Relevant bibliographies by topics / Writing university / Journal articles
To see the other types of publications on this topic, follow the link: Writing university.

Journal articles on the topic 'Writing university'

Author: Grafiati
Published: 4 June 2021
Last updated: 3 February 2022

Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles

Select a source type:

Consult the top 50 journal articles for your research on the topic 'Writing university.'

Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.

You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.

Browse journal articles on a wide variety of disciplines and organise your bibliography correctly.

1

Ryu, Chan Youl. "In-University Writing and Out-of-University Writing." Journal of General Education 14 (January 31, 2021): 425–51. http://dx.doi.org/10.24173/jge.2021.01.14.15.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

Seunggyu Lee. "University Writing Education through Open Writing." KOREAN EDUCATION ll, no. 77 (2007): 265–86. http://dx.doi.org/10.15734/koed..77.200712.265.

Full text
APA, Harvard, Vancouver, ISO, and other styles
3

Libert, Alan Reed. "Writing for University." Australian Journal of Linguistics 34, no. 4 (2014): 624–25. http://dx.doi.org/10.1080/07268602.2014.956922.

Full text
APA, Harvard, Vancouver, ISO, and other styles
4

Nam, Daehyeon, and Kwanghyun Park. "I will write about: Investigating multiword expressions in prospective students’ argumentative writing." PLOS ONE 15, no. 12 (2020): e0242843. http://dx.doi.org/10.1371/journal.pone.0242843.

Full text
Abstract:
Multiword expressions are a contiguous series of words in a text. This study examines the phraseological profile based on multiword expressions in argumentative writings in a 120,000-word collection of nonnative prospective university students’ writing. The profile is compared with two sets of American university students’ writing from two corpora that comprise upper-level American university students’ course papers and argumentative essay texts. The data are investigated both quantitatively and qualitatively in terms of the structure (i.e., noun, verb, and prepositional phrases) and function (i.e., stance, referential, and text organizer). The results show some noticeable differences among these sets of writing. The Korean student writers heavily relied on verb phrase-based expressions (e.g., are a lot of) in their writing whereas the American students preferred noun phrases. Functionally, the Korean writers underused referential function expressions (e.g., the idea of the) compared to their counterparts. In addition, the prospective Korean university students’ writing was found to represent the widest range of multiword expressions whereas the American students’ argumentative course papers exhibited the smallest range. The findings suggest that prospective Korean university students’ writing tends to use more features of verbal conversation while American university students’ writing exhibits features of structured argumentative writing. The implications for teaching writing and limitations of the study are discussed.
APA, Harvard, Vancouver, ISO, and other styles
5

Son, Hye-suk. "“Culture critique writing”: teaching method studies in university writing." Journal of Language & Literature 65 (March 31, 2016): 215. http://dx.doi.org/10.15565/jll.2016.3.65.215.

Full text
APA, Harvard, Vancouver, ISO, and other styles
6

Rash, Felicity. "Thinking-Writing-Learning: Learning through Writing in the University." International Journal of Learning: Annual Review 11, no. 1 (2006): 0. http://dx.doi.org/10.18848/1447-9494/cgp/v11/45604.

Full text
APA, Harvard, Vancouver, ISO, and other styles
7

Nkateng, Unity, and Sue Wharton. "Professional writing: Description of the writings of social workers in Botswana." Language Teaching 45, no. 3 (2012): 401–2. http://dx.doi.org/10.1017/s0261444812000110.

Full text
Abstract:
The main purpose of this study is to identify the professional writing needs of undergraduate students studying social work in the University of Botswana. In order to do this, it seeks to analyse the types of texts produced by social workers in their professional setting, to find out what relationship exists between the writing done by professional social workers and the writing taught in the dedicated English Language Support unit at the University of Botswana, and to explore the similarities and differences between the documents written by the students and those produced by professional social workers. It also examines current approaches to teaching writing in the University, with the aim of identifying the writing needs of social work students and exploring how these can be effectively addressed.
APA, Harvard, Vancouver, ISO, and other styles
8

Noemi, Nancy Chiuh. "FROM NEEDS ANALYSIS TO DESIGNING ACADEMIC WRITING MATERIALS FOR DIPLOMA STUDENTS OF MARA UNIVERSITY OF TECHNOLOGY (UITM), MALAYSIA." IJLECR - INTERNATIONAL JOURNAL OF LANGUAGE EDUCATION AND CULTURE REVIEW 1, no. 2 (2015): 76–86. http://dx.doi.org/10.21009/ijlecr.012.18.

Full text
Abstract:
When students begin their undergraduate studies, they will need to adjust to the demands of the undergraduate studies with regard to academic English at university level. Dudley-Evans & St. John (1998, p.37) maintain that “their English tuition up to the tertiary level will generally have been in the area of General English, and is unlikely to have included specific preparation for study at university level…” Barker (2000, p.8), in his study on first year students’ perception of writing difficulties, found that the students “come to realise during first semester that they are not adequately prepared for the writing demands required at university”. Pecorari (as cited in Phakiti & Li, 2011) found that Asian ESL students had problems in academic writing; “the students begin their aca-demic writing from ‘copying’ which implies a lack of training in academic writing and arouses accusations of plagiarism in their writing” (p.232). Being an English-medium public university in Malaysia, MARA University of Technology (UiTM) poses challenges to both its students and instructors, as a good command of English is essential. In its attempt to equip its undergraduate students with language skills, UiTM has introduced credit-bearing English courses. This paper presents the findings from a research project to identify the academic writing needs of first-year Diploma in Public Administration students in UiTM Sabah. A total of 110 Diploma in Public Administration students and six instructors responded to the questionnaires. The research examined the students’ and instructors’ perceptions of the importance of academic writing skills the students need in order to complete their undergraduate programmes, assessment of the students’ academic writing skills, and the difficulty of academic writing skills. The findings indicated that there was consistency of response between the students and instructors. The follow-up interviews and focus groups with instructors and students confirmed this. The findings from the needs analysis are then used as the basis for developing academic writing materials to complement the existing English courses in UiTM.
APA, Harvard, Vancouver, ISO, and other styles
9

PIRŠL, DANICA, TEA PIRŠL, and DALIBOR KESIĆ. "WRITING SKILLS AT UNIVERSITY LEVEL." Sportlogia 7, no. 1 (2011): 69–72. http://dx.doi.org/10.5550/sgia.110701.en.069p.

Full text
APA, Harvard, Vancouver, ISO, and other styles
10

Grundy, Dominick. "Writing, counseling, and the university." Arts in Psychotherapy 16, no. 3 (1989): 193–200. http://dx.doi.org/10.1016/0197-4556(89)90022-1.

Full text
APA, Harvard, Vancouver, ISO, and other styles
11

R.Hasan, Asst Prof Dr Fatimah, and Dr Anjuman Muhamad Sabir. "Sentence Relations in the Writing of EFL Students at University Level." Journal of Zankoy Sulaimani Part (B - for Humanities) 11, no. 3 (2000): 211–28. http://dx.doi.org/10.17656/jzsb.10229.

Full text
APA, Harvard, Vancouver, ISO, and other styles
12

Amaya Pisco, Jorge Orlando. "Escritura adolescente: una revisión basada en resultados de investigación recientes." Colombian Applied Linguistics Journal 13, no. 1 (2011): 84. http://dx.doi.org/10.14483/22487085.2944.

Full text
Abstract:
This research aims to critically look at some recent studies on young people’s writing. It is made up of three parts: the first one points outsome researches associated with university people’s writing in the freshmen year. The second one contains reports which focus on the writing of students in Hihgh school and the third one refers to an investigative panorama on the extra-curricular writing or writing directly or indirectly dissociated from an educational environment. The search provides two findings: In the first, the fact that the recent investigations about the elaborate writing by adolescents tends to go towards the qualification of metacognitive processes; the second one shows the absence of alternative writings different from those proposed by the school or university. These are normally considered as or unnecessary unimportant activities.
APA, Harvard, Vancouver, ISO, and other styles
13

Jong, Youngkyong. "University Students' Views on English Writing and Writing Cours ebooks." Journal of Language Sciences 21, no. 2 (2014): 241–65. http://dx.doi.org/10.14384/kals.2014.21.2.241.

Full text
APA, Harvard, Vancouver, ISO, and other styles
14

Authors, Multiple. "Writing Arts." ti< 9, no. 1 (2020): 29–36. http://dx.doi.org/10.26522/ti.v9i1.2450.

Full text
APA, Harvard, Vancouver, ISO, and other styles
15

Bitskey, István. "University jubilees and university history writing: a challenging relationship." Gerundium 8, no. 2 (2017): 147–52. http://dx.doi.org/10.29116/gerundium/2017/2/12.

Full text
APA, Harvard, Vancouver, ISO, and other styles
16

Waghorne, James. "University Jubilees and University History Writing: A Challenging Relationship." History of Education Review 47, no. 2 (2018): 229–30. http://dx.doi.org/10.1108/her-10-2018-059.

Full text
APA, Harvard, Vancouver, ISO, and other styles
17

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.

Full text
Abstract:
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 and an essential element of research reporting. Moreover, it gives good ideas and way-out in thesis writing. DOI: http://dx.doi.org/10.3126/ttp.v13i0.11548The Third PoleVol. 13, 2013Page 57-59
APA, Harvard, Vancouver, ISO, and other styles
18

Davari, Arash. "Writing Iran from Exile." Comparative Islamic Studies 13, no. 1-2 (2019): 151–62. http://dx.doi.org/10.1558/cis.39190.

Full text
Abstract:
A Social History of Iranian Cinema, vol. 1: The Artisanal Era, 1897-1941. by Hamid Naficy. Duke University Press, 2011. 456pp., Pb. $28.95 ISBN-13: 9780822347750.&#x0D; &#x0D; A Social History of Iranian Cinema, vol. 2: The Industrializing Years, 1941-1978, by Hamid Naficy. Duke University Press, 2011. 560pp., Pb. $29.95. ISBN- 13: 9780822347743.&#x0D; &#x0D; A Social History of Iranian Cinema, vol. 3: The Islamicate Period, 1978-1984. by Hamid Naficy. Duke University Press, 2012. 288pp., Pb. $25.95. ISBN-13: 9780822348771.&#x0D; &#x0D; A Social History of Iranian Cinema, vol. 4: The Globalizing Era, 1984-2010. by Hamid Naficy. Duke University Press, 2012. 664 pp., Pb. $32.95. ISBN-13: 9780822348788.
APA, Harvard, Vancouver, ISO, and other styles
19

Ismiati, Ismiati, and Erlin Pebriantika. "DESIGNING STRATEGIES FOR UNIVERSITY STUDENTS’ WRITING SKILL." Journal of Languages and Language Teaching 8, no. 1 (2020): 8. http://dx.doi.org/10.33394/jollt.v8i1.2210.

Full text
Abstract:
In the process of teaching and learning English writing skill, some strategies which are considered appropriate for a certain group of learners, may not suitable for other groups as each group has its own problems and needs in writing. Therefore, teaching learning strategies for English writing requires to be continuously developed. This study aims to design strategies based on the students’ writing needs and problems as the development of the previous common implemented strategies in writing course classes at English Study Program of Cordova University, West Sumbawa Regency. The research subjects were students who are active studying English as their major specialization and lecturers who have been teaching English writing course in academic year 2018/2019.The result shows that the previous strategies give little significant impact toward the students’ writing skill progress. For the reasons, new strategies were designed and recommended to be continuously implemented for teaching and learning writing courses and involved in curriculum at English Study Program, Cordova University. Those strategies are (1) Collaborative Writing Strategy. (2) Combining Diary and Guided Writing Strategy. (3) Additional credit hours for writing course classes (4). Graded writing course classes need to be continuously taught by the same lecturer
APA, Harvard, Vancouver, ISO, and other styles
20

Salerni, Anna, Patrizia Sposetti, and Giordana Szpunar. "Narrative Writing and University Internship Program." Procedia - Social and Behavioral Sciences 140 (August 2014): 133–37. http://dx.doi.org/10.1016/j.sbspro.2014.04.398.

Full text
APA, Harvard, Vancouver, ISO, and other styles
21

Stewart, Georgina. "Writing in te reo at university." Kōtuitui: New Zealand Journal of Social Sciences Online 13, no. 1 (2018): 55–69. http://dx.doi.org/10.1080/1177083x.2017.1418399.

Full text
APA, Harvard, Vancouver, ISO, and other styles
22

Boyce, B. Ann. "Collaborative Writing TipsA University Person's Perspective." Strategies 10, no. 2 (1996): 24–26. http://dx.doi.org/10.1080/08924562.1996.10591243.

Full text
APA, Harvard, Vancouver, ISO, and other styles
23

Brayfield, Celia, and Andrew Green. "About Creative Writing at Brunel University." New Writing 6, no. 3 (2009): 165–67. http://dx.doi.org/10.1080/14790720903556239.

Full text
APA, Harvard, Vancouver, ISO, and other styles
24

Lord, Russell. "Writing Assessment at Plymouth State University." WAC Journal 5, no. 1 (1994): 45–52. http://dx.doi.org/10.37514/wac-j.1994.5.1.06.

Full text
APA, Harvard, Vancouver, ISO, and other styles
25

Kim, Hyun ju. "The Present Condition and Direction in University Writing Educition: Focused on Writing Eduction at SangMyung University." Korean Association For Learner-Centered Curriculum And Instruction 18, no. 8 (2018): 1033–49. http://dx.doi.org/10.22251/jlcci.2018.18.8.1033.

Full text
APA, Harvard, Vancouver, ISO, and other styles
26

Kwak, Subeom. "Exploring University Writing Feedback Systems － Analysis of Training Materials for Tutors at American University Writing Centers." Korean Journal of Literacy Research 12, no. 3 (2021): 231–54. http://dx.doi.org/10.37736/kjlr.2021.06.12.3.08.

Full text
APA, Harvard, Vancouver, ISO, and other styles
27

Larasaty, Gina. "THE UNIVERSITY STUDENTS’ PERCEPTION OF CREATIVE WRITING IN RELATION WRITING SKILL." ENGLISH JOURNAL OF INDRAGIRI 4, no. 2 (2020): 253–63. http://dx.doi.org/10.32520/eji.v4i2.1096.

Full text
Abstract:
In this era, writing is one of the skills that should be mastered by the students, because it will be useful in the future. Writing has a purpose of entertaining and of giving the information, for example, in creative writing. This research aimed to know the students’ perception of abilities they acquired after they participated in creative writing at the university level. The method of this research is descriptive analysis. The Participants of this research are coming from students in the fourth semester of English Department in Wiralodra University who took the Poetry subject Then the study resulted in the identification of abilities the students acquired after learning creative writing, the students are more self-confidence, critical reading and gain their vocabulary, grammar and punctuation in writing.
APA, Harvard, Vancouver, ISO, and other styles
28

Alghazo, Khitam Mohameed, and Mohamed Khaliefah Alshraideh. "Grammatical Errors Found in English Writing: A Study from Al-Hussein Bin Talal University." International Education Studies 13, no. 9 (2020): 1. http://dx.doi.org/10.5539/ies.v13n9p1.

Full text
Abstract:
This study investigated the frequent grammatical errors, found in the writings of Arab students&amp;rsquo; taking English writing courses in AL-Hussein Bin Talal University Learners&amp;rsquo; errors were considered positively as the best sources to identify students&amp;rsquo; limitations in English writing. Therefore the present study intended to investigate the grammatical errors of Arab students&amp;rsquo; writings in English in AL-Hussein Bin Talal University and to see if there are any differences in the grammatical errors according to year of study. To conduct this study data was collected from the writing sessions of writing classes that were taught during the fall semester of 2019. The data was collected, analyzed and categorized from students, all majoring in English Language and Literature and ranging from freshman to seniors. A Grammar test Questionnaire designed by the researchers was distributed to the students in these writing sessions. The results showed that the most frequent grammatical error was with the verb tense on a mean of (3.75), followed by errors in the article on a mean of (3.62), wrong word order on a mean of (3.57), noun ending on a mean of (3.40) and least was sentence structure on a mean of(3.39). The results also showed that the seniors on the grammar test on all its parts did better than the freshmen, juniors and sophomores that are the least problems were found among the seniors.
APA, Harvard, Vancouver, ISO, and other styles
29

Raoofi, Saeid, Massoud Binandeh, and Saifullah Rahmani. "An Investigation into Writing Strategies and Writing Proficiency of University Students." Journal of Language Teaching and Research 8, no. 1 (2017): 191. http://dx.doi.org/10.17507/jltr.0801.24.

Full text
Abstract:
This paper reports on an investigation into the relationship between writing strategy use and L2 writing proficiency. Although research into language learning strategies is extensive, only a few studies have addressed L2 writing strategies of university students. 312 undergraduate students learning English as a second language took a writing proficiency test and completed a writing strategy questionnaire. The results of the study showed that the participants generally had a relatively high level of ESL writing strategy use. It was also found that Effort regulation strategy and metacognitive strategy were reported as the first and second most frequently used writing strategies respectively, while social strategy was reported as the least frequently used category. The results also showed that students with high writing abilities reported a significantly higher level of writing strategy use compared with those who had intermediate or low writing proficiency. It was found that students with higher writing ability reported using significantly more metacognitive, cognitive, affective and effort regulation strategies than those with lower writing proficiency. The discussion of the results, implications for language classroom and writing instruction are articulated. Limitations of the study and suggestions for future research are also presented.
APA, Harvard, Vancouver, ISO, and other styles
30

Shang, Hui-Fang. "The Relationship between Writing Anxiety and EFL University Students’ Writing Proficiency." International Journal of Learning in Higher Education 19, no. 1 (2013): 35–44. http://dx.doi.org/10.18848/2327-7955/cgp/v19i01/48701.

Full text
APA, Harvard, Vancouver, ISO, and other styles
31

Shang, Hui-Fang. "The Relationship between Writing Anxiety and EFL University Students’ Writing Proficiency." International Journal of Learning in Higher Education 19, no. 1 (2013): 35–44. http://dx.doi.org/10.18848/1447-9494/cgp/v19i01/48701.

Full text
APA, Harvard, Vancouver, ISO, and other styles
32

Moore, Tim, and Janne Morton. "Dimensions of difference: a comparison of university writing and IELTS writing." Journal of English for Academic Purposes 4, no. 1 (2005): 43–66. http://dx.doi.org/10.1016/j.jeap.2004.02.001.

Full text
APA, Harvard, Vancouver, ISO, and other styles
33

Gillespie-Lynch, Kristen, Emily Hotez, Matthew Zajic, et al. "Comparing the writing skills of autistic and nonautistic university students: A collaboration with autistic university students." Autism 24, no. 7 (2020): 1898–912. http://dx.doi.org/10.1177/1362361320929453.

Full text
Abstract:
The writing skills of autistic university students have received very little empirical attention. Previous research has suggested that autistic people may struggle with writing, in part, due to challenges with Theory of Mind. However, other research indicates that Theory of Mind difficulties are far from universal in autism, varying across developmental and social contexts. Through a participatory research approach, autistic university students contributed to the current study examining the writing strengths and challenges of autistic ( n = 25) and nonautistic ( n = 25) university students. Autistic participants demonstrated more advanced writing skills, more perfectionistic attitudes about writing, and heightened nonverbal intelligence relative to nonautistic students. Autistic students did not exhibit reduced Theory of Mind skills. Although heightened nonverbal intelligence and being autistic were both initially predictive of writing quality, autism was no longer associated with writing quality after accounting for nonverbal intelligence. Findings suggest that autistic university students may often have enhanced cognitive and writing skills but may face challenges overcoming perfectionism. This research highlights the value of participatory collaborations with autistic students for identifying strengths that can help autistic students succeed in college. Lay abstract We do not know very much about the writing skills of autistic university students. Studies with autistic children and teenagers show that some autistic young people have difficulties writing. Other autistic people are talented writers. In fact, some autistic people would rather write than speak. Good writers often imagine other people’s points of view when writing. Autistic people sometimes have difficulties understanding others’ points of view. Yet, autistic people often work much harder to understand others’ points of view than not-autistic people do. We collaborated with autistic university student researchers to see if autistic university students are better or worse at writing than nonautistic students. Autistic university students in our study were better writers than nonautistic students. Autistic students in our study had higher nonverbal intelligence than nonautistic students. Autistic students also put themselves under more pressure to write perfectly than nonautistic students did. Autistic students did not show any difficulties understanding other minds. This study shows that some autistic university students have stronger writing skills and higher intelligence than nonautistic university students. Yet, autistic students may be too hard on themselves about their writing. Fun activities that help students explore their ideas without pressure (like theater games) may help autistic students be less hard on their writing. Teachers can help autistic students express themselves through writing by encouraging them to write about their interests, by giving them enough time to write, and by letting them write using computers if they want to. This study shows that collaborations with autistic people can help us understand strengths that can help autistic people succeed.
APA, Harvard, Vancouver, ISO, and other styles
34

Fitriati, Sri Wuli, Yuni Awalaturrohmah Solihah, and Tusino Tusino. "Expressions of Attitudes in Students’ Narrative Writing: An Appraisal Analysis." Lingua Cultura 12, no. 4 (2018): 333. http://dx.doi.org/10.21512/lc.v12i4.4789.

Full text
Abstract:
This article investigated attitude, one of subsystem appraisal, in the English as a Foreign Language (EFL) university students’ narrative writings. Five narrative writing was selected purposefully from undergraduate students of the English Department at a local private university in Central Java. The findings demonstrate that the affect is the most dominant subsystem of attitude used in the students’ narrative writing to convey feelings and emotion of characters and events in the stories in order to make the readers involved in the stories. The prominent finding of this research implies that most students used expressions of attitudes which belong to basic English words and repetition of same words. This present research suggests English language teachers and lecturers pay more attention to the explicit teaching of attitudinal words usage in writing, especially narrative writing.
APA, Harvard, Vancouver, ISO, and other styles
35

Jung, Hye-Kyung. "Academic Writing Education with Writing Self-Efficacy - In Case of Writing Classes at Kangnam University -." Studies of Korean Literature 60 (October 31, 2018): 413–49. http://dx.doi.org/10.20864/skl.2018.10.60.413.

Full text
APA, Harvard, Vancouver, ISO, and other styles
36

Ellis, Robert A., Charlotte E. Taylor, and Helen Drury. "University Student Conceptions of Learning Science Through Writing." Australian Journal of Education 50, no. 1 (2006): 6–28. http://dx.doi.org/10.1177/000494410605000102.

Full text
Abstract:
First-year undergraduate science students experienced a writing program as an important part of their assessment in a biology subject. The writing program was designed to help them develop both their scientific understanding as well as their written scientific expression. Open-ended questionnaires investigating the quality of the experience of learning through writing were distributed to 165 students. Interviews with six tutors on the writing program were also completed. Key results included that if students were not aware of the potential of learning science through writing, they tended to focus on superficial aspects of the writing experience, such as grammar, rather than the scientific knowledge that underpinned the experience. The results have important implications for the integration of writing experiences into university subjects and tutor approaches to writing tuition.
APA, Harvard, Vancouver, ISO, and other styles
37

Paletschek, Sylvia. "The Writing of University History and University Jubilees: German Examples." Studium 5, no. 3 (2013): 142. http://dx.doi.org/10.18352/studium.8252.

Full text
APA, Harvard, Vancouver, ISO, and other styles
38

Hubert, Michael D. "US University Learner Attitudes towards Foreign Language Writing." ISRN Education 2012 (March 4, 2012): 1–8. http://dx.doi.org/10.5402/2012/815493.

Full text
Abstract:
Language acquisition research strongly suggests that writing is essential to modern language instruction. Current best practice dictates that some form of target language writing be part of almost every type of foreign language (FL) course. However, FL instructors often receive complaints from students concerning the writing required in different FL courses. Many instructors appear to believe that their students have negative attitudes towards FL writing, and that negative attitudes may hurt student motivation. This paper reports on a survey of 759 FL students enrolled at a midsized university in the western United States. These students were asked to describe their FL writing assignments, their personal FL writing, and their attitudes towards the importance of writing to their language acquisition. Results indicate overall very positive attitudes towards FL writing among these students, as well as plans reported by the majority of students to continue to write in their FL after college.
APA, Harvard, Vancouver, ISO, and other styles
39

Evdash, V. M., and N. N. Zhuravleva. "Strategies for Overcoming University Researchers’ Writer’s Block." Vysshee Obrazovanie v Rossii = Higher Education in Russia 29, no. 7 (2020): 80–88. http://dx.doi.org/10.31992/0869-3617-2020-29-7-80-88.

Full text
Abstract:
This paper reveals the importance of overcoming writer’s block for university researchers as second language writers. The idea and materials for the paper come from the experience of the Center for Academic Writing “Impulse” at the University of Tyumen, Russia. The target audience of the Center is the university faculty and researchers who have a lack of time to immerse in the writing process, rather they mainly want to obtain an immediate tangible result. However, our research shows that they often get frustrated by their inability to complete their writing piece because they get stuck at different stages of the writing process. For example, some people find it difficult to finish their papers, or others fade away in the middle, but the main problem is to start writing. Thus, they face writer’s block which can be referred to moderate blockage. To overcome the block, we offer the researchers a variety of activities during courses and special projects. This paper describes two strategies: classroom intervention including mainly pre-writing activities, such as freewriting, looping, word association, aimed to overcome the fear of a white page, and individualized intervention based on the project entitled “Drop in &amp; Reboot your Writing”. The project comprised 10-20 weekly individual meetings lasting for 30 minutes and aiming at dealing with a particular writing issue. The individual approach to each participant led to a better understanding of the causes of writer’s block and finding the cures. These strategies aim to develop researchers’ positive attitude to writing, to enable them to boost their awareness of the writing process in receiving the desired results, and build confidence as second language writers.
APA, Harvard, Vancouver, ISO, and other styles
40

Hu, Yuanyan. "Intertextualities in English Writing of EFL Learners in the Context of Chinese University." Journal of Language Teaching and Research 10, no. 2 (2019): 271. http://dx.doi.org/10.17507/jltr.1002.08.

Full text
Abstract:
When the writing subject is communicating with the addressee, their texts simultaneously communicate with the present and the past texts. The author carries out an empirical study to find out issues to be addressed in the context of Chinese university in EFL learners’ English writing with respect to intertextuality. The study examines the manifestations of three types of intertextualities---material intertextuality, generic intertextuality and cultural intertextuality and finds out that there are obvious material intertextualities between students’ individualized texts and exterior texts. Certain generic intertextualities manifesting in the repetition of specific structures are deficient. And in terms of cultural intertextuality, it is found that the exterior texts have exerted an obvious cultural intertextual influence on activating pertinent schema texts of participants, promoting the comprehension of the writing theme as well as further affecting the completions of their writings.
APA, Harvard, Vancouver, ISO, and other styles
41

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

Full text
Abstract:
The objectives of this research are (1) to find out whether the use of episodic memory is effective to improve the writing ability of the fifth-semester students of English education department of Bosowa University Makassar and (2) to find out the component of writing that improves the students’ writing the highest. The method applied in this research was true experiment design. It involved two groups design. That was experimental and control group. The subjects of this research were taken from two classes at fifth semester A and B in 2014/2015 academic year. The sample consisted of 40 students. They were randomly formed. The data of this research was collected through writing test. The result of the research through students' writing test shows that the students' writing ability improved after treatment. It was supported by the rate of the mean score of writing which were observed in the students' posttest for the five components. The mean score of the experimental group was 71.89 which was higher than of the control group which was only 67.32 and the mean difference was 4.57. The content in the experimental group posttest were 83.50 while in the pretest only 67.50. The improvement of students' score in experimental for the content component was 16 point. It was the highest of all components of writing. It can be concluded that (1) The use of episodic memory is effective to improve the writing ability of the fifth-semester students of English Education Department of Bosowa University Makassar; (2) The component of writing that improves the students’ writing the highest is content.Keywords: Episodic memory, writing ability.
APA, Harvard, Vancouver, ISO, and other styles
42

Pandey, Gopal Prasad. "Unpacking Writing Needs of Nepalese University Students." International Journal of Language and Literary Studies 2, no. 2 (2020): 257–69. http://dx.doi.org/10.36892/ijlls.v2i2.275.

Full text
Abstract:
Assessing students’ needs is an integral part of English for specific purposes (ESP) syllabus design. Due to the significance of writing in the English for business specific purposes, there has been increasing interest in ESP studies to assess students’ writing needs. This study aimed at exploring writing needs of Bachelor of Business Studies students of Tribhuvan University (TU), Kathmandu, Nepal. Ninety two Bachelor of Business Studies (BBS) first year students and 10 English teachers of TU took part in this study. Questionnaires served as the main tools for conducting needs analysis (NA). The findings revealed that both the groups of participants (students and teachers) perceived all seven sub-skills of writing as ‘important’. There is consistency between students’ perceptions of importance of subskills of writing and teachers’ perception of importance of the sub-skills. Regarding the perceived competence, teacher participants found their students’ abilities to be “not very good” or even “poor” in the subskills which they considered ‘important’ or ‘very important’. They rated their students at levels lower than the ones students did. Students were rated poor at the following subskills of writing: reports, memos; agendas, notices; instruction booklets; user manuals; company brochures; letters and diaries and messages. Findings indicated that ESP teachers are required to help students learn all the subskills of writing so that they can communicate in the target situations effectively.
APA, Harvard, Vancouver, ISO, and other styles
43

Girgensohn, Katrin, and Felicitas Macgilchrist. "Autonomous Writing Groups and Radical Equality: An Innovative Approach to University Writing." Canadian Journal for Studies in Discourse and Writing/Rédactologie 28 (February 6, 2018): 79–102. http://dx.doi.org/10.31468/cjsdwr.586.

Full text
Abstract:
This paper presents a program for a university writing group, ran as a trial in Germany, that differs from common writing groups by allowing writers a high level of autonomy and choice. To theoretically frame this writing group model, we draw on the French philosopher Jacques Rancière and his presupposition of a radical equality of intelligence. Findings suggest that the use of these writing groups provide a foundation for students to experience academic writing in ways that are more playful, creative, and joyful, without feeling inferior and increasing students’ awareness of their own intelligence, capacity and creativity. By coupling grounded analysis with theoretical reflections, and a set of questions to guide practice, this paper outlines how this program could be relevant for writing educators, curriculum developers, and other faculties in higher educational institutions across global contexts.
APA, Harvard, Vancouver, ISO, and other styles
44

Umamah, Atik, and Bambang Yudi Cahyono. "Indonesian university students’ self-regulated writing (SRW) strategies in writing expository essays." Indonesian Journal of Applied Linguistics 10, no. 1 (2020): 25–35. http://dx.doi.org/10.17509/ijal.v10i1.24958.

Full text
Abstract:
This research is carried out to investigate Indonesian EFL students’ use of self-regulated writing (SRW) strategies and to identify the SRW strategies applied, particularly by proficient students in writing. The research involved 45 students who have passed an essay writing course focusing on expository essays. Data on the students’ use of SRW strategies came from a Self-Regulated Learning Strategy Questionnaire (SRLSQ) adopted from Abadikhah et al. (2018). The students’ use of SRW strategies were categorized into six dimensions: motive, method, time, performance, physical environment, and social environment. Out of the total number of respondents, four proficient students were involved in a semi-structured interview. The interview was aimed at knowing the students’ use of SRW strategies in the planning, execution, and evaluation (PLEE) cyclical model of process writing. The result of the questionnaire data analysis showed that the students use all of the six dimensions of SRW strategies, with the highest mean for the social environment dimension and the lowest mean for the motive dimension. The result of the interview data analysis revealed that the proficient students also use the six dimensions of SRW strategies. Still, they dominantly apply the method, performance, and social environment dimensions of SRW strategies.
APA, Harvard, Vancouver, ISO, and other styles
45

Hwang, Dae-seong. "Directionality study of Learning Data of Paragraph Writing in University Writing Textbook." Korean Language and Literature 109 (June 30, 2019): 295–317. http://dx.doi.org/10.21793/koreall.2019.109.295.

Full text
APA, Harvard, Vancouver, ISO, and other styles
46

Chin, Sun Jung. "Case Study on Efficient Writing Training in Writing Class at Hannam University." Korean Journal of Literacy Research 10, no. 6 (2019): 289–327. http://dx.doi.org/10.37736/kjlr.2019.12.10.6.289.

Full text
APA, Harvard, Vancouver, ISO, and other styles
47

Song, Juhyun. "University liberal arts writing class －Focusing on Hanshin University’s “Basics of Writing”." Korean Society of Culture and Convergence 43, no. 1 (2021): 625–41. http://dx.doi.org/10.33645/cnc.2021.01.43.1.625.

Full text
APA, Harvard, Vancouver, ISO, and other styles
48

Aulawi, Hilmi, M. Ali Ramdhani, and Dedi Sulaeman. "University Writing Guidebook for Natural, Social Sciences and Humanities." International Journal of Engineering & Technology 7, no. 3.21 (2018): 464. http://dx.doi.org/10.14419/ijet.v7i3.21.17213.

Full text
Abstract:
Natural and social sciences have its own uniqueness in seeing, describing and analyzing a phenomenon. Humanities have also its own distinctiveness between them. Literature, as one of department in humanities has its extreme perspective in considering a phenomenon. While natural and social sciences describing fact, literature is indeed describing fiction. These two different paradigms have its consequences to the way of students’ writing for their papers. Since literature as one of humanities beside natural and social sciences in a university, this research investigates the university writing guidebook provided by the university in leading the students’ writing in describing fact and fiction. This research uses content analysis by analyzing four writing guide books emphasizing on how to write the final paper for natural, social sciences and literature (humanities). The result show that the four university writing guidebooks provided the writing for natural and social sciences, namely how to describe and analyze facts. While for literature, on how to analyze fiction, the university writing guidebook does not provide yet. This research contributes for the university that university must provide the rules of final paper for literature students on how to write their final papers.
APA, Harvard, Vancouver, ISO, and other styles
49

Hajebi, Mustapha. "Enhancing Writing Performance of Iranian EFL University Students in the Light of Using Computer Assisted Language Learning." International Linguistics Research 1, no. 2 (2018): p47. http://dx.doi.org/10.30560/ilr.v1n2p47.

Full text
Abstract:
The purpose of this research is to improve the performance of Iranian EFL students writing process model based on technology to see computer software checked the grammar, punctuation, spelling and the performance of students. So there is in need of different conditions to design protocols for using computer assisted language learning to improve students’ performance. A quantitative method including pre- test and post -test followed in this study. The study lasted for four weeks with naturalistic use of computer software in the writing instruction of experimental group to check the performance of students based on using computer assisted language learning. The present study involves various techniques in writing performance in contrast with other traditional methods. Computer assisted language learning was employed to compare and assess the writing performance. The results of the study support the idea that word processors improve the EFL learners’ writing mechanism. Computer assisted language learning gives best path for the writing performance of students and also decreases mistakes in writings. This research provides recommendable performance for EFL learners, EFL teachers to adopt the technique in their classes to advance their students' language learning. Therefore, a comparison of the results after the next course cycle will then allow to impose the effects of enhancing writing performance, which would not be possible without using computer assisted language learning approach.
APA, Harvard, Vancouver, ISO, and other styles
50

Hendriwanto, Hendriwanto, Nurani Hartini, Joko Nurkamto, and Ramnita Sharda. "AN ANALYSIS OF UNIVERSITY STUDENTS’ ARGUMENTATIVE WRITING: FUNCTIONAL PERSPECTIVE." Academic Journal Perspective : Education, Language, and Literature 8, no. 2 (2020): 147. http://dx.doi.org/10.33603/perspective.v8i2.4373.

Full text
Abstract:
This study aims to investigate the role of SFL theory in teaching academic writing. The present study was to find out what the change of genre awareness of students’ writing. Twenty-two participants were recruited to engage in the process of deconstruction, join construction, and independent construction activities. The findings of study revealed two important aspect in teaching academic writing, thematic Progression in students’ writing and appraisal concept in students’ writing argumentation. Data sources were gathered through student assignments to write argumentative essay. Student assignments were written in 6o minutes with the IELTS and TOEFL writing. Questionnaire and interviews in argumentative writing were given to students. Data were collected from students’ assignment and data were analysed through transitivity and appraisal system (Martin &amp; White, 2015). This finding of the study implies to the language education particularly writing instruction.
APA, Harvard, Vancouver, ISO, and other styles
You might also be interested in the bibliographies on the topic 'Writing university' for other source types:
Dissertations / Theses Books
We offer discounts on all premium plans for authors whose works are included in thematic literature selections. Contact us to get a unique promo code!

To the bibliography