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Journal articles on the topic 'Writing in style'

Author: Grafiati

Published: 4 June 2021

Last updated: 1 February 2022

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1

Jones, Teresa N. "Writing Style." Journal of Obstetric, Gynecologic & Neonatal Nursing 23, no. 2 (1994): 97. http://dx.doi.org/10.1111/j.1552-6909.1994.tb01855.x.

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2

Zerbe, Marge. "Writing Style." Journal of Obstetric, Gynecologic & Neonatal Nursing 23, no. 2 (1994): 97. http://dx.doi.org/10.1111/j.1552-6909.1994.tb01856.x.

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3

Hauser, Lisa. "Writing Style." Journal of Obstetric, Gynecologic & Neonatal Nursing 23, no. 2 (1994): 97. http://dx.doi.org/10.1111/j.1552-6909.1994.tb01857.x.

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4

Sinha, Arti. "Writing Style of R. K. Narayan." Journal of Advanced Research in English and Education 05, no. 02 (2021): 15–17. http://dx.doi.org/10.24321/2456.4370.202009.

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R. K. Narayan was among the first Indian English writers to be taken note of the West. With a clever use of just the right amount of humour, Narayan was able to transform his seemingly ordinary characters into larger-than-lite individuals, who brought a change in the existing social and political structures of Malgudi, a microcosmic representation of our nation. And, with this, he inspired us to think, dream and write differently to delive into a magical reality for better than the one we know. His works are often considered synonymous with the innocence of childhood, and even today the social

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5

Kibbee, Priscilla. "Writing with Style." Journal For Healthcare Quality 11, no. 1 (1989): 5. http://dx.doi.org/10.1111/j.1945-1474.1989.tb00369.x.

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Suzuki, Satoko. "Vernacular style writing." Pragmatics. Quarterly Publication of the International Pragmatics Association (IPrA) 19, no. 4 (2009): 583–608. http://dx.doi.org/10.1075/prag.19.4.04suz.

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This paper shows that some Japanese non-fiction writers are using various structural characteristics of spoken discourse in their writing. Their written discourse includes non-canonical word order and long sentences that are produced by combining a series of clauses. Their sentences may lack case or topic marking particles, but they may contain clause-final particles. Their discourse looks like it may have gone through a dynamic, on-going formation process because it includes reformulation and changes in the structure in midstream. It is proposed that writers who adopt such an approach are del

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7

Ali, Muhammad, Emzir Emzir, and Zainal Rafli. "THE EFFECT OF LEARNING PROBLEM BASED LEARNING (PBL) AND TASK BASED LEARNING (TBL) LEARNING MODELS AND LEARNING STYLE TO SKILL WRITING NARRATION." IJLECR - INTERNATIONAL JOURNAL OF LANGUAGE EDUCATION AND CULTURE REVIEW 3, no. 2 (2017): 112–21. http://dx.doi.org/10.21009/ijlecr.032.010.

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The purpose of this research to examine the influence of learning models and learning styles to the skills of writing narrative essay students of the second semester of the Indonesian Language Studies Program University PGRI Palembang. This research used experimental method with two way ANAVA design with level of Î± = 0,05. This study shows the result that; (1) Student narrative writing skills taught by PBL models are better than those taught by the TBL model, (2) Student narrative writing skill with FI learning style is better than those who study with FD learning style, (3) interaction Betwe

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Bostian, Lloyd R., and Ann C. Thering. "Scientists: Can They Read What They Write?" Journal of Technical Writing and Communication 17, no. 4 (1987): 417–27. http://dx.doi.org/10.2190/q4yk-umcu-d6bw-3age.

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We evaluated scientists' abilities to process two writing styles, active and nominal in comprehension and reading speed, and determined their preferences for these styles. International scientists (with English as a first, second, or third language) were tested. Results show scientists comprehend nominal style as well as active style but process nominal style more slowly. Scientists with lower levels of English experience have proportionately greater difficulty processing nominal style than active style. Scientists prefer active writing to nominal writing and rate scientists who write actively

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9

Suherman, Andri. "EXAMINING RELATIONSHIPS BETWEEN EFL STUDENTS' LEARNING STYLE, WRITING PROFICIENCY, AND SELF-ASSESSMENT." ETERNAL (English, Teaching, Learning, and Research Journal) 4, no. 2 (2018): 200. http://dx.doi.org/10.24252/eternal.v42.2018.a5.

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This research article aimed to explore the relationship between students’ learning styles, writing proficiency, and self-assessment. The participants in this case study were forty Indonesian tertiary-level EFL learners. This study investigated language learning styles preferences of the participants, analyzed preferred language learning styles of the most proficient writers, and explored how the partcipants assess their writing ability. Multiple sources of data were collected, including questionnaires, self-assessment checklist, and students’ writings. The findings revealed three main points.

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10

Grant-Russell, Pamela. "Technical Writing Style byDanJones." Canadian Journal for Studies in Discourse and Writing/Rédactologie 15, no. 1 (1999): 61–65. http://dx.doi.org/10.31468/cjsdwr.434.

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POLLARD-GOTT, LUCY, and LAWRENCE T. FRASE. "Flexibility in Writing Style." Written Communication 2, no. 2 (1985): 107–27. http://dx.doi.org/10.1177/0741088385002002001.

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Anstey, A. "Writing style: abstract thoughts." British Journal of Dermatology 171, no. 2 (2014): 205–6. http://dx.doi.org/10.1111/bjd.13181.

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13

Zhuang, Yueting, Weiming Lu, and Jiangqin Wu. "Latent Style Model: Discovering writing styles for calligraphy works." Journal of Visual Communication and Image Representation 20, no. 2 (2009): 84–96. http://dx.doi.org/10.1016/j.jvcir.2008.11.007.

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14

Wells, Neil Andrew. "Class Journals, Grading Writing, and Teaching Writing Style." Journal of Geoscience Education 45, no. 4 (1997): 314–16. http://dx.doi.org/10.5408/1089-9995-45.4.314.

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15

Ayyaz, Shazia, Saleha Bazai, and Fouzia Rehman Khan. "Shift in Style with the Shift of Gender: Exploring Gender Based Style Differences in ESL Writing." Global Social Sciences Review V, no. IV (2020): 102–9. http://dx.doi.org/10.31703/gssr.2020(v-iv).12.

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The present study examines the difference in ESL academic writing of boys' and girls' in their written assignments. It aims at exploring differences in ESL writing based on the variable of gender. The data site for this study was a Diploma class at the Department of English FC, NUML Islamabad, where it was collected from 24 participants, i.e., 12 boys and 12 girls, who were asked to write an essay. The conceptual framework of Swan (1992) underpins the present study. The data were analyzed through a qualitative and quantitative method. The study found that the subtopics highlighted in their wri

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Wahyuni, Sri. "Peer Correction On Writing Quality Of College Students Having Different Cognitive Styles." INFERENSI: Jurnal Penelitian Sosial Keagamaan 12, no. 2 (2019): 259–82. http://dx.doi.org/10.18326/infsl3.v12i2.259-282.

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Correction in writing process is beneficial to improve students’ writing quality. However, different kinds of correction may affect students’ writing quality differently. Furthermore, depending on their cognitive style, students may receive correction differently. This research aims at investigating the effect of peer correction on writing quality of college students’ having different cognitive styles. Two groups of students participated in this study. In the treatment, one group conducted peer correction, and the other group conducted self correction on their writings. To collect the data on

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17

Ness, Harald. "Writing Style - An Editorial Comment." Humanistic Mathematics Network Journal 1, no. 8 (1993): 13. http://dx.doi.org/10.5642/hmnj.199301.08.06.

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18

Ferrari, Rossella. "Writing narrative style literature reviews." Medical Writing 24, no. 4 (2015): 230–35. http://dx.doi.org/10.1179/2047480615z.000000000329.

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19

Sigsby, Linda M. "The Importance of Writing Style." Nurse Educator 17, no. 3 (1992): 23. http://dx.doi.org/10.1097/00006223-199205000-00004.

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20

Owusu, E. O. "Commom Problems of Writing Style." American Entomologist 40, no. 1 (1994): 6–7. http://dx.doi.org/10.1093/ae/40.1.6a.

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21

Bernhardt, Stephen A. "Teaching English: Style in Writing." Clearing House: A Journal of Educational Strategies, Issues and Ideas 67, no. 4 (1994): 181–82. http://dx.doi.org/10.1080/00098655.1994.9956057.

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22

Spitzer, Michael. "Writing style in computer conferences." IEEE Transactions on Professional Communication PC-29, no. 1 (1986): 19–22. http://dx.doi.org/10.1109/tpc.1986.6449010.

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23

McCarthy, Laura J., and Carolyn S. Zagury. "Writing in a Workbook Style." Nurse Author & Editor 2, no. 4 (1992): 7–8. http://dx.doi.org/10.1111/j.1750-4910.1992.tb00290.x.

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24

Dmitriev, Sviatoslav. "Killing in Style." Mnemosyne 69, no. 6 (2016): 931–54. http://dx.doi.org/10.1163/1568525x-12342067.

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This article reconsiders divergent accounts of the events leading to the death of Demosthenes, and suggests to explain their coexistence by attributing them to either the historical tradition from Hellenistic times or the rhetorical tradition of the Roman period. The latter should be traced to progymnasmata, or fictional rhetorical compositions, which manipulated historical evidence and continued to surface in the writings of students of rhetoric. When put together, the stories of the death of Demosthenes offer a case study on how history writing and rhetorical education mutually influenced ea

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25

Vermeulen. "Warped Writing: The Ontography of Contemporary Fiction." Style 55, no. 3 (2021): 325. http://dx.doi.org/10.5325/style.55.3.0325.

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26

Tran, Tuan Q., Peter D. Elgin, Keith S. Jones, Kimberly R. Raddatz, and Elizabeth T. Cady. "The Influence of Web-Writing Styles on Reader' Mental Text Representation." Proceedings of the Human Factors and Ergonomics Society Annual Meeting 49, no. 21 (2005): 1841–45. http://dx.doi.org/10.1177/154193120504902105.

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The increasingly popular avenue of web-based distance education places high demand on distance educators to format web pages that facilitate learning. Guidelines regarding appropriate writing styles for web-based distance education, however, do not currently exist. The purpose of this study is to investigate the effects of four different writing styles on the reader's mental representation of web text. Participants will study hypertext written in one of four web-writing styles (e.g., concise, scannable, objective, and combined) and then be given a cued association task intended to measure part

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27

Lee, Polly. "Writing academically: Using existing knowledge to improve writing style." Paediatric Care 15, no. 7 (2003): 47–49. http://dx.doi.org/10.7748/paed2003.09.15.7.47.c872.

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28

Alex Mitchell and Kevin McGee. "Writing in Style: Pattern Languages and Writing Short Fiction." Storyworlds: A Journal of Narrative Studies 3 (2011): 139. http://dx.doi.org/10.5250/storyworlds.3.2011.0139.

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Lee, Polly. "Writing academically: Using existing knowledge to improve writing style." Paediatric Nursing 15, no. 7 (2003): 47–49. http://dx.doi.org/10.7748/paed.15.7.47.s30.

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30

Leopold, Lisa. "Prewriting Tasks for Auditory, Visual, and Kinesthetic Learners." TESL Canada Journal 29, no. 2 (2012): 96. http://dx.doi.org/10.18806/tesl.v29i2.1102.

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Although it is a well-known fact that students’ preferred learning styles vary, many instructors teach in the way that reflects their own learning style preferences despite the fact that mismatches in teacher-learner styles may result in lower student achievement. In a traditional ESL or EAP writing class, students who prefer to learn by reading and writing may be privileged over those who have a visual, auditory, or kinesthetic style preference. In this article, I describe a variety of prewriting tasks that appeal to diverse learners and complement a processoriented approach to writing.

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31

Setyaningsih, Nina, and Anisa Larassati. "“Umm you know…” Speaking or Writing?: Examining EFL Students’ Writing Style in Argumentative Essays." Elsya : Journal of English Language Studies 3, no. 1 (2021): 17–22. http://dx.doi.org/10.31849/elsya.v3i1.5818.

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Writing in English has always been a difficult skill to be mastered by Indonesian students. In the English Department of Universitas Dian Nuswantoro, students often face challenges in writing concerning grammatical rules and using suitable style in various text types. This research is aimed at investigating whether the students have applied formal academic style in their academic argumentative essays. The method used to analyse the data was descriptive qualitative. The findings demonstrate that there are still some significant errors made by students in their writing. Of the nine types of acad

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32

Amin, Kasma, and Rahmi Usman. "Anafora Dalam Puisi “ Jendela Dunia “Antologi Puisi Syair Burung Beo." Tamaddun 17, no. 1 (2018): 1–3. http://dx.doi.org/10.33096/tamaddun.v17i1.56.

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Writing poetry for ordinary people is still a complicated thing. The challenge that is often felt is the use of language style in the creation of poetry. The author often does not understand the right style of language for a work of poetry. Many language styles are chosen in the creation of poetry and as a channeling of ideas. One style of language is the Anafora form. The purpose of this writing is to describe the forms of anaphora in poetry. The benefits of writing are finding forms of anaphora in poetry and can apply them in the form of writing poetry. The writing method used is descriptive

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33

Campbell, Kim Sydow, Charlotte Brammer, and Nicole Ervin. "Exploring How Instruction in Style Affects Writing Quality." Business Communication Quarterly 62, no. 3 (1999): 71–86. http://dx.doi.org/10.1177/108056999906200308.

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Business communication instructors regularly teach word- and sentence-level style concepts to help students improve the quality of their writing. To support such teaching, all the textbooks we've seen discuss style at this level, usually in a chap ter on the topic, with additional discussion within other chapters dedicated to spe cific types of messages. We are hopeful but not certain about the impact of this instruction on the quality of our students' future writing. To measure that impact in at least a small way, we gathered empirical data in a single classroom of busi ness communication stu

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Lowe, Laura. "Book Review: Writing With Style: APA Style for Social Work." Research on Social Work Practice 11, no. 3 (2001): 405–6. http://dx.doi.org/10.1177/104973150101100309.

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Kuznetsova, Tatyana V. "The Workshop «Writing is the Style»." Russian language at school 79, no. 2 (2018): 36–40. http://dx.doi.org/10.30515/0131-6141-2018-79-2-36-40.

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36

Bostian, Lloyd, and Barbara Hollander. "Technical Journal Editors and Writing Style." Journal of Technical Writing and Communication 20, no. 2 (1990): 153–63. http://dx.doi.org/10.2190/80ge-x4xb-hgyb-5j8d.

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37

Baer, Stephen H. "Public relations writing form & style." Public Relations Review 22, no. 1 (1996): 83–84. http://dx.doi.org/10.1016/s0363-8111(96)90074-0.

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38

Nakamizo, Sachio, and Hiroshi Ono. "Writing an English Article with 'Style'." Journal of the Institute of Television Engineers of Japan 49, no. 10 (1995): 1373–77. http://dx.doi.org/10.3169/itej1978.49.1373.

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choi, cheon jip. "The Writing Style in 『Yeleohamyangparksigeon』 (열녀함양박씨전)". Korean Society of Culture and Convergence 39, № 5 (2017): 503–40. http://dx.doi.org/10.33645/cnc.2017.10.39.5.503.

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40

Johnson, Eldon. "This month's one pager. Writing style." Performance + Instruction 25, no. 5 (1986): 1–2. http://dx.doi.org/10.1002/pfi.4150250502.

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41

Anstey, A. "Writing style: what's in a title?" British Journal of Dermatology 170, no. 5 (2014): 1003–4. http://dx.doi.org/10.1111/bjd.13039.

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42

Lavelle, Ellen. "Writing style and the narrative essay." British Journal of Educational Psychology 67, no. 4 (1997): 475–82. http://dx.doi.org/10.1111/j.2044-8279.1997.tb01259.x.

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43

Can, Fazli, and Jon M. Patton. "Change of Writing Style with Time." Computers and the Humanities 38, no. 1 (2004): 61–82. http://dx.doi.org/10.1023/b:chum.0000009225.28847.77.

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44

Tabatabei, Ezzat, and Mina Ghazi Joolaee. "Learning style preferences of Persian learners: Case Study of Arabic speakers." Global Journal of Foreign Language Teaching 7, no. 1 (2017): 52–58. http://dx.doi.org/10.18844/gjflt.v7i1.538.

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Learning styles refer to the strategies and processes that facilitate learning and understanding the concepts. So, teachers can incorporate their learning styles in their curriculum activities. It also, will help students to be more attracted to learning session and instantly give attention to the session undertaken by the teachers. The purpose of the experiment is to ascertain the learning styles of learners using the VARK questionnaire. This study is an analysis of learning style for 100 Iraqi and Syrian Persian learners completed a VARK questionnaire to determine if their learning styles ar

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45

Igawa, Rodrigo Augusto, Alex Almeida, Bruno Zarpelão, and Sylvio Barbon Jr. "Recognition on Online Social Network by user's writing style." iSys - Brazilian Journal of Information Systems 8, no. 3 (2015): 64–85. http://dx.doi.org/10.5753/isys.2015.291.

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Compromising legitimate accounts is the most popular way of disseminating fraudulent content in Online Social Networks (OSN). To address this issue, we propose an approach for recognition of compromised Twitter accounts based on Authorship Verification. Our solution can detect accounts that became compromised by analysing their user writing styles. This way, when an account content does not match its user writing style, we affirm that the account has been compromised, similar to Authorship Verification. Our approach follows the profile-based paradigm and uses N-grams as its kernel. Then, a thr

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46

Rogers, Hiluard G., and F. William Brown. "The Impact of Writing Style on Compliance with Instructions." Journal of Technical Writing and Communication 23, no. 1 (1993): 53–71. http://dx.doi.org/10.2190/h7ck-pv15-ma32-thl1.

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Advice for writers of business communication implies that certain stylistic conventions will contribute to the effectiveness of that communication. The case for improved readability and comprehension which arose from high-impact style is well made; however, a comprehensive review of the literature reveals little consideration as to the impact of the effect of writing style on behavior. To test the effect of writing style on compliance with instructions, the authors operationalized effectiveness as compliance with written instructions and conducted a field test involving 129 military officers.

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47

Givens, Charity. "Analyzing Writing Style and Adapting to a New Writing Culture: A Teaching Practice." Journal of Academic Writing 10, no. 1 (2020): 213–20. http://dx.doi.org/10.18552/joaw.v10i1.582.

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This teaching practice presents a classroom exercise completed in a first-year composition class at an English-medium private university in Lithuania. The course typically takes place in the second semester of the year and is required for all first-year students, who are multilingual but completing their university degree in English. The instructor, a US speaker of English who has a background in US composition studies, leads the exercise that consists of a writing style analysis that examines sentence length, word variety, and sentence emphasis, concluding with a discussion of how students ca

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48

Mercescu, Alexandra. "Change of style, change of mind: lawyers’ writing manners." International Journal of Law in Context 15, no. 03 (2019): 310–26. http://dx.doi.org/10.1017/s1744552319000302.

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AbstractThis paper explores the relationship between style and epistemology as regards the discipline of law – especially in the Romanistic tradition – and, more specifically, its resistance to interdisciplinarity. Drawing on literary theory and discourse analysis literature, the first part of this paper examines the notion of ‘style’ in relation to academic disciplines. It argues that the variety of writing styles reflects the various epistemologies underlying the different disciplinary discourses and makes interdisciplinarity difficult to implement in general. The second part of this study b

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49

Dawson. "Rhetorical Poetics: Between Creative Writing and Deconstruction." Style 52, no. 1-2 (2018): 66. http://dx.doi.org/10.5325/style.52.1-2.0066.

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50

Avasthi, Tara Prasad. "Thesis Writing at Master’s Level in Education." Third Pole: Journal of Geography Education 13 (November 13, 2014): 57–59. http://dx.doi.org/10.3126/ttp.v13i0.11548.

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This paper has highlighted the thesis writing format for Master’s Degree in Education at Tribhuvan University, Kathmandu. It briefly describes the process to make uniformity in the style of writing. Here focus has been given on American Psychological Association (APA) style. This format is commonly adopted in most of the Departments in the Tribhuvan University, and Department of Geography Education is one of them. It is essential for the students and researchers who involve in theses research and formatting their writings. It is a very important aspect of Master's level research for students a

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