Relevant bibliographies by topics / Writing (composition) English language

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Writing (composition) English language'

Author: Grafiati
Published: 4 June 2021
Last updated: 19 February 2022

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Journal articles on the topic "Writing (composition) English language"

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Liu, Donghong, and Jing Huang. "Rhetoric Construction of Chinese Expository Essays: Implications for EFL Composition Instruction." SAGE Open 11, no. 1 (January 2021): 215824402098851. http://dx.doi.org/10.1177/2158244020988518.

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Recent scholarship on Chinese students’ English expository essays tends to blur or mitigate the differences between English and Chinese writings. This alleged convergence of English and Chinese rhetorical norms gives rise to a view that rhetorical aspects in second language writing instruction and research in China should be de-emphasized. Drawing on data from full-score Chinese compositions of College Entrance Examination, this study examines how Chinese expository paragraphs are developed. Results show great disparities between English and Chinese expository writing at paragraph level such as non-English rhetorical mode, reliance on authorities, rhetorical paragraph, and figurative language in topic sentence. We argue that Chinese rhetorical strategies are likely to be transferred to English writing if English rhetoric is not taught and reinforced in college.
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Mirzaee, Mona, and Amir Marzban. "An Investigation of the Interdependence between Writing in Persian as L1 and English as L2 on Female Intermediate Students: Language Problem or Writing Problem." Theory and Practice in Language Studies 6, no. 6 (June 7, 2016): 1229. http://dx.doi.org/10.17507/tpls.0606.12.

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English is the leading foreign language enjoying a prestigious position in many countries, including Iran. Many Iranian learners start learning English from first grade of junior high school; some other people send their children to English institutes as early as primary school or even pre-school, yet the problem is that most of them have problems in obtaining the satisfactory level of proficiency either in receptive skills (Listening and Reading) or productive skills (Speaking and Writing) or in both. Among the four skills, writing is of great importance. Hence, the current study examined the interdependence between writing in Persian (L1) and English (L2). For this purpose, 30 Iranian EFL learners majoring in English Translation at Islamic Azad University of Qaemshahr were selected. First of all, a TOEFL test was used to homogenize the learners. Then, the participants were asked to write English and Persian compositions on the same topic in narrative, descriptive and expository genres in two separate sessions, first L2 compositions then L1 composition after a two- week delay. These writings were scored according to the ESL Composition Profile (Jacobs et al. 1981) by two scorers for each language. Using Pearson product-moment correlation, the correlation between L2 proficiency and L1 writing to L2 writing was examined. The outcomes displayed large correlations between L2 proficiency and L2 writing but no correlation between L1 writing and L2 writing. The findings entail some pedagogical implications for improving EFL learners' L2 writing ability through getting more knowledge in English rather than focusing on Persian writing.
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Han, Chenrong. "The Effectiveness of Application of Writing Strategies in Writing Instruction." Journal of Language Teaching and Research 8, no. 2 (March 1, 2017): 355. http://dx.doi.org/10.17507/jltr.0802.19.

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Research on writing strategies has been a well-established field in second language writing research and the application of writing strategies in pedagogy has been widely acknowledged to effectively improve the process and product of English composition. This article explores how English as a foreign language learner’s writing strategy use within both traditional cognitive views and sociocultural perspective. While ESL composition research actively investigates writing strategies on English majors in university, less attention has been directed to non-English majors and their composing situations differ from those of English majors. This article attempts to begin to fill this gap. The findings from this study are concluded about the specific solutions that can be practiced in writing instruction and suggest future directions of writing strategy research.
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Breland, Hunter M., and Richard P. Duran. "Assessing English Composition Skills in Spanish-Speaking Populations." Educational and Psychological Measurement 45, no. 2 (July 1985): 309–18. http://dx.doi.org/10.1177/001316448504500215.

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The English writing ability of Mexican-American and Puerto Rican college candidates taking the College Board's English Composition Test (ECT) in December 1979 was studied. Mexican-American and Puerto Rican candidates were partitioned into groups indicating that English was the best language or else groups indicating that English was not the best language. The performances of three groups on essay portions and multiple-choice portions of the ECT were compared with each other and with performance on the same measures by December 1979 ECT test takers as a whole. The results of the various analyses indicated that the ECT essay writing ability of Hispanics tended to be overestimated by the indirect, multiple-choice ECT assessment of writing skills. However, evidence emerged that some Hispanics who score high on the ECT essay writing task and who judge that Spanish is their best language may have their ECT essay writing skills underestimated by the ECT indirect measure of writing skills. Further research is needed, clarifying the generality of these findings, their linguistic basis, and their implications for college placement.
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ZHANG, JUAN, CATHERINE McBRIDE-CHANG, RICHARD K. WAGNER, and SHINGFONG CHAN. "Uniqueness and overlap: Characteristics and longitudinal correlates of native Chinese children's writing in English as a foreign language." Bilingualism: Language and Cognition 17, no. 2 (May 30, 2013): 347–63. http://dx.doi.org/10.1017/s1366728913000163.

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Longitudinal predictors of writing composition in Chinese and English written by the same 153 Hong Kong nine-year-old children were tested, and their production errors within the English essays across ten categories, focusing on punctuation, spelling, and grammar, were compared to errors made by ninety American nine-year-olds writing on the same topic. The correlation between quality of the compositions in Chinese and English was .53. In stepwise regression analyses examining early predictors at ages between five and nine years, tasks of speed or fluency were consistently uniquely associated with Chinese writing composition; measures of English vocabulary knowledge, word reading, or both were consistently uniquely associated with English writing quality. Compared to the American children, Chinese children's writing reflected significantly higher proportions of errors in all grammatical categories but did not differ in punctuation or spelling. Findings underscore both similarities and differences in writing at different levels across languages.
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Al-Makhzoumy, Khalaf, and Mohammed O. Al-Shorafat. "Problems of English Composition in Jordanian Secondary Schools." ITL - International Journal of Applied Linguistics 101-102 (January 1, 1993): 1–22. http://dx.doi.org/10.1075/itl.101-102.01alm.

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There is a general consensus among researchers that most students of English as a foreign language (EFL) are weak in writing composition. One of the main reasons for their weakness is due to the fact that there is no general agreement among teachers on how to teach and/ or evaluate compositions. Secondary school teachers in Jordan often complain that most students face problems and make errors when they write English compositions. These errors are usually reflected in school exams as well as in the General Secondary School Examination (Tawjihi), held annually by the Ministry of Education. The main concern of this research is to study students' problems in writing English compositions in Jordanian Secondary Schools. A questionnaire has been set for this purpose. The research is expected to identify the most serious problems that secondary students face and recommend certain procedures to avoid these problems and improve students' writing ability in English compo-sitions.
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Carr, Jean Ferguson. "Composition, English, and the University." PMLA/Publications of the Modern Language Association of America 129, no. 3 (May 2014): 435–41. http://dx.doi.org/10.1632/pmla.2014.129.3.435.

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The role composition plays in the contemporary American university, particularly in relation to the english department, has changed from the days when composition was not an expertise but a duty. Initiated on the college level in the 1870s, as John Brereton has argued, at a time much like our own, when the American college was “in danger of becoming irrelevant to a rapidly changing nation” (3), composition consolidated the many kinds of writing done in the courses (and in the extracurriculum) of universities into a required academic subject, positioned at the threshold of college education. It was charged with preparing students for the rigors of college study and for citizenship and professional life. For many generations of college English teachers, composition was an expected part of the job: everyone, whatever their specialty, taught first-year writing.
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Bartholomae, David. "Composition, 1900-2000." PMLA/Publications of the Modern Language Association of America 115, no. 7 (December 2000): 1950–54. http://dx.doi.org/10.2307/463613.

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By 1900, composition as a university subject was already a century old. Writing instruction and the writing of regular “themes” were part of the university curriculum in the United States throughout the nineteenth century, with goals and methods perhaps best represented in Blair's Lectures on Rhetoric and Belles Lettres (1783), Newman's A Practical System of Rhetoric (1827), Parker's Aids to English Composition (1844), Boyd's Elements of Rhetoric and Literary Criticism (1844), and Quackenbos's Advanced Course of Rhetoric and English Composition (1855). Composition courses, usually required, are among the most distinguishing features of the North American version of university education. They represent a distinctively democratic ideal, that writing belongs to everyone, and a contract between the institution and the public—a bargain that, over time, made English departments large and central to the American university and to the American idea of an undergraduate education.
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Adams, Anne-Marie, and Kim Guillot. "Working Memory and Writing in Bilingual Students." ITL - International Journal of Applied Linguistics 156 (2008): 13–28. http://dx.doi.org/10.2143/itl.156.0.2034417.

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Abstract The vocabulary, spelling and writing skills of French/English bilingual students aged between 12 and 15 years were assessed, along with their verbal working memory (VWM), visuo-spatial working memory (VSWM) and phonological short-term memory (PSTM) skills. The extent to which individual differences in writing performance reflected variations in working memory skills which were specific to the memory domain and the language of testing was assessed. All three components of working memory were significantly associated across languages confirming their independence in this bilingual sample. Significant associations were also identified between vocabulary knowledge and VWM in both languages. For text composition in English, significant associations were identified between spelling and PSTM assessed in English, with medium sized, but non-significant, correlations identified with vocabulary knowledge and VWM. For text composition in French, although the associations with spelling, PSTM and VWM were of a moderate effect size, none of these associations reached significance. Comparisons across languages revealed that although writing in English was not significantly associated with either French vocabulary or spelling, writing in French was associated with both these subcomponent skills assessed in English. Visuo-spatial working memory bore little association with either spelling or writing skills either within or across languages. Broadly speaking therefore the data were consistent with an interpretation of the relationship between working memory and writing that reflects a domain-specific view of the capacity limitations in working memory which constrain writing performance, rather than limitations imposed by a domain-general attentional construct. However, it was proposed that these verbal processing effects are not language-specific.
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Adams, Anne-Marie, and Kim Guillot. "Working Memory and Writing in Bilingual Students." ITL - International Journal of Applied Linguistics 156 (2008): 13–28. http://dx.doi.org/10.1075/itl.156.02ada.

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The vocabulary, spelling and writing skills of French/English bilingual students aged between 12 and 15 years were assessed, along with their verbal working memory (VWM), visuo-spatial working memory (VSWM) and phonological short-term memory (PSTM) skills. The extent to which individual differences in writing performance reflected variations in working memory skills which were specific to the memory domain and the language of testing was assessed. All three components of working memory were significantly associated across languages confirming their independence in this bilingual sample. Significant associations were also identified between vocabulary knowledge and VWM in both languages. For text composition in English, significant associations were identified between spelling and PSTM assessed in English, with medium sized, but non-significant, correlations identified with vocabulary knowledge and VWM. For text composition in French, although the associations with spelling, PSTM and VWM were of a moderate effect size, none of these associations reached significance. Comparisons across languages revealed that although writing in English was not significantly associated with either French vocabulary or spelling, writing in French was associated with both these subcomponent skills assessed in English. Visuo-spatial working memory bore little association with either spelling or writing skills either within or across languages. Broadly speaking therefore the data were consistent with an interpretation of the relationship between working memory and writing that reflects a domain-specific view of the capacity limitations in working memory which constrain writing performance, rather than limitations imposed by a domain-general attentional construct. However, it was proposed that these verbal processing effects are not language-specific.
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Dissertations / Theses on the topic "Writing (composition) English language"

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Harms, Aaron A. "First-year composition and writing center usage." Diss., Columbia, Mo. : University of Missouri-Columbia, 2007. http://hdl.handle.net/10355/4933.

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Thesis (M.A.)--University of Missouri-Columbia, 2007.
The entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Title from title screen of research.pdf file (viewed on March 27, 2008) Includes bibliographical references.
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Strauch, John Robert Scharton Maurice. "Options in the composing process a textbook for high school composition /." Normal, Ill. Illinois State University, 1986. http://wwwlib.umi.com/cr/ilstu/fullcit?p8616849.

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Thesis (D.A.)--Illinois State University, 1986.
Title from title page screen, viewed July 12, 2005. Dissertation Committee: Maurice Scharton (chair), Janice Neuleib, William Linnemann, Stanley Renner, Michael Lorber. Includes bibliographical references (leaves 151-155) and abstract. Also available in print.
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Benz, Bradley Paul. ""ESL trouble spots" : composition handbooks, ideology, and the politics of ESL writing and global English /." Thesis, Connect to this title online; UW restricted, 2001. http://hdl.handle.net/1773/9408.

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Bormann, Vanessa Rae. "Writing for Change and Changing Writing: Service Learning, First-Year Composition and Writing about Writing." Master's thesis, University of Central Florida, 2012. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/5136.

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Through a piloted model of curriculum designed for ENC 1101 this teacher-research study investigated how service-learning can shape the experiences of both teachers and students in the first-year composition classroom. The research aimed to determine the ways in which enhancement occurred for students and teachers through evaluation of student coursework, a post-semester student focus group and a faculty interview. Focusing on the impacts of this curriculum on a part-time teacher, this study also aimed to bring to light some of the challenges inherent in service-learning within FYC, while offering ways to mediate those challenges in both course design and departmental implementation. As a result of this project, recommendations were made for modification of this curriculum to be used as an option for instructors alongside appropriate professional development, which is essential to the success of service-learning in FYC. Continued research dealing with various approaches to using service-learning in FYC was also recommended.
ID: 031001299; System requirements: World Wide Web browser and PDF reader.; Mode of access: World Wide Web.; Error in paging: p. ii followed by 2 unnumbered pages which are followed by p. ii-iii.; Adviser: .; Title from PDF title page (viewed March 11, 2013).; Thesis (M.A.)--University of Central Florida, 2012.; Includes bibliographical references (p. 126-129).
M.A.
Masters
English
Arts and Humanities
English; Rhetoric and Composition
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Dively, Ronda S. Hesse Douglas Dean. "Beyond dualism writing and responding to religious rhetoric in the freshman composition classroom /." Normal, Ill. Illinois State University, 1994. http://wwwlib.umi.com/cr/ilstu/fullcit?p9510423.

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Thesis (D.A.)--Illinois State University,
Title from title page screen, viewed Dissertation Committee: Douglas Hesse (chair), Janice Neuleib, Bruce Hawkins. Includes bibliographical references (leaves 194-197) and abstract. Also available in print.
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Ladner, Jocelyn B. Neuleib Janice. "Performing the word, transforming the word, writing the word alternative teaching strategies for freshman composition /." Normal, Ill. Illinois State University, 2004. http://wwwlib.umi.com/cr/ilstu/fullcit?p3172879.

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Thesis (Ph. D.)--Illinois State University, 2004.
Title from title page screen, viewedNovember 17, 2005. Dissertation Committee: Janice Neuleib (chair) , Patricia A. Dunn, Nancy Tolson. Includes bibliographical references (leaves 123-126) and abstract. Also available in print.
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Fisher, Janis Linch Banks. "English writing placement assessment: Implications for at-risk learners." CSUSB ScholarWorks, 2001. https://scholarworks.lib.csusb.edu/etd-project/3022.

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Carlson, Carrie Lea. "Menominee County Writing Center and Lab a rural Michigan academic achievement project /." Online version, 2009. http://www.uwstout.edu/lib/thesis/2009/2009carlsonc.pdf.

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Potter, Kristine Louise. "Writing, computers, and rhetorical situations: A composition odyssey." CSUSB ScholarWorks, 2000. https://scholarworks.lib.csusb.edu/etd-project/1876.

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This thesis, an autoethnography, explores my own, personal experiences using technology in various writing situations: my writing process, collaborative publishing, my M.A. internship, online tutoring, and my first experience teaching college English composition in a computer classroom.
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Miter, Carol Ann. "Inquiry into the use of autobiographical writing in the college composition." CSUSB ScholarWorks, 1991. https://scholarworks.lib.csusb.edu/etd-project/581.

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Books on the topic "Writing (composition) English language"

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Hodgkinson, Dave. Language & writing. Toronto: ITP Nelson, 1998.

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David, Hodgkinson, and Kamann Michael, eds. Language & writing, 8. Toronto: ITP Nelson, 1998.

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S, Bledsoe Pamela, ed. Writing simplified: A composition guide. New York: Pearson/Longman, 2003.

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Effective second language writing. Alexandria, Va: TESOL, 2010.

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Ridout, Ronald. Writing. London: Collins Educational in association with Belitha Press, 1986.

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Ridout, Ronald. Writing. London: Collins Educational in association with Belitha Press, 1986.

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Ridout, Ronald. Writing. London: Collins Educational in association with Belitha Press, 1986.

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David, Hodgkinson, and Kamann Michael, eds. Language & writing, 7. Toronto: ITP Nelson, 1998.

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K, Ruetten Mary, and Kozyrev Joann, eds. Refining composition skills: Academic writing and grammar. 6th ed. Boston, MA: Cengage, 2012.

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Woods, Louise. Writing 1. Eastbourne: Cassell, 1986.

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Book chapters on the topic "Writing (composition) English language"

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Seibert Hanson, Aroline E. "11. The Motivation of Heritage Learners vs. Foreign Language Learners in a University-level Spanish Composition Course." In L2 Writing Beyond English, edited by Nur Yiitolu and Melinda Reichelt, 197–214. Bristol, Blue Ridge Summit: Multilingual Matters, 2019. http://dx.doi.org/10.21832/9781788923132-014.

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Horobin, Simon. "Writing in English." In Chaucer’s Language, 13–27. London: Macmillan Education UK, 2013. http://dx.doi.org/10.1007/978-1-137-27457-1_2.

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Wilson, Andrew. "Speech, Writing and Discourse Type." In English Language, 365–77. London: Macmillan Education UK, 2018. http://dx.doi.org/10.1057/978-1-137-57185-4_23.

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Wilson, Andrew. "Speech, Writing and Discourse Type." In English Language, 425–38. London: Macmillan Education UK, 2009. http://dx.doi.org/10.1007/978-1-137-07789-9_23.

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Klein, Sharon. "Language, Linguistic Diversity, and Writing." In Concepts in Composition, 317–78. Third edition. | New York : Routledge, 2019.: Routledge, 2019. http://dx.doi.org/10.4324/9780203728659-9.

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Bartholomae, David. "Freshman English, Composition, and CCCC." In Writing on the Margins, 299–311. New York: Palgrave Macmillan US, 2005. http://dx.doi.org/10.1007/978-1-4039-8439-5_19.

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Cheung, Yin Ling. "Teaching Writing." In English Language Teaching Today, 179–94. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-38834-2_13.

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Song, Juyoung. "9. Language Ideology, Language Policy and Writing in Korean as a Second Language." In L2 Writing Beyond English, edited by Nur Yiitolu and Melinda Reichelt, 155–74. Bristol, Blue Ridge Summit: Multilingual Matters, 2019. http://dx.doi.org/10.21832/9781788923132-012.

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Burton, S. H. "Composition." In Work Out English Language ‘O’ Level & GCSE, 3–37. London: Macmillan Education UK, 1986. http://dx.doi.org/10.1007/978-1-349-07193-7_2.

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Dyer, Patricia M. "What Composition Theory Offers the Writing Teacher." In Language Proficiency, 99–106. Boston, MA: Springer US, 1990. http://dx.doi.org/10.1007/978-1-4899-0870-4_11.

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Conference papers on the topic "Writing (composition) English language"

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Yi-Fan Chang and D. L. Schallert. "The design for a collaborative system of English as foreign language composition writing of senior high school students in Taiwan." In Fifth IEEE International Conference on Advanced Learning Technologies (ICALT'05). IEEE, 2005. http://dx.doi.org/10.1109/icalt.2005.261.

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Lisina, L. M. "COMPOSITION OF THE ENGLISH LANGUAGE." In INNOVATIVE TECHNOLOGIES IN SCIENCE AND EDUCATION. DSTU-Print, 2020. http://dx.doi.org/10.23947/itno.2020.487-491.

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Any language is in constant flux. They are especially susceptible to the lexical composition, which reacts to any innovations and phenomena of modern society: science, technology, the media and the Internet space as a whole are actively developing. Some words disappear from use, and new concepts and expressions come to replace them. As you know, it is the very process of replenishing the language system with new vocabulary that has always been of particular interest to linguists. This article is devoted to the study of modern ways of developing and replenishing the vocabulary of the English language.
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Wastie, Martin L. "English: The Language of Shakespeare." In 5th Regional Workshop on Medical Writing for Radiologists. Singapore: The Singapore Radiological Society, 2006. http://dx.doi.org/10.2349/biij.2.1.e14-67.

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Harlena, Deasy, Mukhaiyar, and Hamzah. "Collaborative Writing Strategy for Teaching Writing Descriptive Text." In 7th International Conference on English Language and Teaching (ICOELT 2019). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200306.045.

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Syamsuarni, Jufrizal, and Yenni Rozimela. "Collaborative Paragraph Writing in Students’ Writing Skill." In Eighth International Conference on English Language and Teaching (ICOELT-8 2020). Paris, France: Atlantis Press, 2021. http://dx.doi.org/10.2991/assehr.k.210914.029.

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Cai, Huiping, Luo Yi, and Li Hongying. "Computer-based process-genre approach in English composition writing." In 2010 International Conference on Educational and Information Technology (ICEIT). IEEE, 2010. http://dx.doi.org/10.1109/iceit.2010.5607659.

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Lee, John, Dariush Saberi, Marvin Lam, and Jonathan Webster. "Assisted Nominalization for Academic English Writing." In Proceedings of the Workshop on Intelligent Interactive Systems and Language Generation (2IS&NLG). Stroudsburg, PA, USA: Association for Computational Linguistics, 2018. http://dx.doi.org/10.18653/v1/w18-6706.

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Madjid, Hilda Izzati, Achmad Nafal Firdaus Amru, Renaldi Bimantoro, and Dandy Azhar Ramadhan. "Students’ Writing Apprehension in Research Background Development." In International Conference on English Language Teaching (ICONELT 2019). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200427.034.

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Sabirova, Diana, Farida Shigapova, Nadezhda Pomortseva, and Tatyana Morozova. "NATIONAL ENGLISH LANGUAGE CONTEST: ENHANCING STUDENTS’ CREATIVE WRITING COMPETENCE." In 11th International Conference on Education and New Learning Technologies. IATED, 2019. http://dx.doi.org/10.21125/edulearn.2019.2309.

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Liu, Hai-ying. "The Survey of Corpus-assisted English Writing of Chinese Non-English Majors." In 2015 Joint International Social Science, Education, Language, Management and Business Conference. Paris, France: Atlantis Press, 2015. http://dx.doi.org/10.2991/jisem-15.2015.50.

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Reports on the topic "Writing (composition) English language"

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Russell, Margo. A Comparison of Linguistic Features in the Academic Writing of Advanced English Language Learner and English First Language University Students. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.2022.

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Buchan, Greg. Student Attitudes Toward Word Processing and Writing in the English as a Second or Other Language Classroom. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.6749.

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Hernández, Ana, Magaly Lavadenz, and JESSEA YOUNG. Mapping Writing Development in Young Bilingual Learners. CEEL, 2012. http://dx.doi.org/10.15365/ceel.article.2012.2.

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A growing interest in Two-Way Bilingual Immersion (TWBI) programs has led to increased attention to bilingualism, biliteracy, and biculturalism. This article describes the writing development in Spanish and English for 49 kindergarten students in a 50/50 Two-Way Bilingual Immersion program. Over the course of an academic year, the authors collected writing samples to analyze evidence of cross-linguistic resource sharing using a grounded theoretical approach to compare and contrast writing samples to determine patterns of cross-linguistic resource sharing in English and Spanish. The authors identified four patterns: phonological, syntactic, lexical, and metalinguistic awareness. Findings indicated that emergent writers applied similar strategies as older bilingual students, including lexical level code-switching, applied phonological rules of L1 to their respective L2s, and used experiential and content knowledge to write in their second language. These findings have instructional implications for both English Learners and native English speakers as well as for learning from students for program improvement.
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Bailey, Audrey. The Effect of Extended Instruction on Passive Voice, Reduced Relative Clauses, and Modal Would in the Academic Writing of Advanced English Language Learners. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.3194.

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You might also be interested in the extended bibliographies on the topic 'Writing (composition) English language' for particular source types:
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