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Journal articles on the topic 'Writing/Writer'

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Published: 4 June 2021
Last updated: 25 January 2023

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1

Bates, Peter. "Writing therapy to writer…" A Life in the Day 4, no. 2 (2000): 29–32. http://dx.doi.org/10.1108/13666282200000017.

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2

Appleby, Bruce C., Stephen A. Bernhardt, Lisa Gerrard, et al. "Writing with HBJ Writer." College Composition and Communication 38, no. 4 (1987): 478. http://dx.doi.org/10.2307/357646.

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3

Hayes, John R., and Linda S. Flower. "Writing research and the writer." American Psychologist 41, no. 10 (1986): 1106–13. http://dx.doi.org/10.1037/0003-066x.41.10.1106.

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4

Roop, Peter. "The Magic of Writing: How a Writer Teaches Writing." Childhood Education 66, no. 5 (1990): 281–84. http://dx.doi.org/10.1080/00094056.1990.10522538.

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5

Khoiriyah, Eneng Liah, and Rasikin Rasikin. "THE EFFECT OF GUIDED WRITING ON STUDENTS' WRITING SKILLS." Cakrawala Pedagogik 5, no. 1 (2021): 1–15. http://dx.doi.org/10.51499/cp.v5i1.240.

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The purpose of this research is to explain whether the effect of guided writing can improve the students’ writing skill. The writer conducted in quasi experiment in this research. There are involving two classes for the research, namely experiment class and control class. The experiment class used guided writing as the technique and the control class without using guided writing. Before starting the treatment, the writer giving pre-test to know how far the students’ ability in writing text. After the writer giving the pre-test, the writer give the treatment to the experimental class, in the case the eighth grade students in class 8. The writer applied the technique or treatment of using guided writing. The next meeting the writer gave post-test to find out whether there was significance effect using guided writing technique toward the writing skill students. the result of the study, the researcher drew two conclusions. The first conclusion is that guided writing can significantly improve the students’ writing skill. In this case, the students could correctly construct sentences based on the grammar explained by the researcher. In general, students are encouraged to practice writing as much as possible. The second point to be concluded is that the implementation of guided writing has improved the students motivation in learning writing.
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6

Puteri, Dinike Agustin. "PENERAPAN METODE QUANTUM WRITER UNTUK MENINGKATKAN KEMAMPUAN MENULIS PUISI PADA SISWA SMK TELEKOMUNIKASI DARUL’ULUM." sarasvati 1, no. 2 (2019): 91. http://dx.doi.org/10.30742/sv.v1i2.744.

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Quantum Writer method is good way to help student more easy and attractive to write. Quantum Writer method is contains four steps teaching learning writing ang can be easy to with PAK ! namely: concentrate (P), arrange (A), composing (K), the best (!). This method used to finished that problem appear (1) How to proces learning poerty at begining with Quantum Writer method, (2) How to proces learning poerty when student is writing poerty with Quantum Writer method, (3) How to proces learning poerty at the finishing or after writer poerty with Quantum Writer method, in this case every statement of the problem given student score. This Action Research (PTK) used descriptive kealitatif method is doing two steps is that observation student SMK Telekomunikasi Darul’Ulum. The data take from pre writing is contain students ability to mention theam. Then the result take from when student is writing poerty. With Quantum Writer merhod. Second step is that finished to write the result contains are reading a poerty, give suggestion with friend’s poetry, and revisi again based on friend’s suggestion. The result of the observation is that appliying Quantum Writer writer method can be increase to writing poetry very good for student. Students ability to writing poetry more increase every steps. And the response of the student increase.
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7

PARK SOO JAH. "Developing Writing Activities for Life-term Writer." korean language education research ll, no. 30 (2007): 261–90. http://dx.doi.org/10.20880/kler.2007..30.261.

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8

Stokes, John, Francis-Noël Thomas, and Francis-Noel Thomas. "The Writer Writing: Philosophic Acts in Literature." Yearbook of English Studies 25 (1995): 238. http://dx.doi.org/10.2307/3508839.

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9

Branley, Mary. "Writing with Children: From Teacher to Writer." Bookbird: A Journal of International Children's Literature 55, no. 2 (2017): 64–67. http://dx.doi.org/10.1353/bkb.2017.0026.

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10

Jochum, Julie. "Responding to Writing and to the Writer." Intervention in School and Clinic 26, no. 3 (1991): 152–58. http://dx.doi.org/10.1177/105345129102600306.

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11

Palen, John. "Teacher as Writer Highlights Writing, Interviewing Skills." Journalism Educator 42, no. 1 (1987): 52–53. http://dx.doi.org/10.1177/107769588704200118.

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12

Furman, Cara. "Responding to the Writer in Student Writing." Schools 16, no. 2 (2019): 175–95. http://dx.doi.org/10.1086/705643.

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13

Gazza, Elizabeth A., and Diane F. Hunker. "Facilitating Scholarly Writer Development: The Writing Scaffold." Nursing Forum 47, no. 4 (2012): 278–85. http://dx.doi.org/10.1111/j.1744-6198.2012.00275.x.

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14

Sandström, T., and S. Löfqvist. "Writing errors in an optical reticle writer." Microelectronic Engineering 13, no. 1-4 (1991): 135–38. http://dx.doi.org/10.1016/0167-9317(91)90064-k.

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15

Amalia Solikhah, Nur. "Collaborative Writing: It’s Influence towards Students’ Recount Text Ability." International Journal Corner of Educational Research 1, no. 1 (2022): 21–30. http://dx.doi.org/10.54012/ijcer.v1i1.72.

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The objective of this research was to know the influence of collaborative writing ability towards students’ recount text of the tenth class students or not. The total populations are 61 students’ in two classes. The writer take two classes, one class as the experimental class that was taught by using Collaborative Writing and the second class as the control class that is taught without Collaborative Writing. In conducting the research, the writer use experimental method, the writer use writing test or t-test to know the students’ writing ability by using Collaborative Writing. The students ask to describe their experience the test use recorded in students’ writing ability, and the writer use the scoring system propose by Yendra Pratial. The writer determine the average rates (x) and variant (s2) before use t-test formula. The average score of experimental class that is taught by using Collaborative Writing is x2ratio = 7.77, and the average score of controll class that is taught with direct instruction is x2ratio= 7.23. Rejected Ho if : x2ratio ≥ x2table (1-α) (k-3), for the significant level of 5% obtained: x2table = 7.81, for the significant level of 1% (α=0.01) obtain: x2table= 11.3. So the Ho is accepted. The sample of this research the writer use cluster random sampling technique, and to test the hypothensis in this research, the writer use a statistical formula of t-test. According to the result of the data analyzing, the writer found that > (=3.10 and =2.70 in significance level 1% and ttable= 2.02 in significance level 5%. It means that positive influence of collaborative writing towards students recount text ability
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16

Maharani, Mega Mulianing. "THE APPLICATION OF INDIRECT FEEDBACK TO IMPROVE STUDENTS� PARAGRAPH WRITING." EduLite: Journal of English Education, Literature and Culture 2, no. 2 (2017): 389. http://dx.doi.org/10.30659/e.2.2.389-404.

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Writing is one of the important skills should be mastered by students of English education program. Mastering writing forces students to be able to produce good paragraph. Paragraph is said to be good if it is well organized. Organizing good paragraph is the problem faced by the second semester students of English education of Sultan Agung Islamic University. Based on that problem, the writer decided to apply indirect feedback to the students� paragraph writing. The writer wants to know the way indirect feedback applied to improve the students� paragraph writing. The writer used action research to come up to the objective of the research. There was one cycle of the research which consisted of planning, acting, observing, and reflecting. The writer adopted the steps of analyzing the data as proposed by Burns (1999) which consisted of assembling, coding, comparing, building meaning and interpretation and reporting the outcomes. The result was that the way the writer used underline to the students� writing could improve the students� paragraph writing. The students could provide correct final revision of their inappropriate writing
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17

Rohiyatussakinah, Ina, and Fadilla Oktaviana. "IMPROVING ESP STUDENT’S WRITING SKILL BY USING WRITING ESSAY MODEL." Journal of English Language Teaching and Literature (JELTL) 1, no. 1 (2018): 1–7. http://dx.doi.org/10.47080/jeltl.v1i1.120.

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Writing as productive skill is closed with learner in university. They should do lots of writing. English for Academic Purposes programme such as English for Environmental Engineering can be involved in keeping issue logs which are kind of project work. This research investigated of using essay in teaching English as media to improve students’ writing skill. The writer conducted a classroom action research as a method in this research. Writer used Essay as media that was implemented in Environmental engineering class at Banten Jaya University. The class consisted of 25 students. This research was conducted in two cycles. Before doing the treatment, writer gave students pre-test. The mean score of students’ pre test was 65. It indicates that their writing was low. After that, the writer implemented the treatment and gave students post-test. The result of test in cycle one shows that there was improvement, the score was 75. It indicates that there was an improvement from pre-test and post-test one. But, it is still not maximal. Thus, the writer conducted the next cycle (cycle two) in order to reach the target that the students could reach score 80. The result of test in cycle two (post-test two) shows that mean score of students writing was 85. Thus, the using Essay model in teaching writing is excellent to improve students’ writing skill. They was able to gathering ideas, organising the ideas and make essay paragraph with varieties topic that related on their field.
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18

Nurhayati, Siti. "The Student’s Ability in Using Punctuation and Capitalization through Performing Habit of Writing Diary." INTERACTION: Jurnal Pendidikan Bahasa 6, no. 2 (2019): 11–20. http://dx.doi.org/10.36232/jurnalpendidikanbahasa.v6i2.326.

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In this study, the writer chose the students ability in using punctuation and capitalization through performing habit of writing diary at the second grade of SMP GUPPI Salawati. For that reason the writer wants to investigate and doing research in the library. The formulation of problem in this research are How is the students competence in apply writing mechanism, and what is the effect of performing habit of writing diary to increase students skill in writing mechanism. The methodology of this study is experimental study. it is means that its need statistic approach to explore the material. There are some of technique of collecting data such as the researcher after developing the test as the instrument of the research, asked the sample (students) to complete the text with punctuation, After they handed their works the writer checked the punctuation they had applied in the given text, and the writer analyze the comments or the mistake they made based on the theory. The result of this study is the writer found that teaching writing mechanism by performing habit of writing diary better than without performing habit of writing diary. It means that the students are more interest to write with writing diary and without writing diary.
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19

Wu, Daping, and Adcharawan Buripakdi. "Writer Identity Construction in EFL Doctoral Thesis Writing." GEMA Online® Journal of Language Studies 21, no. 3 (2021): 16–36. http://dx.doi.org/10.17576/gema-2021-2103-02.

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Research on EFL doctoral thesis writing is booming. The literature indicates a link between doctoral thesis writing and identity formation. Despite the call for scholarly attention on doctoral thesis writers, writers of doctoral theses in English as a Foreign language (EFL) settings have not been well represented in the previous studies. Moreover, although writer identity has been proposed as consisting of four aspects, most of the research has mainly adopted a corpus approach to discuss the discoursal self or authorial identity. To bridge these gaps, this study explored how multicultural writers at a university in Thailand constructed identity through EFL doctoral thesis writing and how their multiple aspects of writer identity interplayed. With the data triangulated from a questionnaire, written narratives, and semi-structured interviews, the study revealed that 1) multiple identities are developed through writers’ self-adjustment and social acculturation; 2) passive alignment to institutional conventions leads to an actual distancing from discoursal construction of writer identity; 3) self-marginalization as EFL learners, negative external voices, and the role of student writer most hinder the development and representation of the authorial self. The research recommends EFL learners should be explicitly informed of the notions of constructing an authorial voice in the writing of doctoral theses. Keywords writer identity; identity construction; EFL doctoral thesis writing; novice writer; non-native English-speaking context
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20

Putry Utami, Dewi Astari, Hj Nurfaisah Sahib, and Ulfah Syam. "THE COMPARATIVE ANALYSIS OF STUDENTS’ WRITING ABILITY BETWEEN RECOUNT TEXT AND DESCRIPTIVE TEXT AT SMAN 18 MAKASSAR." ACADEMIC: ENGLISH LANGUAGE LEARNING JOURNAL 6, no. 2 (2021): 23–33. http://dx.doi.org/10.52208/aellj.v6i2.169.

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This writing aims to analysis the difference between students’ ability in writing recount text and descriptive text at SMAN 18 Makassar (comparative analysis). The population of this writing was the tenth-grade students of SMAN 18 Makassar at the first semester 2021/2022 academic year. The writer took 270 students as population. The data were obtained from the writing text. The writer choose of class X IPA 3 and the writer took 30 students as a sample. The results of the writing used inferential analysis of t-test by SPSS v.16. It showed that there was a significant difference in the students’ mean score writing ability between recount text and descriptive text. The mean score of the students’ writing test recount text is 82.20 while descriptive text is 76.43. The significance value calculated 0.014 is smaller than 0.05 (P-value = 0.014 < 0.05). Therefore, the hypothesis of these writing was accepted. It means that, there were a Comparative difference of Students’ Writing Ability Between Recount Text and Descriptive Text at SMAN 18 Makassar. The writer concluded, that the students are easier to express ideas, understanding, composed and write a recount text than descriptive text. Based the results above, the writer can difference between students’ ability in writing recount text and descriptive text at SMAN 18 Makassar (comparative analysis).
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21

Adsit, Janelle. "The writer and meta-knowledge about writing: threshold concepts in creative writing." New Writing 14, no. 3 (2017): 304–15. http://dx.doi.org/10.1080/14790726.2017.1299764.

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22

Lee, Seongyong. "Writer Identity in Narrative and Argumentative Genres: A Case of Korean Students in the United States." International Journal of Applied Linguistics and English Literature 6, no. 1 (2016): 178. http://dx.doi.org/10.7575/aiac.ijalel.v.6n.1p.178.

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This study investigated how three Korean ESL students constructed their writer identity in narrative and argumentative genres of writing. For this purpose, the qualitative data collected from interviews, observations and written documents for eight weeks were analyzed according to a social constructionist perspective as a philosophical framework and Ivanič’s approach to systemic functional linguistics as an analytic method. The results showed that the participants constructed a confident identity in narrative writing whereas they identified themselves with a less-confident writer in an argumentative genre. Accordingly, they adopted different strategies for the difficulties they were confronted with in two genres. In addition, while narrative essays showed their ownership of Korean culture as a sojourner in the U.S., argumentative essays revealed their ambivalent identity in an academic context. These findings shed light on the importance of a narrative writing task as a stepping stone for academic writing by empowering an L2 writer in terms of constructing an authoritative voice.Keywords: L2 writing, writer identity, genre-based writing
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23

Łaszkiewicz, Weronika. "Jack London: a writing sailor, a sailing writer." Crossroads. A Journal of English Studies, no. 6(3) (2014): 16–27. http://dx.doi.org/10.15290/cr.2014.06.3.02.

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Andrews, B. A. St, and Margaret Atwood. "Negotiating with the Dead: A Writer on Writing." World Literature Today 77, no. 3/4 (2003): 99. http://dx.doi.org/10.2307/40158230.

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25

Spiro, Jane. "Teaching poetry: Writing poetry — teaching as a writer." English in Education 41, no. 3 (2007): 78–93. http://dx.doi.org/10.1111/j.1754-8845.2007.tb01167.x.

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26

Redmond, Mary (Connie). "Simplifying the writing process for the novice writer." Journal of PeriAnesthesia Nursing 17, no. 5 (2002): 310–17. http://dx.doi.org/10.1053/jpan.2002.35368.

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27

Beilin, E. V. "Writing Public Poetry Humanism and the Woman Writer." Modern Language Quarterly 51, no. 2 (1990): 249–72. http://dx.doi.org/10.1215/00267929-51-2-249.

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28

Asakura, Daichi, Takanori Nishino, and Hiroshi Naruse. "Writer recognition with a sound in hand-writing." Journal of the Acoustical Society of America 140, no. 4 (2016): 3374–75. http://dx.doi.org/10.1121/1.4970786.

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29

Zhao, Cecilia Guanfang. "Writer background and voice construction in L2 writing." Journal of English for Academic Purposes 37 (January 2019): 117–26. http://dx.doi.org/10.1016/j.jeap.2018.11.004.

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30

Purnama, Novi Dewi. "An Investigation of Teachers’s Role as Facilitators in Teaching Writing in the Classroom." Academic Journal Perspective : Education, Language, and Literature 3, no. 2 (2018): 361. http://dx.doi.org/10.33603/perspective.v3i2.1676.

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The aim of this research is to describe in the teacher’s role as facilitator in teaching writing in the classroom. This research is qualitative approach by analysis teacher’s role as facilitator thought the data that have been collected from the student’s and the teacher’s. the technique of collecting data that used by the writer are observation in teacher’s role as facilitator, observation sheet, interview, video recording, and the result of observation. To know the kinds of teacher role as facilitator did teaching writing in the classroom. And the writer analysis teacher’s role in teaching writing in classroom by observation sheet giving mark on it and writer the correct it, until gets the result did. Then, the writer takes the conclusion of teacher’s role as facilitator and teacher interview to appropriate the teacher role in teaching writing in the classroom. This research find come that all of teacher role. Based on the result from interview the lecturer, the teacher as facilitator was applied the teacher.
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31

Luce-Kapler, Rebecca. "Fragments to Fractals: The Subjunctive Spaces of E-Literature." E-Learning and Digital Media 4, no. 3 (2007): 256–65. http://dx.doi.org/10.2304/elea.2007.4.3.256.

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This article chronicles the experience of two writers working in digital technologies to write fiction. One writer, the author of the article, describes how her experience writing with the software Storyspace influenced her writing of print fiction, changing her processes and challenging her notions of genre. The other writer, a 16-year-old secondary student, also wrote with Storyspace. While she did not find the form as challenging as the first writer, she followed similar processes of creation. The author compares the possibilities of digital and print text writing and suggests that there are different potentials. She also suggests that moving from a metaphor of fragments to fractals when thinking of hypertext writing may be a productive way to consider digital literary work.
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MacWatters, Kelly S. "Academic Writer." Charleston Advisor 21, no. 3 (2020): 5–6. http://dx.doi.org/10.5260/chara.21.3.5.

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Academic Writer is a digital learning tool designed by the American Psychological Association (APA) to enhance traditional learning and teaching methods. Originally launched in 2016 as APA Style Central and rebranded in 2019, APA’s Academic Writer supports curricula requiring the APA style of writing and citation.
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33

Farikah, Farikah. "The Effectiveness of Jurisprudential Inquiry Learning Model in Developing the Students’ Competence in Writing Analytical Exposition Texts." Theory and Practice in Language Studies 7, no. 11 (2017): 990. http://dx.doi.org/10.17507/tpls.0711.07.

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The purposes of this exploratory mixed method research are to describe the implementation of Jurisprudential Inquiry Learning Model in developing the students’ competence in writing analytical exposition texts and the students’ motivation in learning writing. The subject of this study is the fifth semester students of English Department of Tidar University in 2016/2017 academic year. This study employed in-depth interviews, and on-site observation in collecting the data of the effectiveness of this model in developing the students’ motivation in learning writing. In addition to that, the writer used writing test of analytical exposition text to know the improvement of the students’ writing skill. Following Milles and Hubberman’s theory (1994: 10-11), the writer analyzed the qualitative data through data reduction, data display, conclusion and verification. For the quantitative data, the writer used descriptive statistics. The triangulation was employed in checking the validity of the data. The results show that the implementation of Jurisprudential Inquiry Learning Model is an effective way to develop the students’ motivation in learning writing. Besides, it develops the students’ competence in writing analytical exposition text.
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Fini, Fini widya fransiska. "Influnce of Using Photographs in Descriptive Writing to the Students of Nursing." ELT-Lectura 7, no. 1 (2020): 20–31. http://dx.doi.org/10.31849/elt-lectura.v7i1.3448.

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The objective of research was to know whether there was any influnces of using photographs in descriptive writing to the students of nursing. In fact, many nurse students still find difficulties in writing. They still find difficulties in expressing what they want to write and how to write. In overcoming those problems, in certain condition to interest them, teacher can use many media to help them producing good written. One of the media is the using of photograph in teaching learning writing. Photograph can make students find ideas in writing and it can help them to make descriptive text when they look the picture. The population was taken from the nurse students of Universitas Muhammadiyah Pringsewu. The writer took two classes for experiment and control. The data collecting technique used the writing test. The teacher gave some topics and the students had to make composition by choosing one of the topic. The analyzing the data, the writer used ttest. After calculated the data, the writer found that was use photographs was x 2ratio = 6.01, and that was without use photographs was x2ratio = 3.93. It can conclude there was any influence of using photographs in descriptive writing to the students of nursing. The writer suggested to English teacher should be use photographs as a media in teaching writing.
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Entani, Tomoe, and Miho Isobe. "Inner Evaluation of Writing in a Foreign Language Based on Expert Judgment for Correction." Journal of Advanced Computational Intelligence and Intelligent Informatics 22, no. 5 (2018): 759–66. http://dx.doi.org/10.20965/jaciii.2018.p0759.

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Although writing is a tool for communication, the way one writer communicates a fact is not always the same as how another one does it. The written word is unique to the writer and reflects his or her preferred writing style. When something is written by a non-native speaker of language, native speakers and experts often feel slightly unusual, even if they can find no obvious errors. Moreover, they might revise the text based on their experience. On the other hand, the writer often feels slightly dissatisfied with the correction if it does not fit for his or her writing preference. It is difficult for the corrector to understand the writers’ writing preference from the text, and it is also difficult for the writer to explain it explicitly since both writing and correcting a piece of text are based on one’s subjectivity. The correction is unique to the text, so the inner evaluation of the text is important. This study proposes a method of deriving each writer’s writing preference numerically from the expert’s initial evaluation. In the process, the texts other than the target text are taken into consideration from the viewpoint that writing is a communication tool. The corrector may use the feedback from the proposed method to confirm his or her intuitive judgments and to add some new viewpoints.
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36

MANOLESCU, Camelia. "GUSTAVE FLAUBERT: ÉCRIVAIN-VOYAGEUR OU VOYAGEUR-ÉCRIVAIN?" Analele Universității din Craiova, Seria Ştiinte Filologice, Langues et littératures romanes 25, no. 1 (2022): 217–32. http://dx.doi.org/10.52846/aucllr.2021.01.14.

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Gustave Flaubert, the nineteenth-century realist writer known for his unique way of writing his novels, for his impersonal and impassive techniques that highly featured at the time, was also tempted by the fashionable travel diary although for him travel nurtured his later literary creation and self-discovery, alongside his power of suggestion. Our study is intended, first, to review the term travel as a literary genre and the travel story as a variant of writing over the centuries, and then, to thoroughly analyse the status of the realistic writer Flaubert, perpetually balancing two trends: a writer-traveller and a traveller-writer.
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Pratiwi, N. Y. "THE ANALYSIS OF PROBLEMS ENCOUNTERED BY BEGINNER WRITER IN WRITING A SHORT STORY: A Case Study in Creative Writing Class." Indonesian Journal Of Educational Research and Review 2, no. 3 (2019): 402. http://dx.doi.org/10.23887/ijerr.v2i3.22691.

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Creative process is the journey that a writer takes in order to create a piece of creative writing. During this process a writer, especially a beginner writer, encountered numerous obstacles which influence the writing performance. This study was aimed to analyze the problems faced by the students of Creative Writing course in Ganesha University of Education and describe how the students deal with the problems. The problems analyzed consist of three major aspects of writing fiction, namely literature elements, technical problems, and students’ self-perception. The study found out that the majority of the students experienced similar problems from certain elements, meanwhile there were also problems found that appeared to be different from one another. This leads to further findings that the students conducted various attempts to deal with the problems..
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38

Martin, Reginald, and Charles Johnson. "Black Writer as Black Critic: Recent Afro-American Writing." College English 52, no. 2 (1990): 203. http://dx.doi.org/10.2307/377452.

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39

Maidment, Jane, and Vaughan Milner. "Conversations about Writing: The Journey from Practitioner to Writer." Families in Society: The Journal of Contemporary Social Services 88, no. 4 (2007): 1–6. http://dx.doi.org/10.1606/1044-3894.3696.

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40

Dunscombe, Kordula. "The Writer in the Book: Four Narratives on Writing." Papers: Explorations into Children's Literature 6, no. 1 (1996): 12–19. http://dx.doi.org/10.21153/pecl1996vol6no1art1404.

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41

Karim, Persis. "Writing Beyond Iran: Reinvention and the Exilic Iranian Writer." World Literature Today 89, no. 2 (2015): 35–37. http://dx.doi.org/10.1353/wlt.2015.0076.

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Persis Karim. "Writing Beyond Iran: Reinvention and the Exilic Iranian Writer." World Literature Today 89, no. 2 (2015): 35. http://dx.doi.org/10.7588/worllitetoda.89.2.0035.

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43

Graham, Steve. "A Revised Writer(s)-Within-Community Model of Writing." Educational Psychologist 53, no. 4 (2018): 258–79. http://dx.doi.org/10.1080/00461520.2018.1481406.

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Woodin, Tom. "‘More writing than welding’: learning in worker writer groups." History of Education 34, no. 5 (2005): 561–78. http://dx.doi.org/10.1080/00467600500221364.

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Miller, Elise. "Writing Under the Influence: The Scholarly Writer at Work." American Imago 76, no. 4 (2019): 623–47. http://dx.doi.org/10.1353/aim.2019.0044.

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Jwa, Soomin. "Modeling L2 Writer Voice: Discoursal Positioning in Fanfiction Writing." Computers and Composition 29, no. 4 (2012): 323–40. http://dx.doi.org/10.1016/j.compcom.2012.10.001.

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Kuteeva, Maria. "Wikis and academic writing: Changing the writer–reader relationship." English for Specific Purposes 30, no. 1 (2011): 44–57. http://dx.doi.org/10.1016/j.esp.2010.04.007.

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Hall, Elizabeth Berglund. "Writing Amélie-the-Writer: Nothomb's Autofictional Quest for Jouissance." Nottingham French Studies 53, no. 3 (2014): 285–96. http://dx.doi.org/10.3366/nfs.2014.0093.

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In many of Amélie Nothomb's autofictional novels, the final step toward regaining the jouissance of her lost childhood is the development of the character Amélie-the-writer. Nothomb depicts in multiple accounts her character Amélie's coming to writing, a process that mirrors her nostalgia for the tube-like identity of her prelinguistic self and her perceived divinity during her childhood in Japan, as well as her desire to return to the womb. This article considers first the characteristics that are associated with Amélie's childhood, her sense of a divine and mythic self, secondly the various scenes in Nothomb's autofictional novels in which the narrator Amélie experiences a moment of death and rebirth through violence at sea, and, finally, how the character Amélie achieves, to some extent, the desired return to the ideal of childhood through the creation of a fictional self in her writing.
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Ali, M. Solaiman, and Dheya Al-Othmany. "How to be an Effective Technical Writer?" International Journal of Engineering Pedagogy (iJEP) 2, no. 3 (2012): 4. http://dx.doi.org/10.3991/ijep.v2i3.2094.

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Abstract--This paper has focused on technical writing as a skill for engineers. It has sought to define technical writing and throw light on the content and technique of writing the various components of successful technical reports (for example, articles, papers, or research reports, such as theses and dissertations). Then, it has highlighted other special features and principles of effective technical writing. The material in this paper is divided into seven major parts. Part 1 (Technical writing for engineers) stresses that a successful engineering career requires strong writing skills. Part 2 (How to write the major sections or elements of a report) describes the techniques of writing the abstract, introduction, literature review, procedure/methods & materials, results, discussion, conclusion, and recommendations. Part 3 (Special features of technical writing) brings into focus some of the special features of technical writing such as tables & graphs in the text, graphics in instructions, team writing, ethics (plagiarism), document sources, three citation styles and IEEE reference style. Part 4 (Technical usage) deals with writing abbreviations, initialisms and acronyms, numbers, units of measurement, and equations.Part 5 (Technical style) highlights the imperative writing style and other features of technical writing such as the use of active and passive voices, plain vs. complex syntax, avoiding redundant or superfluous expressions, and vague generalities, using words or expressions with visual impact, the past tense to describe experimental work, the present tense to describe hypotheses, principles, theories and truths, and breaking up the text of the report into short sections. Part 6 (Document specifications) emphasizes the technical writer’s need to conform to such document specifications as word count, format, font, number of words per line of text imposed. Part 7 (Reader-friendly technical writing) suggests choosing the varied writing modes (patterns of organization of information) to suit the technical writing task, checking for technical accuracy and following three levels of editing to help increase the readability of a technical text. Finally, in part 8 (Ethical/legal considerations for the technical writer), the authors suggest ways for the technical writer to overcome ethical/legal dilemmas on the job.
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Arias-Gundín, Olga, and Raquel Fidalgo. "Writer profile as a modulating variable of processes involved in written composition in undergraduate students." European Journal of Investigation in Health, Psychology and Education 7, no. 1 (2017): 59–68. http://dx.doi.org/10.1989/ejihpe.v7i1.195.

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The two most well-defined writer profiles that have been found in writing research are planning and revising. In this study we analyse writing strategies and writing profiles of undergraduate students, and their influence in solving hybrid tasks; in this study took part 142 undergraduate students enrolled in three different university studies. To identify writer profile, students completed a Spanish version of Questionnaire Concerning their Planning and Revising Tendencies. We used two different hybrid tasks: summary and synthesis; we assessed in both tasks reading and writing process, level of underlined or take notes strategies, kind of draft and ideas generation. The results show that over 60% of students have a mixed writer profile with similar scores in both strategies, planning and revising, but they reported a higher level use in revising strategy. Likewise result show that the processes and strategies used by students are more complex depending on the difficulty of the task; while writing strategy that has greater influence is planning.
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