Relevant bibliographies by topics / Writing skills improvement

Contents

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

Academic literature on the topic 'Writing skills improvement'

Author: Grafiati
Published: 7 June 2025
Last updated: 17 July 2025

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Journal articles on the topic "Writing skills improvement"

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HATAKEYAMA, Tamami. "Improvement in writing skills." Journal of Information Processing and Management 52, no. 11 (2010): 675–77. http://dx.doi.org/10.1241/johokanri.52.675.

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Ashbaugh, Hollis, Karla M. Johnstone, and Terry D. Warfield. "Outcome Assessment of a Writing-Skill Improvement Initiative: Results and Methodological Implications." Issues in Accounting Education 17, no. 2 (2002): 123–48. http://dx.doi.org/10.2308/iace.2002.17.2.123.

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This paper reports the outcome assessment of our accounting department's writing-skill improvement initiative. We employ complementary experimental designs to examine the effects of professionally relevant writing experiences on accounting students' writing-skill development. Using a between-subjects experimental design, we compare the writing skills of accounting students who participated in our writing initiative with the writing skills of other business students who did not participate. Using a within-subjects experimental design, we track improvements of accounting students' writing skills over time. Results from both outcome assessment methodologies indicate that accounting students' writing skills improve as students participate in our writing initiative. This paper provides insight into the features of a successful writing initiative and offers methodological suggestions for conducting outcome assessments of writing initiatives.
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Cooney, Adeline, Eamon Darcy, and Denis Casey. "Integrating reading and writing: supporting students' writing from source." Journal of University Teaching and Learning Practice 15, no. 5 (2018): 17–35. http://dx.doi.org/10.53761/1.15.5.3.

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Writing from sources is an important academic skill but students find it a difficult skill to learn. The lesson study method was used to design and evaluate learning and teaching strategies aimed at improving students’ writing from sources skills. The team developed a seven-part lesson plan and associated learning activities and practice opportunities which was delivered over 12 hours. The lesson was delivered to first-year students (n = 150) taking a Critical Skills module. Students’ writing was analysed to identify how they approached integrating sources into their writing. Analyses of student texts suggest significant improvement in some skills, for example, finding, interpreting and synthesising content across sources. Other skills showed less marked improvement, for example, critiquing sources and creating new text. This paper shares the lesson and makes suggestions for future iterations of the lesson.
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Izmaylova, N. S. "Improvement of Skills English Essay Writing." Nauchnyy dialog, no. 7 (2018): 308–19. http://dx.doi.org/10.24224/2227-1295-2018-7-308-319.

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Nurjanah, Kokom, and Santi Setiyaningsih. "CRITICAL READING SKILLS, ACADEMIC VOCABULARY MASTERY, AND ARGUMENTATION WRITING SKILLS." JHSS (JOURNAL OF HUMANITIES AND SOCIAL STUDIES) 6, no. 1 (2022): 007–10. http://dx.doi.org/10.33751/jhss.v6i1.4979.

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The purpose of this study was to investigate argumentation writing skills in terms of critical reading and student academic vocabulary mastery. This research was conducted at the Department of English Education, Semester VII, STKIP Kusuma Negara Cijantung. The research method used is a correlation survey with technical regression analysis. Collecting data from research variables using test instruments. The results of this study reveal that: (1) critical reading has a positive effect on students' argumentation writing skills; (2) academic vocabulary mastery has a positive influence on students' argumentative writing skills; and (3) critical reading and mastery of academic vocabulary have a positive influence on students' argumentative writing skills. Therefore, it can be concluded that the improvement of critical reading skills, mastery of academic vocabulary supports the improvement of students' argumentation writing
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Revutska, S. "Writing skills improvement and development of critical thinking." Teaching languages at higher institutions, no. 45 (December 30, 2024): 73–89. https://doi.org/10.26565/2073-4379-2024-45-05.

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The article discusses the importance of improving writing skills along with the development of critical thinking. Despite significant achievements in this area, the study of critical thinking and its individual aspects as a complex phenomenon, as a necessary component of the process of improving writing skills, remains relevant. The interest in this topic will not diminish. The aim of the article is to substantiate the necessity of a comprehensive approach to writing skills improvement, that should be based on the simultaneous development of both writing skills and critical thinking skills for higher education students; to describe teaching techniques and technologies effective for the development of writing in a foreign language using critical thinking skills. The process of developing critical thinking takes place within the framework of improving discourse competence (coherence and cohesion), one of the four components (grammatical, sociolinguistic, discourse, strategic) defined as parts of the general communicative competence. Discourse competence can be improved when the development and strengthening of the grammatical competence component (words and rules) have already been completed. As the work on improving writing skills in foreign language classes for higher education students is supposed to adopt a holistic and comprehensive approach the Complex for improving writing skills is offered. The main requirements for the Complex for improving writing skills are as follows: grammatical competence (words and rules) is supposed to be basically formed; critical thinking skills should correspond to the accompanying mental operations; it is mandatory to work on words and phrases that enable logical transitions between between pieces of information in narration ; it is mandatory to work on techniques that train emotional control, the ability to communicate effectively under pressure while maintaining neutrality; and the development of cooperation skills and self-organization with the use of digital tools is essential. A detailed list of technics is offered that are parts of the Complex for Improving Writing Skills, which consists of 3 stages (1) accumulation of information from various sources; 2) research/processing of information (comparison, analysis, evaluation, ordering; sorting; testing different points of view, different possibilities and justification); 3) conclusion, recognition and analysis of errors, decision-making). The Complex for Improving Writing Skills aligns with the core requirements for fostering critical thinking while enhancing communicative competence in foreign language classes at higher education institutions.
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Nasution, Rafika Dewi, Marisi Debora, Bahagia Saragih, Johannes Jefria Gultom, and Safrida Lubis. "Virtual Writing Tutor (VWT) on Students’ Writing Skill Improvement at Writing Class." Asian TESOL Journal 3, no. 1 (2023): 15–18. http://dx.doi.org/10.35307/asiantj.v3i1.42.

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The study aimed to investigate Virtual Writing Tutor (VWT) on students’ writing skill at writing class. The study involved 30 participants taking writing subject at English and Literature Department, Language and Art Faculty, Universitas Negeri Medan. The qualitative method was conducted in this study. An observation sheet, questionnaire, and interview guidance were the instruments of study. The findings of the study showed that 100% of students are interested in using the media in practicing their writing skills. However, 45% of students stated that the choice of essay types was limited. Furthermore, 15% of students stated that there are features that cannot be accessed for free because they must have a premium (paid) account. Thus, , it is still necessary to be highlighted that using VWT is not the only way to get better at writing. It ought to be utilized in conjunction with classroom instruction and lecturer directions.
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Cequeña, Maria, and Leah Gustilo. "Can weblogs reduce writing anxiety and facilitate improvement in writing skills?" Asian Journal of English Language Studies 2, no. 1 (2014): 1–23. http://dx.doi.org/10.59960/2.a1.

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Nasir, Gamar Abdul, Ramadhan Jamhar, and Serviana Yurnialus. "Peningkatan Keterampilan Menulis Karangan dengan Metode Quantum Teaching pada Siswa Kelas XI SMA Muhammadiyah Kupang Tahun Ajaran 2019/2020." Prosiding Seminar Nasional IKIP Budi Utomo 1, no. 01 (2020): 519–611. http://dx.doi.org/10.33503/prosiding.v1i01.1065.

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Indonesia language learning is integrated into four language skills, namely listening skill, speaking skill, reading skill, and writing skill. Writing skill is more difficult to master than the other three language skills even for native speaker of the language concerned. Writing skill is not automatically mastered but it should be practice regularly. This research was conducted on 30 students in eleventh grade science students of SMA Muhammadiyah Kupang 2019/2020 academic year. The study aimed at describing the improvement of the process and the improvement of learning outcomes on writing essay skill using Quantum Teaching method. This Classroom Action Research was conducted for two cycles. The data were obtained through interview, observation, test, questionnaire and documentation. Then, the data were analyzed quantitatively and qualitatively. The results showed that the Quantum Teaching method could improve the process and the score of students' writing essay skill.
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Yunus, Syarifudin, and Maguna Eliastuti. "Improvement of Scientific Writing Ability Through Dyadic Essay Techniques." LINGUA : JURNAL ILMIAH 16, no. 1 (2020): 45–57. http://dx.doi.org/10.35962/lingua.v16i1.23.

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Students' scientific writing skills tend to be inadequate. Students find it difficult to express ideas and ideas in a scientific context. Observations made on Indonesian Language Education Students Semester VII of Indraprasta University PGRI showed symptoms of a lack of student scientific writing activity.
 Structured Dyadic Methods cooperative learning model basically can be applied by lecturers in scientific writing lectures. Structured Dyadic Methods (SDM) is a paired system, which emphasizes collaboration that enhances students' scientific writing skills. So the Dyadic Essay technique should be suspected to be able to improve students' scientific writing skills.
 After going through a series of research processes, the dyadic essay technique as one of the cooperative learning models that only involves two members in one group (in pairs) and using structured techniques is proven to be able to improve scientific writing skills based on facts and data so that it is more easily poured into works scientifically coherent and systematic. There is sufficient influence between the dyadic essay technique on the scientific writing ability of Semester VII students in the Indonesian Language Study Program, with a r coefficient of 0.655. Through dyadic essay techniques, students with high levels of creativity have better writing skills so that there is interaction between and creativity in learning to write science.
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Dissertations / Theses on the topic "Writing skills improvement"

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Hight, Jim D. "Journaling and the improvement of writing skills for incoming college freshmen." Thesis, Capella University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3605250.

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<p> Journaling is an effective tool for the development of writing skills and creative thinking; however, research has not revealed how it improves writing skills in the college classroom. The majority of the studies related to journaling are elementary school studies, which do not provide statistics on how journaling can improve writing skills for undergraduates. The purpose of this study is to compare the writing skills of students in freshman college composition classes who make journal entries at the beginning of each class, and those who do not. The theoretical base for the study was provided by Thorndike's laws of exercise and effect and Mezirow's transformational learning theory. This is a quantitative, quasi-experimental study, and data were gathered using a pretest-posttest design using a sample of 106 freshman students in a small two-year community college in the Midwest. A rubric was used to score a writing sample from each student at the beginning and end of the semester, and the samples were independently evaluated by three experienced college writing instructors. The significance for the study was measured by using an independent t-test. Results indicated no significant difference between the pretest and posttest writing scores of the students who wrote in journals and those who did not. The study can foster social change by helping teachers to understand the potential benefits of journaling in the development of critical thinking skills. Further study with a larger sample and an advanced writing class would be beneficial in examining whether extensive journaling would result in improved writing skills.</p>
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Ha, Le Thi, and n/a. "A critical look at the written English component in Vietnamese tertiary EFL : with recommendations for the improvement of writing skills for teachers undergoing inservice ugrading courses." University of Canberra. Education, 1986. http://erl.canberra.edu.au./public/adt-AUC20060713.164330.

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This study attempts to investigate the teaching of written English in Vietnam with special attention to the main problems encountered by teachers of English at the main language institutions in the light of the literature and practices in general ELT. The first chapter is the introduction of the study. It covers the aim and scope to be achieved in the study, and explains the sources of data to be used for the study. Terminology of some phrases and abbreviations for convenient use are also given. Chapter 2 focuses on general ELT developments. Major trends in ELT and their practices are brought into discussion. Then in the light of the literature in ELT, the teaching of writing is taken into consideration. Being an important component in ELT, the teaching of writing has to satisfy this need of learners - the need for effective communication - without overlooking correctness, accuracy and other features of good writing. However, there is no single approach that can provide a perfect answer to all the learners' problems. Chapter 3 discusses the teaching and learning situation in Vietnam in three stages from 1959 to 1986. It is made clear that the situation is not satisfactory due to the methods, techniques, materials and the quality of teachers. Then special investigation is made into the writing area. It is discovered that complex writing is avoided because of the teachers' low standard and their methods and techniques in teaching written English. Improvement courses have been held, but they did not include writing programmes for teachers. Chapter 4 analyses the main problems affecting the teaching of writing in Vietnam, such as teachers' unawareness of language appropriateness and correctness, their difficulty at discourse level and lack of cultural knowledge. Teachers' misconceptions about errors and lack of methods and techniques in dealing with errors also result in ineffective teaching. In Chapter 5 some recommendations are made for teaching writing to inservice teachers in the upgrading course. They focus on the methods and techniques to be used in such a writing course. Some techniques for composition correction are also suggested. Unfortunately, there is no single book that is ideal for such a course. A selection of current writing coursebooks is given in the hope that teachers will find material to suit the needs of their students in them. The last recommendations are for teaching academic writing which involves more sophisticated skills than writing on general topics. Finally the writer makes some comments on her own work and suggests further research into the writing area.
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Jerónimo, Maria Luiza do Vale. "Estratégias para a Promoção e Melhoria da Competência Escrita em Língua Portuguesa e Espanhol Língua Estrangeira, por Alunos Portugueses." Master's thesis, 2014. http://hdl.handle.net/10362/14523.

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Este trabalho pretende refletir sobre o ensino da escrita e apresentar estratégias que visem a sua promoção e melhoria. É composto por dois capítulos; no primeiro fala-se da pertinência do ensino da escrita no contexto atual, faz-se uma viagem pelas metodologias de ensino das línguas e pelos programas de ensino da língua portuguesa e da língua espanhola. Apresentam-se também algumas das dificuldades sentidas pelos alunos na expressão escrita e fala-se do papel dos pais, da escola, dos professores e dos próprios alunos para as colmatar. No segundo capítulo, dá-se a conhecer a Escola Básica D. Fernando II, local onde foi realizado o trabalho de campo, faz-se a caracterização da turma que acolheu a prática de ensino supervisionada, apresentam-se as atividades realizadas com os alunos e faz-se uma reflexão sobre os resultados obtidos.
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Wang, Min-Hsun, and 王敏薰. "Writing Skills Improvements for Students with Asperger Syndrome." Thesis, 2008. http://ndltd.ncl.edu.tw/handle/61469077236781053700.

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碩士<br>國立臺灣師範大學<br>特殊教育學系<br>96<br>In this study, action research was applied, and Self-Regulated Strategy Development (SRSD) was used as the primary strategy to teach writing process to four middle school students with Asperger Syndrome. Furthermore, the article illustrates the writing difficulties of students with Asperger Syndrome as well as the adjustments of SRSD strategy to help students with Asperger Syndrome solve their individual writing problems were illustrated. In terms of writing difficulties, students with Asperger Syndrome were not able to meet the writing requirements which are related to readers, writers, and contents. That is, they have difficulties in audience awareness (the theory of mind), which influences their entire writing performance, especially in writing experiences and expressions. They also have difficulties with executive function (EF), which influences their abilities to think, organize, and revise the content while writing. In addition, they have difficulties in central coherence, which influences their capabilities of choosing writing materials, using vocabulary, and making revisions. Other writing difficulties related to grammar and handwriting were also outlined. With regard to teaching progress, the process and the benefits of teaching SRSD to two students with Asperger Syndrome were discussed in detail. Through self-conversation and reflection, the teacher identified students’ writing difficulties. The teacher also made proper adjustments to the SRSD strategy based on the theory of Chinese writing instructions. Finally, students with Asperger Syndrome can successfully solve their writing problems in choosing writing materials, using proper grammar and vocabulary, and expressing their thoughts. In sum, this research provides an evidence of desirable effects of the SRSD strategy on improvement of writing skills in students with Asperger Syndrome. Based on the results, suggestions were made to parents, teachers, and future researchers to adopt SRSD strategy to improve students’ writing skills.
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Books on the topic "Writing skills improvement"

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Lardner, Ted. Exchanges: Reading and writing about consumer culture. Longman, 2001.

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Dougherty, Barbara. Basic Skills Improvement: A Handbook for Reading, Math, Writing and Oral. Amer Vocational Assn, 1986.

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Botta, JJ. Better Writing, Better Job: A Simple Guide to Rapid Improvement of Written Communication Skills. Lulu.com, 2018.

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Thinking for yourself: Developing critical thinking skills through writing. 2nd ed. Wadsworth Pub. Co., 1991.

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Thinking for Yourself: Developing Critical Thinking Skills Through Reading and Writing. 7th ed. Heinle, 2006.

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Thinking for yourself: Developing critical thinking skills through reading and writing. 5th ed. Harcourt College Publishers, 2001.

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SRIVASTAVA, ABHISHEK, and Anshu raj Purohit. Communication Techniques & Skills. Pothi, 2021. http://dx.doi.org/10.52984/book.

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This book is an introductory text designed for undergraduate (B.Tech., Polytechnic, B.Pharma, B.Pt, B.Sc-Ag, B.Sc.-Optometry, B.Sc.-Health Science, BBA, B.Com, BCA, BHA, BBA+LLB) &amp; post-graduate(MBA, M.Tech, MCA, M.Sc.M.A.) students of various universities, professionals, teachers, and practitioners who are looking for a user-friendly text on the fundamentals of communication techniques and skills . We firmly believe that this book will not only meet the needs of the target group, but also be found equally beneficial by all those working towards improving their language and communication skills. It is observed that effective communication skills are fundamental to good interactions between two or more people. This book, “Communication Techniques and Skills” is an Introduction to Communication Techniques and Skills. The book focuses on the theory and nature of communication, effective communication skills, the importance of body language, non-verbal communication, listening skills, barriers to communication, presentation skills, interview skills, group discussion, etc. HOW TO USE THIS BOOK It is essential to use this book thoroughly as a guide, and try to practice, and implement all the proven strategies into action. We assume, if you sincerely follow the exercises suggested throughout the book, you will be able to experience desirable results. We would like to share an intricate experience with you all, as we embarked on writing this book we felt overwhelmed by variety of communication issues. We worked extensively to include a whole lot of important topics and avoid some less practical issues to be discussed later. We have tried to prepare a book that is practical and realistic, and include our own experiences in training, coaching, and facilitating communication. The key feature of this book is to increase your appreciation, knowledge, and skills about any type of communication. You can make life more enriching and exciting to the people around you by deliberately developing constructive and quality relationships based on excellent communication techniques. If you are looking to improve your English, and are a beginner at reading, just start reading this book. We can ensure your English will witness a considerable improvement and you will find your language and communication skills have reached up to advanced and professional level’ Practice! Proceed! Procure!
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Bartholomae, David, and Anthony Petrosky. Facts, Artifacts, and Counterfacts: Theory and Method for a Reading and Writing Course. Boynton/Cook, 1986.

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creations, Jade. Writing Improvement Books for Kids and Adults : : Improve Your Writing Skills, Handwriting Practice Middle School. Write Faster. Jumbo 300 HighQuality Pages of Large 8. 5 X 11 Sizes School Copybook. Handwriting Practice Paper for Adults As Well. IAmTheBest. Independently Published, 2020.

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Kolaříková, Zuzana, Helena Petruňová, and Renáta Timková. ANGLIČTINA V AKADEMICKOM PROSTREDÍ (cvičebnica). ENGLISH FOR DOCTORAL STUDENTS. 2nd ed. Univerzita Pavla Jozefa Šafárika, Vydavateľstvo ŠafárikPress, 2021. http://dx.doi.org/10.33542/aap-0044-8.

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The publication contributes to an active acquisition and development of language skills in the area of academic English. Individual lessons include tasks in which the user will find a lot of useful vocabulary in the form of collocations, phrases and sentences which can be applied in practice. The tasks are focused on the area of English pronunciation, grammar, word formation, vocabulary, improving communicative competence in written and verbal communication, improvement of professional skills of presentation, academic writing, etc. The publication provides space for complementing and creating own database of vocabulary (topic pages).
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Book chapters on the topic "Writing skills improvement"

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Salem, Ashraf Atta Mohamed Safein. "Learning-on-the-Go: The Impact of Mobile-Based Microlearning on Improving Functional Writing Skills and Soft Skills and Reducing Cognitive Load of Business Students." In Sustainability, AI and Innovation: Proceedings of the Applied Research in Humanities & Social Sciences (ARHSS 2023). Springer Nature Singapore, 2025. https://doi.org/10.1007/978-981-96-2532-1_16.

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Abstract Microlearning is emerging as an efficacious pedagogical strategy, particularly in higher education, offering unique possibilities for both achievement and skills development. This research delves into the potential of mobile-based microlearning to enhance functional writing and soft skills—emphasizing communication and teamwork—alongside reducing cognitive load among business students. The study comprised an experimental group (n = 44) exposed to a mobile-based microlearning training and a control group (n = 41) adhering to traditional learning methodologies. Assessments were executed both pre- and post-interventions. The findings indicated a notable improvement in the performance of the experimental group in terms of functional writing skills, soft skills (namely, communication and teamwork skills), and reducing cognitive load. Independent samples t-test revealed that there are statistically significant differences between the mean scores of the experimental and control groups in the posttesting session of functional writing, soft skills, and cognitive load in favor of the experimental group. The analysis of covariance (ANCOVA) revealed the experimental group exhibited enhanced functional writing skills, superior communication and teamwork skills, and lower cognitive load compared to their counterparts. The effect size analysis underscored a considerable impact on functional writing skills, soft skills, and cognitive load, substantiating the effectiveness of mobile-based microlearning. Despite the study limitations, this study extends meaningful insights, suggesting that mobile-based online microlearning can serve as a pivotal tool for educators and institutions to refine instructional strategies in business education, particularly focusing on writing proficiency, soft skills, and decreasing cognitive load. Based on the research results, it can be concluded that this research contributes to the existing knowledge about microlearning in several ways: (1) it enhances retention and learning transfer; (2) it helps reducing cognitive load; (3) it also aligns with modern learner preferences; (4) it helps increasing students’ engagement and interactivity; and (5) it supports continuous reinforcement for skill development. Therefore, this inquiry lays the groundwork for more extensive research and application, prompting further exploration and validation in diverse learning contexts and domains.
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Seßler, Kathrin, Tao Xiang, Lukas Bogenrieder, and Enkelejda Kasneci. "PEER: Empowering Writing with Large Language Models." In Lecture Notes in Computer Science. Springer Nature Switzerland, 2023. http://dx.doi.org/10.1007/978-3-031-42682-7_73.

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AbstractThe emerging research area of large language models (LLMs) has far-reaching implications for various aspects of our daily lives. In education, in particular, LLMs hold enormous potential for enabling personalized learning and equal opportunities for all students. In a traditional classroom environment, students often struggle to develop individual writing skills because the workload of the teachers limits their ability to provide detailed feedback on each student’s essay. To bridge this gap, we have developed a tool called PEER (Paper Evaluation and Empowerment Resource) which exploits the power of LLMs and provides students with comprehensive and engaging feedback on their essays. Our goal is to motivate each student to enhance their writing skills through positive feedback and specific suggestions for improvement. Since its launch in February 2023, PEER has received high levels of interest and demand, resulting in more than 4000 essays uploaded to the platform to date. Moreover, there has been an overwhelming response from teachers who are interested in the project since it has the potential to alleviate their workload by making the task of grading essays less tedious. By collecting a real-world data set incorporating essays of students and feedback from teachers, we will be able to refine and enhance PEER through model fine-tuning in the next steps. Our goal is to leverage LLMs to enhance personalized learning, reduce teacher workload, and ensure that every student has an equal opportunity to excel in writing. The code is available at https://github.com/Kasneci-Lab/AI-assisted-writing.
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Banawan, Michelle, Reese Butterfuss, Karen S. Taylor, et al. "The Future of Intelligent Tutoring Systems for Writing." In Digital Writing Technologies in Higher Education. Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-36033-6_23.

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AbstractWriting is essential for success in academics and everyday tasks, but the development of writing skills depends on consistent access to high-quality instruction, extended practice, and personalized feedback. To address these demands and meet students’ needs, educators and researchers have turned to technology-based writing tools. Ideally, these tools integrate the core components of intelligent tutoring, including a domain model, student model, tutor model, and interface model to engage students with individualized feedback that is linked to adaptive writing instruction. However, the landscape of writing tools still has much room for improvement in terms of incorporating advanced artificial intelligence-enabled features to better approximate intelligent tutoring systems (ITSs). This chapter describes the key elements of ITS technologies and how they can be integrated to further develop ITS tools for writing. To this end, this chapter (1) summarizes evidence-based aspects of successful ITSs and how they might be integrated into computer-based tools for writing, (2) reviews how existing systems have leveraged intelligent tutoring approaches, and (3) articulates how future technology-based writing tools could implement advanced intelligent tutoring features to better meet students’ needs. The chapter concludes with the implications and future directions of intelligent tutoring for the teaching and learning of writing.
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Morabit, Nadir El, and Najemeddin Soughati. "Digitizing Writing: An Empirical Exploratory Study Towards Students’ Writing Skill Fluency Improvement in ‘Padletosphere’." In Proceedings of the 6th International Conference on Big Data and Internet of Things. Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-28387-1_14.

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Parra Gavilánez, Lorena Fernanda, Jennifer Manzano Aguilar, and Ximena Alexandra Calero Sánchez. "Role, Audience, Format, and Topic Strategy in the Improvement of the Writing Skill." In Lecture Notes in Networks and Systems. Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-26190-9_71.

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Rikmasari, Rima, Rahman Rahman, Vismaia S. Damaianti, and Udin Saepudin Sa’ud. "Creative Writing Skill Improvement of Narrative Through the Cooperative Integrated Reading and Composition (CIRC) Method for 5th Grade SDN in Bekasi." In Advances in Social Science, Education and Humanities Research. Atlantis Press SARL, 2025. https://doi.org/10.2991/978-2-38476-390-0_24.

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Sanders-Reio, Joanne, and Thomas G. Reio. "Writing." In Encyclopedia of E-Leadership, Counseling and Training. IGI Global, 2012. http://dx.doi.org/10.4018/978-1-61350-068-2.ch035.

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Writing proficiency is a foundational skill for success in the workplace. Rapid change driven by economic pressures and technological advances requires workers skilled at communicating flexibly and effectively. Nevertheless, writing skills are weak across all segments of the U.S. population. This chapter focuses on the state of affairs in the U.S. regarding writing, which the National Commission on Writing calls the “neglected ‘R’” in the classic trilogy of reading, ‘riting, and ‘rithmetic. Some empirical research is available on how to facilitate adults’ acquisition of writing skills, but it is remarkably scant. Some suggestions for improvement in schools, universities, and workplaces are provided.
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Slorach, Scott, Judith Embley, Peter Goodchild, and Catherine Shephard. "14. Writing and drafting." In Legal Systems & Skills. Oxford University Press, 2020. http://dx.doi.org/10.1093/he/9780198834328.003.0014.

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This chapter focuses on the development and improvement of writing and drafting skills. The discussions cover writing legal essays; the characteristics of good writing; professional writing; drafting; dictation; and writing and drafting templates.
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Slorach, Scott, Judith Embley, Peter Goodchild, and Catherine Shephard. "11. Writing and drafting." In Legal Systems & Skills. Oxford University Press, 2017. http://dx.doi.org/10.1093/he/9780198785903.003.0011.

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This chapter focuses on the development and improvement of writing and drafting skills. The discussions cover writing legal essays; the characteristics of good writing; professional writing; drafting; dictation; and writing and drafting templates.
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Slorach, Scott, Judith Embley, Peter Goodchild, and Catherine Shephard. "14. Writing and drafting." In Legal Systems & Skills. Oxford University Press, 2023. http://dx.doi.org/10.1093/he/9780192874429.003.0014.

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This chapter focuses on the development and improvement of writing skills by law students. It then goes on to explore why these skills are needed in practice, and how to continue to improve them at that stage. It also explains what are professional drafting skills and provides guidance for good drafting. The section about academia includes comprehensive writing guidance for law students. This includes spelling, grammar, punctuation, structure, layout, language and proofreading. The section then moves on to explaining plagiarism, honesty and academic conduct. Guidance is provided about how to OSCOLA reference, and how this differs from other styles such as Harvard. Supportive technology is discussed, including Endnote and Grammarly. The section then moves on to how to write good essays, with guidance about planning and structuring essays. Reference is made to assessment criteria, and how to meet the criteria at the highest level in an essay. The professional writing and drafting section explores how to further develop the good writing practice mastered at university. It also explores drafting and dictation skills, and how to use a precedent. Writing and drafting templates are provided, including for an email.
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Conference papers on the topic "Writing skills improvement"

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Min, Yiting, and Moddwyn Andaya. "Enhancing Student Writing Skills through Gamification: Evaluating the Effectiveness of Textopia, an AI-Driven Platform for Personalized Writing Prompts and Feedback." In 5th International Conference on Advanced Natural Language Processing. Academy & Industry Research Collaboration Center, 2024. http://dx.doi.org/10.5121/csit.2024.141020.

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Textopia is an inventive platform addressing the decline in writing skills among students by combining writing with gaming to make learning enjoyable [1]. It leverages OpenAI's API for generating personalized writing prompts and provides instant feedback on writings to enhance students' skills [2]. The system includes components like PromptManager for prompt generation and FeedbackManager for offering constructive feedback and grammatical corrections. Moreover, Textopia integrates a gaming element where progress in writing unlocks new gaming features, linking educational achievements with gaming rewards. This approach aims to motivate students, making writing a rewarding activity. An experiment within the research illustrates significant improvement in writing quality through iterative feedback and writing exercises, suggesting Textopia's effectiveness in fostering writing skills [3]. By transforming writing from a chore into an engaging experience, Textopia addresses educational challenges, rekindles students' passion for writing, and opens avenues for academic and personal growth. This innovative blend of writing and gaming in education offers a promising solution to enhance student engagement and writing proficiency.
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Sivasankar, Sivananthan, and P. A. S. G. Pathmaperuma. "Enhancing Analytic Writing Skills in the Context of English Literature through Guided Writing Strategies: Addressing Challenges Faced by HNDE Students in Crafting Literature Responses." In SLIIT INTERNATIONAL CONFERENCE ON ADVANCEMENTS IN SCIENCES AND HUMANITIES. Faculty of Humanities & Sciences, SLIIT, 2024. https://doi.org/10.54389/mwex3144.

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The purpose of this study was to investigate the impact of Guided Writing Techniques (GWT) on enhancing Analytical Writing Skills (AWS) among Higher National Diploma English students, focusing on their ability to respond effectively to English literature questions. From a population of 50 first- year students, 25 participants were selected through purposive sampling. This study employed a mixed- methods approach, combining quantitative pretests and post-tests with qualitative structured interviews to gain insights into students’ challenges and progress in Analytical writing. The study commenced with pretests, which, along with structured interviews, highlighted specific difficulties students faced in crafting responses to English literature questions and in AWS within this context. The intervention activities guided participants through three stages, each designed to build essential skills for producing effective literary responses: Literary Analysis Skill (LAS), Higher-Order Thinking Skill (HOT skill), and AWS, structured around GWT. Short stories, a form within the prose genre, were exclusively selected as the primary material for these activities. Following each stage of the intervention, individual post-tests were conducted to assess the development of core competencies. The findings revealed a significant improvement in students’ AWS, evidenced by a correlation coefficient of 0.8914, underscoring the effectiveness of GWT. These techniques, mediated by LAS and HOT Skills, enabled students to craft focused, well-structured responses that thoroughly engage with literature questions. The study concludes that GWT, when integrated with LAS and HOT skills, is highly effective in enhancing AWS in English literature, highlighting their potential as a valuable instructional approach in similar educational contexts. Keywords : Guided Writing Techniques; Analytical Writing, Literary Analysis Skills; Higher Order Thinking skill
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Mountain, Jeffrey R. "Work in progress — Early improvement in report writing skills using critiques." In 2011 Frontiers in Education Conference (FIE). IEEE, 2011. http://dx.doi.org/10.1109/fie.2011.6142814.

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Zeng, Xiu. "On the Improvement of college English Writing through Integration of Language Skills." In 6th International Conference on Electronic, Mechanical, Information and Management Society. Atlantis Press, 2016. http://dx.doi.org/10.2991/emim-16.2016.369.

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Sela, S., and M. Putri. "Promoting Education Sustainable Development Through English Writing Skills Performance Improvement – Case Study on Students’ Perception in Undergraduate Writing Course." In Proceedings of The 1st Workshop Multimedia Education, Learning, Assessment and its Implementation in Game and Gamification, Medan Indonesia, 26th January 2019, WOMELA-GG. EAI, 2019. http://dx.doi.org/10.4108/eai.26-1-2019.2282913.

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Prabhashwara, K. M. B. C., K. G. A. S. Waidyasekara, and R. D. W. W. Jayathilaka,. "An Assessment of skill and competency gaps in the construction industry: the case of mechanical, electrical, and plumbing workers." In Independence and interdependence of sustainable spaces. Faculty of Architecture Research Unit, 2022. http://dx.doi.org/10.31705/faru.2022.20.

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Most countries including Sri Lanka suffer from the skill and competency gap of labours in construction projects. Mechanical, Electrical, and Plumbing (MEP) sectors are one of the main trades which takes maximum advantage of skilled labours. Although several researches have been conducted to find skills gap and labour shortage related to masonry work, carpentry, tiling, etc., few studies have been conducted related to MEP sector in the Sri Lankan construction industry. Hence, this paper focused on assessing skills gap and competency gap in MEP sector of Sri Lankan construction industry. Subsequent to the comprehensive literature review, questionnaire survey and expert interviews were carried out adopting mixed method approach, to analyze the skills gap. Quantitative and qualitative data were analyzed through mean weighted rating and manual content analysis respectively. The study revealed that learning, numerical, reading and writing are the skills which have highest skills gap while performing general physical activities, directing and training subordinates, and monitoring of activities have most competency gap. Enhancement of MEP related courses, improvement of training facilities, increment of awareness on MEP sector, and providing proper salaries can significantly address the current skills gap.
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Sumayyah, Mutia Handayani, and Harun. "Improvement of the Learning Process and Skills of Writing Poetry through the Model Think Talk Write." In ICSET 2019: 2019 The 3rd International Conference on E-Society, E-Education and E-Technology. ACM, 2019. http://dx.doi.org/10.1145/3355966.3355980.

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Trung, Nguyen Thi. "Peer Feedback in IELTS Academic Writing Task 1." In 5th Conference on Language Teaching and Learning. AIJR Publisher, 2023. http://dx.doi.org/10.21467/proceedings.150.23.

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Peer feedback is viewed as an effective activity in foreign language teaching and learning that allows students to receive more feedback on their writing performance for improvement. This study was carried out to investigate the second- year English majored students’ attitudes towards giving and receiving peer feedback as well as their evaluation of peer feedback in IELTS Academic writing Task 1. Questionnaires were used to collect the data. The findings obtained from the questionnaires showed that the English sophomores faced a lot of difficulties in giving and receiving peer feedback in IELTS academic writing Task 1 in terms of four criteria although all students were well aware of the significant role of peer feedback in developing their writing skills. From the findings, it is recommended that teachers should provide students with adequate training and practice while deploying peer feedback activities in IELTS academic writing teaching so that students can benefit a great deal from peer feedback in their writing production enhancement.
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Jadán-Guerrero, Janio, Alexandra Avila, Johann Jadán, and Isabel L. Nunes. "Using Intelligent Personal Assistants for Teaching English." In 13th International Conference on Applied Human Factors and Ergonomics (AHFE 2022). AHFE International, 2022. http://dx.doi.org/10.54941/ahfe1002172.

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The lack of practice to develop language skills is the main problem in learning foreign languages. The aim of the research is to establish methodological strategies with virtual assistants, for elementary school students through innovative and interactive classes, to develop the macro skills of the English language. The methodological design of this study is based on a mixed qualitative-quantitative approach, with the participation of an expert on "Virtual assistants in the English language", five teachers from the English area and 57 elementary school students from a private school in Ecuador. The data collected from the teachers made it possible to identify the main problems that students have when it comes to developing macro skills in the English language. With the support of the education expert, a strategy was designed using virtual assistants. The personal assistant Alexa, with great programming flexibility, was selected, applying a strategy focused on four macro skills: listening, reading, speaking, and writing. Each activity was aimed to reinforcing each skill according to students’ level at school. For example, for speech skills, students had to engage in a dialogue with Alexa through a game of questions and answers. For listening skills, Alexa would tell a story to determine the level of comprehension. For reading skills, the students were given a reading from which they were asked questions that Alexa could answer and through this the students developed writing skills according to the questions they answered. After the intervention, a post test was applied and it was shown that there was an improvement in the development of skills. It was concluded that the interactive classes motivated the participation of all students. For future work, we intend to carry out a longitudinal study with the use of virtual assistants and a comparison between other devices.
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Karatsolis, Andreas, Mollie Kaufer, Suguru Ishizaki, Stacie Rohrbach, and Marsha Lovett. "Understanding the relationship between rhetorically-based learning modules and communication skills improvement in a global technical writing course." In 2013 IEEE International Professional Communication Conference (IPCC 2013). IEEE, 2013. http://dx.doi.org/10.1109/ipcc.2013.6623923.

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Reports on the topic "Writing skills improvement"

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Uche, Chidi, Zita Ekeocha, Stephen Robert Byrn, and Kari L. Clase. Retrospective Study of Inspectors Competency in the Act of Writing GMP Inspection Report. Purdue University, 2021. http://dx.doi.org/10.5703/1288284317445.

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The research was a retrospective study of twenty-five Good Manufacturing Practice (GMP) inspection reports (from March 2017 through to December 2018) of a national medicine regulatory agency, drug Inspectorate, in West Africa, designed to assess the inspectors’ expertise in the act of inspection report writing. The investigation examined a paper-based tool of thirteen pre-registration Inspection reports and twelve GMP reassessment reports written prior and following an intervention program by external GMP trainers to enhance inspectors’ skill in pharmaceutical cGMP inspection. The study made use of quantitative analysis to investigate each team’s expertise in the act of writing GMP inspection report. Likewise, each report’s compliance with the requirements of three regulatory standards on GMP inspection report writing was ascertained. Impact of intervention program on lead inspectors’ competence was assessed. Lastly, gap in each team writing effectiveness, and lead inspectors’ abilities to deliver an effective report were determined. The results showed one of the inspection team (4.0%) wrote an excellent report. Two (8.0%) of the twenty-five inspection teams penned good inspection reports. Eleven (44.0%) teams drafted needs improvement reports and the remaining eleven teams (44.0%) prepared unacceptable reports. The excellent report and the two good reports had report format that meet expectation. One (50.0%) of the good reports showed the authors possess excellent knowledge of cGMP technical areas. The remain good report (50.0%) revealed the writers’ knowledge.as good. The excellent report showed the authors displayed partial mastery in the use of objective evidence while the two good reports disclosed theirs as having partial and evolving abilities. One of the teams (50.0%) that wrote good reports displayed good use of third person narrative past tense in report writing whereas the other team used the same tense and voice excellently. Generally, a sort of marginal level of performance was prominent among the inspection teams. A gap, if not tackled, will slow down regulatory process through increase report review, litigations that query report factual accuracy (AIHO, 2017) and delay in issuance of marketing authorization. In conclusion, trainings on quality attributes, such as technical content (Quality Management System (QMS) and Site), the use of objective evidence, assignment of risk levels to GMP violations and citing of applicable laws, regulation and guidelines that substantiate GMP observations, were recommended, to enhance knowledge sharing and regulators’ performance in the act of writing inspection report.
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