford Placement Test (OPT) was administered and based on its results, 60 (out of 114) Iranian EFL male and female learners from Islamic Azad University, Broujerd Branch, Iran, were

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Marshall, Lois S. "Research Commentary: Grant Writing: Part II Grant Application/Proposal Components." Journal of Radiology Nursing 32, no. 1 (2013): 48–51. http://dx.doi.org/10.1016/j.jradnu.2013.01.002.

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Van Erps, JÜrgen, Markus Wissmann, Markus Guttmann, et al. "Hot Embossing of Microoptical Components Prototyped by Deep Proton Writing." IEEE Photonics Technology Letters 20, no. 18 (2008): 1539–41. http://dx.doi.org/10.1109/lpt.2008.928836.

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Belinsky, Artem, Aleksandr Chernorizov, Vazha Devishvili, Mikhail Lobin, Aleksandr Manaenkov, and Alexandra Trofimova. "The New Device for Studying the Psychomotor Components of Writing." International Journal of Psychophysiology 168 (October 2021): S148. http://dx.doi.org/10.1016/j.ijpsycho.2021.07.419.

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Jumariati, Jumariati, and Emma Rosana Febriyanti. "LINE application: An alternative tool to develop writing abilities." Journal on English as a Foreign Language 10, no. 1 (2020): 70–86. http://dx.doi.org/10.23971/jefl.v10i1.1566.

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This study tried to reveal the potential use of LINE application in developing students’ writing abilities through blended learning. It employed a quasi-experimental design which involved thirty-nine students of the advanced writing course. The experimental group was taught by using process and product approach combined with LINE application with teacher’s and classmates’ feedbacks while the control group was taught by using a conventional method without LINE application. The data were the result of students’ writings collected by using a writing test and scoring rubric as the instruments. The

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Noordin, Nooreen, and Laleh Khojasteh. "The Effects of Electronic Feedback on Medical University Students’ Writing Performance." International Journal of Higher Education 10, no. 4 (2021): 124. http://dx.doi.org/10.5430/ijhe.v10n4p124.

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This study was designed to see whether electronic feedback positively affects medical students’ academic writing performance. Two groups of medical university students were randomly selected and participated in this study. In order to see whether the provision of electronic feedback for the compulsory academic writing course for medical students is effective, the researchers divided 50 medical students to the traditional (n=25) and intervention groups (n=25). Pre-test and post-test were conducted at the beginning and at the end of the semester. Electronic feedback was given to the medical stud

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Gusman, Elvina. "STUDENTS’ WRITING ESSAY ABILITY OF “ILMU PERPUSTAKAAN ISLAM”." Alfuad: Jurnal Sosial Keagamaan 2, no. 2 (2019): 188. http://dx.doi.org/10.31958/jsk.v2i2.1438.

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This research was conducted to see how the ability of students majoring in Islamic Library Science, Faculty of Islamic Law Adab and the Da'wah IAIN Batusangkar in writing discourse. In general, the components of writing discourse that are of concern are Organization, Content, Grammar and Sentence structure, Mechanics and Vocabulary. This research focuses on organization and grammar and sentence structure. This research uses descriptive method. The data of this study were taken from the test of the ability to write discourse by students of Islamic Library Science in the first year. Then, the da

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Margawati, Prayudias. "TRAVEL WRITING: AN APPLICATION OF WRITING WORKSHOP TO ENHANCE STUDENTS’S CREATIVE WRITING." Jurnal Pendidikan Bahasa dan Sastra 14, no. 2 (2014): 187. http://dx.doi.org/10.17509/bs_jpbsp.v14i2.724.

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Writing is often assumed as uneasy skill to either learn or teach. For students, they find it difficult to develop ideas in writing. On the other hand, teachers, many of them, only ready with the materials but confuse with the appropriate ways to teach. This paper intends to describe and discuss a method of teaching writing namely writing workshop to improve students’ writing skill through travel writing. Writing workshop proposed by Calkins that consists of mini lesson, work time, peer conferring and/or response groups, share sessions, and publication celebration is applied in writing class f

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Waller, Erik Hagen, Stefan Dix, Jonas Gutsche, Artur Widera, and Georg von Freymann. "Functional Metallic Microcomponents via Liquid-Phase Multiphoton Direct Laser Writing: A Review." Micromachines 10, no. 12 (2019): 827. http://dx.doi.org/10.3390/mi10120827.

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We present an overview of functional metallic microstructures fabricated via direct laser writing out of the liquid phase. Metallic microstructures often are key components in diverse applications such as, e.g., microelectromechanical systems (MEMS). Since the metallic component’s functionality mostly depends on other components, a technology that enables on-chip fabrication of these metal structures is highly desirable. Direct laser writing via multiphoton absorption is such a fabrication method. In the past, it has mostly been used to fabricate multidimensional polymeric structures. However,

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Ghaderi Doust, Elham. " A Comparative Study on Objectives and Components of Writing Skill in National Curriculum of Iran and America (New Jersey) at High School." International Letters of Social and Humanistic Sciences 70 (June 2016): 70–80. http://dx.doi.org/10.18052/www.scipress.com/ilshs.70.70.

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This study aims to provide an introductory of the codification of the objectives and components of teaching writing within the National Language curriculum in upper secondary in correlation with elementary and lower secondary curriculums. The method is a qualitative analysis of the contents. The data includes the Persian Language curriculum in Iranian upper secondary schools (version 2007) and American core curriculum for Language Arts (in New Jersey, 2004) collected through library study and note taking from Iran and foreign documents. In the present research, objectives and components of tea

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Torraco, Richard J. "Writing Integrative Literature Reviews." Human Resource Development Review 15, no. 4 (2016): 404–28. http://dx.doi.org/10.1177/1534484316671606.

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This article presents the integrative review of literature as a distinctive form of research that uses existing literature to create new knowledge. As an expansion and update of a previously published article on this topic, it reviews the growing body of literature on how to write literature reviews. The article identifies the main components of the integrative literature review, provides examples of visual representations for use in literature reviews, and describes how to write literature reviews that are integrative, definitive, and provocative. The article concludes by discussing the role

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Gorbachenko, Tetyana. "Language and writing as components of church and religious life of Christians." Ukrainian Religious Studies, no. 8 (December 22, 1998): 14–21. http://dx.doi.org/10.32420/1998.8.172.

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A complex and controversial social phenomenon is religious and religious life. An important part of it is the preaching of the word of God based on the use of language and writing, on the basis of which sacred books and other written sources for the submission of religious cults are made. The linguistic aspect of the social significance of language and writing as part of the church and religious life of Christians is considered.

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Noyan, Ebru, and Zeynep Kocoglu. "Developing EFL Writing Skills through WhatsApp Dialogue Journaling." Advances in Language and Literary Studies 10, no. 2 (2019): 38. http://dx.doi.org/10.7575/aiac.alls.v.10n.2p.38.

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The present study attempts to explore the effects of WhatsApp and Pen/Paper dialogue journal writing techniques on university students’ writing performance. 45 freshmen students from Sociology department of State University in Turkey, participated in the current study forming three homogenous groups of 15, namely WhatsApp dialogue journaling (WDJ), pen/paper dialogue journaling (Pap DJW) and the control group. The experimental groups (WDJ and Pap DJW) received 12 treatment sessions expecting students to create dialogues through dialogue journaling while the control group had no treatment excep

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Tenri Ampa, Andi, and Hidayah Quraisy. "Needs Analysis of the English Writing Skill as the Base to Design the Learning Materials." SHS Web of Conferences 42 (2018): 00050. http://dx.doi.org/10.1051/shsconf/20184200050.

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This research used a descriptive method. It was aimed at identifying students’ learning needs for the English writing skill as the base for designing the learning materials. Writing skill covered the analysis of the types of paragraph, types of text, the components of writing and paragraph development. The subjects of the research were the fourth semester students that consisted of 330 students. The samples were taken 15 % randomly, so the number of samples was 50 students. The research used a questionnaire as the instrument to get responses from the students about their learning needs. The re

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., Samudji. "The Hallidayan Stylistics and Creative Writing:Theoretical and Critical Study at the Level of Concepts." International Journal of Social Sciences and Humanities Invention 5, no. 12 (2018): 5140–46. http://dx.doi.org/10.18535/ijsshi/v5i12.09.

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This article tries to argue that systemic functional linguistic (SFL) stylistics or Hallidayan‘s stilistics can be integrated directly with the creative writing process or vice versa, and can provide a broad insight into determining meaning choices. The determination of this choice of meaning can be done by considering the sources of meaning available in three levels, namely: (1) the level of context of culture and context of situation with its three components, i.e., field, mode, tenor; (2) the level of discourse semantics with its three components, namely ideational (logical & experienti

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Husna, Lailatul. "An Analysis Of Students’ Writing Skill In Descriptive Text At Grade X1 Ipa 1 Of Man 2 Padang." Jurnal Ilmiah Pendidikan Scholastic 1, no. 1 (2017): 16–28. http://dx.doi.org/10.36057/jips.v1i1.281.

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This research was a descriptive research with the main aim to analyze the students’ descriptive text quality in English subject. The components that were analized analyzed in the descriptive text written by the students were developing ideas, organizing ideas, grammar, vocabulary and mechanics. These five components were analyzed based on the five categories, they are excellent, good, satisfactory, weak and poor. The participants of this research were 30 students in their second year of MAN 2 Padang. The topic was about places, in which the students chose the place that they want to describe.

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Zacharatos, F., N. Iliadis, J. Kanakis, P. Bakopoulos, H. Avramopoulos, and I. Zergioti. "Laser direct writing of 40 GHz RF components on flexible substrates." Optics & Laser Technology 79 (May 2016): 108–14. http://dx.doi.org/10.1016/j.optlastec.2015.11.017.

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Caetano, Ana. "Reflexive Dialogues: Interaction and Writing as External Components of Personal Reflexivity." Sociological Research Online 22, no. 4 (2017): 66–86. http://dx.doi.org/10.1177/1360780417732956.

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Margaret Archer’s work suggests that reflexivity is exercised through internal dialogues, in which subjects talk to themselves in order to clarify ideas, mull over problems, make plans, and take decisions. The present article argues that the exercise of reflexive competences is not limited to the privacy of individual minds, but that there is also an external component, which can lend the concept a broader analytical scope. Using the results of qualitative research focused on the social mechanisms of personal reflexivity, including biographical interviews, the article examines two other modali

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Barroga, Edward, and Maya Vardaman. "Essential Components of Educational Programs on Biomedical Writing, Editing, and Publishing." Journal of Korean Medical Science 30, no. 10 (2015): 1381. http://dx.doi.org/10.3346/jkms.2015.30.10.1381.

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Doloughan, Fiona J. "Writing with an Accent: Components of Style in the Intercultural Narrative." Language and Intercultural Communication 4, no. 1-2 (2004): 39–47. http://dx.doi.org/10.1080/14708470408668861.

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Vanderberg, Robert, and H. Lee Swanson. "Which components of working memory are important in the writing process?" Reading and Writing 20, no. 7 (2006): 721–52. http://dx.doi.org/10.1007/s11145-006-9046-6.

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Karapetyan, Marina. "Logical Coherence in Persuasive Writing." Armenian Folia Anglistika 7, no. 1 (8) (2011): 91–104. http://dx.doi.org/10.46991/afa/2011.7.1.091.

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Logical coherence is one of the most important standards of a persuasive speech. The article investigates the components of coherent mentality in persuasive writing based on the analysis of essay samples. The analysis proves that logical coherence and combination of thoughts provide the reader with certain information which contributes to an easier perception of the message developing trust towards the author and his opinion. In this regard, essays written by students possess a number of errors which hinder the grounded narration of the thought making the essay less persuasive.

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Dabbagh, Ali. "The Effect of Dialogue Journal Writing on EFL Learners' Descriptive Writing Performance: A Quantitative Study." International Journal of Applied Linguistics and English Literature 6, no. 3 (2017): 71. http://dx.doi.org/10.7575/aiac.ijalel.v.6n.3p.71.

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This study sought to evaluate the effect of dialogue journal writing on writing performance as well as its different sub-components, namely content, organization, vocabulary, language use, and mechanics (Following Polio, 2013). Participants were 84 EFL intermediate learners who were selected based on their performance on Oxford Quick Placement Test (2004) and divided randomly into experimental and control groups. While the participants in the control group took part in descriptive writing pre and post-tests only, their counterparts in experimental group were asked to write 3 journals a week fo

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Hagstrom, Jane N., and King-Tim Mak. "System Reliability Analysis in the Presence of Dependent Component Failures." Probability in the Engineering and Informational Sciences 1, no. 4 (1987): 425–40. http://dx.doi.org/10.1017/s0269964800000504.

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We consider the impact that the introduction of dependent component failures has on the computational difficulty of system reliability analysis. We develop general strategies for computing system reliability when components are subject to dependent failures. In the process, we identify a significant number of cases where computing the system reliability in the presence of dependent failures is not significantly harder than writing down the joint probability distribution and computing the system reliability when the components fail independently.

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