Relevant bibliographies by topics / Basic writing skills

Academic literature on the topic 'Basic writing skills'

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Published: 10 December 2022
Last updated: 19 February 2023

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Journal articles on the topic "Basic writing skills"

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Trimmer, Joseph F. "Basic Skills, Basic Writing, Basic Research." Journal of Basic Writing 6, no. 1 (1987): 3–9. http://dx.doi.org/10.37514/jbw-j.1987.6.1.02.

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Scharton, Maurice. "Transcription and Basic Writing Skills." College Composition and Communication 36, no. 4 (December 1985): 485. http://dx.doi.org/10.2307/357868.

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Vysotska, Oksana. "WRITING SKILLS: CHALLENGES AND SOLUTIONS." Naukovì zapiski Nacìonalʹnogo unìversitetu «Ostrozʹka akademìâ». Serìâ «Fìlologìâ» 1, no. 13(81) (May 26, 2022): 208–11. http://dx.doi.org/10.25264/2519-2558-2022-13(81)-208-211.

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Ability to communicate in writing in a foreign language is required for any educated professional in our modern globalized world. It allows people to get a prestigious job, to participate in international projects and exchange programmes, to get education, etc. For that foreign language proficiency level should be higher than the Intermediate one (B2+), including writing skills. It is this level that allows people to live, study or work independently in a country where and when this particular foreign language is used for communication However, the results of examinations aimed at assessing the writing proficiency of Ukrainian school and university students demonstrate that their writing skills are not developed enough and leave much to be desired. Both teachers and learners consider writing to be the most difficult skill of the four main basic skills as it requires control over a number of variables simultaneously, over the content and the form, i.e., to know what to write about and how to write about it. The present article focuses on the specific features of writing which make it challenging, makes an attempt to analyze the writing challenges Ukrainian students face and to present some recommendations about what may be done by teachers of foreign languages to improve the situation.
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Bernstein, Susan Naomi. "Writing and White Privilege: Beyond Basic Skills." Pedagogy 4, no. 1 (January 1, 2004): 128–32. http://dx.doi.org/10.1215/15314200-4-1-128.

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Macarthur, Charles A. "OVERCOMING BARRIERS TO WRITING: COMPUTER SUPPORT FOR BASIC WRITING SKILLS." Reading & Writing Quarterly 15, no. 2 (March 1999): 169–92. http://dx.doi.org/10.1080/105735699278251.

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Elmubarok, Zaim, Darul Qutni, and Muchlisin Nawawi. "Pengembangan Buku Ajar Keterampilan Menulis Bahasa Arab Berbasis Kearifan Lokal Sebagai Penunjang Kreativitas Mahasiswa." Alsina : Journal of Arabic Studies 1, no. 2 (November 9, 2019): 215. http://dx.doi.org/10.21580/alsina.1.2.5056.

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<p class="ABSTRACT">Basic Arabic writing skills are included in the competency-based curriculum and conservation of the Arabic Education Study Program. Learning basic Arabic writing skills is provided through the taroqib wa takhawiljumal course. Learning basic Arabic writing skills, based on local wisdom, introducing our nation's culture and increasing students' creativity in writing Arabic. The research subjects were students who took taroqib wa takhawiljumal totaling 30 people, data collection methods used in this study included (1) potential and problems, (2) data collection, (3) product design, (4) design validation, (5) design revision. Learning basic Arabic writing skills based on local wisdom introduces students to their culture, creative in writing Arabic, and encourages to better written language.</p>
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Supriyono, Theodora Cicelia Khristi, Ugy Soebiantoro, and Wilma Cordelia Izaak. "The Implementation of Integrated Marketing Communication to Improve Time Management Basic Skills." Proceedings of International Conference on Economics Business and Government Challenges 1, no. 1 (September 13, 2022): 306–13. http://dx.doi.org/10.33005/ic-ebgc.v1i1.35.

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Community service activities carried out in the form of hybrid training were carried out intensively for 2 days. Business Writing Skill Training Activities are one of the basic skills that are indispensable in the business world. By mastering business writing, students will increase their credibility and professionalism later in the work environment. This training activity that is used to improve the effectiveness of skills in business writing must of course contain clear, relevant, and easy-to-read information for students. Business writing includes emails, letters, reports, brochures, presentation slides, social media, and other business documents. Business Writing is always needed in internal communication with colleagues and leaders or externally even with parties outside the organization or clients, this activity will discuss thoroughly about business writing to be able to improve student competence. All participants in this activity amounted to 50 people with a range of semester 5 and semester 7, even alumni of UPN Veterans of East Java and most of them were interns from PT.SBU's abdimas partners can also take part in this activity. Method activity which used in devotion to Public this is method lectures, question and answer, discussion and practice. Evaluation of activities in this community service is the aspect of knowledge and sustainable skills. Keywords: Business Writing; Integrated Marketing Communications; Social Media; Time Management
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Sukandi, Syayid Sandi, and Dian Noviani Syafar. "EFL students’ responses to learning basic reading and writing skills." Studies in English Language and Education 5, no. 1 (March 1, 2018): 40–53. http://dx.doi.org/10.24815/siele.v5i1.8419.

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This research presents the responses from Indonesian EFL students to teaching-learning basic reading and writing skills in the context of Indonesian higher education. The 120 respondents, who completed questionnaires, were students enrolled in Writing 1 and Reading 2 courses in the English Education Study Program of the Teachers Academy in West Sumatra [STKIP PGRI Sumatera Barat]. There were four findings from the survey, namely: 1) EFL students preferred studying reading (37%) more than writing (27%), 2) EFL students read about the same amount of literary texts (25%) as they did popular texts (23%) and academic texts (22%), 3) grammar and spelling are the most difficult aspects for EFL students to learn with 33% having difficulty with basic reading skills, and 53% with basic writing skills, and finally 4) EFL students prefer to open a dictionary when they encounter difficult words in reading a text (62%) and do the same when they have difficulties in expressing their thoughts in writing English (38%). These findings show that EFL students have a variety of responses in terms of learning basic reading and writing in EFL English. In addition, the findings show that the tendency of EFL students to prefer reading to writing is relatively high.
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Bacon, Donald R., and Elizabeth Scott Anderson. "Assessing and Enhancing the Basic Writing Skills of Marketing Students." Business Communication Quarterly 67, no. 4 (December 2004): 443–54. http://dx.doi.org/10.1177/1080569904271083.

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Employers consistently rank communication skills, in particular writing ability, among the most important skills for undergraduate business students to possess. However, improving writing skills, especially with respect to punctuation, grammar, and word choice, often requires substantial teacher time and effort. To assess and improve student writing skills in a time-efficient manner, the authors developed a computer-scored measure of students’ ability to edit for writing mechanics. The authors tested the method with a pretest and posttest design and found that when students were held accountable for improvement (with 5% of the course grade dependent on improvement), there was a significant increase in students’ ability to edit. Without that accountability, improvement did not occur.
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Mathew Nalliveettil, George, and Abdullah Mahasneh. "Developing Competence in Basic Writing Skills: Perceptions of EFL Undergraduates." International Journal of Applied Linguistics and English Literature 6, no. 7 (October 10, 2017): 323. http://dx.doi.org/10.7575/aiac.ijalel.v.6n.7p.332.

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English language course materials in EFL contexts are tailored to enhance the proficiency levels of receptive and productive skills of undergraduates. These course materials are designed in the form of worksheets to fulfil the aims and objectives of communicative/task based syllabus. During the process of completing these tasks/activities, students are expected to actively engage in writing words and meaningful sentences. In order to understand the effectiveness of their writing skills, the researchers administered a 30-item questionnaire to EFL undergraduates studying at Aljouf University, Saudi Arabia. This study focused on eliciting the perceptions of EFL undergraduates on various aspects related to writing proficiency. A total of 52 male students participated in responding to the questionnaire. The findings of our study reveal that translating strategies often impede progress in the writing skills development.
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Dissertations / Theses on the topic "Basic writing skills"

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Braithwaite, Virginia Ann. "The Impact of University Writing Curriculum on Preservice Teachers' Praxis I Scores." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/6976.

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Until 2014, admission requirements for the educator preparation program at a university in the north central United States included a minimum competency level on the Praxis I basic skills writing test and completion of one general education writing course. However, evidence from the university's ETS reports showed that less than 60% of students as first-time test-takers met the required score. The purpose of this study was to assess the effectiveness of the required writing course in assisting students to meet the Praxis I writing competencies. In 2014, the ETS Core Academic Skills for Educators test replaced the Praxis I. Because only 3 years of accumulated data on 88 examinees were available for the new test, the Praxis I writing test was used for this study. The learning theories of Albert Bandura, Jerome Bruner, John Dewey, and Lev Vygotsky guided the study. Utilization-focused program evaluation was used to investigate the problem. Data collected in this study were 5 faculty interviews, 2 student focus groups, and archival institutional data and national student engagement survey data. Data analysis was completed using curricular mapping and Atlas.ti 7 software. Findings indicated that the general education writing course did not provide students with the skills needed to meet minimum competency on Praxis I writing test. The study project, a curriculum plan for an education course, was developed to address test preparation and students' writing competency. The positive social change implications of this project are to increase the number of successful first-time test-takers on the writing test and to initiate collaborative discussions that would drive partnerships regarding the development of smooth transitions of writing expectations across K-16 institutions.
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Dias, Alessandra Geralda Soares. "Pr?ticas de escrita: os di?rios manuscritos das alunas da Escola Normal Rural de Conselheiro Mata (Diamantina, MG) - 1950-1962." UFVJM, 2017. http://acervo.ufvjm.edu.br/jspui/handle/1/1373.

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Linha de pesquisa: Educa??o, sociedade e cultura.
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Esta disserta??o tem como objetivo a investiga??o das pr?ticas de escrita por meio da an?lise dos di?rios produzidos, entre 1950 e 1962, por alunas normalistas da Escola Normal Regional Dom Joaquim Silv?rio de Souza, em Conselheiro Mata, zona rural de Diamantina (MG). A constru??o desta proposta est? baseada na an?lise documental dos di?rios manuscritos, documentos pertencentes ao acervo da escola, os quais s?o considerados como fonte e objeto desta pesquisa. Entende-se que a produ??o cotidiana dos di?rios manuscritos por alunas normalistas pode constituir uma rica fonte para os estudos acerca da hist?ria das Escolas Normais Rurais em Minas Gerais e, especificamente, da institui??o aqui investigada. Nesta pesquisa, s?o utilizados autores que j? tratam sobre as estrat?gias de ensino na referida escola, mas que n?o aprofundam na an?lise dos di?rios, e aqueles que abordam alguns conceitos necess?rios para esta disserta??o, tais como: a hist?ria cultural dentro de suas abordagens de representa??o para entender a cultura escolar, a cultura escrita e cultura pol?tica. Ser?o ainda analisados os princ?pios did?ticos propostos pela psic?loga e educadora russa Helena Antipoff, uma das idealizadoras das escolas normais rurais em Minas Gerais. A quest?o central deste trabalho ? o estudo da percep??o das normalistas sobre o cotidiano de uma escola normal rural por meio da escrita dos di?rios.
Disserta??o (Mestrado Profissional) ? Programa de P?s-Gradua??o em Ci?ncias Humanas, Universidade Federal dos Vales do Jequitinhonha e Mucuri, 2017.
This Master's dissertation has the intention to research practices of writing through the diaries written by students between 1950 to 1962, of Regional Basic Teaching School Dom Joaquim Silv?rio de Souza in Conselheiro Mata, rural district of Diamantina, MG. The reason for this proposal was based on the documentary analysis of the manuscript diaries made between 1950 and 1962, documents belonging to acquis of the school, which is source and subject of this research. The daily development of manuscript source made by female students of the Teaching school researched, is understood by rich source of knowledge about the history of Basic Teaching School in rural area in Minas Gerais and, also the one analysed in this survey. On this research, authors that have already attended about education strategies in the mentioned school were used these authors did not deepen in there analysis of the diaries, however, some of them approach in some concepts used in this dissertation, like: The history approach to understand the culture of schools, the written culture and the political culture inside the institution. It was analysed the education resources proposed by a Russian psychologist and teacher Helena Antipoff, who was one of the Basic Teaching School in rural area in Minas Gerais?s idealizer. The issue that provide this research is the perception by the experienced of the students in the rural Basic Teaching School by the written diaries.
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Maloney, Katherine Anne. "A writer's workshop approach to teaching the California English-language arts standards in writing." CSUSB ScholarWorks, 1999. https://scholarworks.lib.csusb.edu/etd-project/1713.

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Roman-Perez, Rosa Iris. "Lessons for everyone from the basic skills classroom a critical discourse analysis of basic writing syllabi /." 2007. http://etda.libraries.psu.edu/theses/approved/WorldWideIndex/ETD-2408/index.html.

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(13835244), Terry Skidmore. "Contract Ability Level Mastery (CALM): A mastery program for remediating / extending basic English writing skills." Thesis, 1999. https://figshare.com/articles/thesis/Contract_Ability_Level_Mastery_CALM_A_mastery_program_for_remediating_extending_basic_English_writing_skills/21171985.

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The purpose of this study was to implement a mastery program designed to improve and/or extend the basic writing skills of 125 Year Eight students. The basic writing skills were sentence writing and paragraph writing. Five theoretical underpinnings (mastery learning strategies, contract learning, higher order thinking skills, learning styles and control theory) were combined to produce and English program entitled Contract Ability Level Mastery (CALM). The CALM program ran for eight weeks and used action - research as the research methodology. A pre-test and a post-test were administered. The results of the post-test indicate significant improvements in the target students' sentence and paragraph writing skills. The study concludes that the CALM program did help the target students to remediate / improve basic sentence writing and paragraph writing skills.

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Román-Pérez, Rosa Iris. "Lessons for everyone from the basic skills classroom : a critical discourse analysis of basic writing syllabi : a thesis in curriculum and instruction /." 2007. http://etda.libraries.psu.edu/theses/approved/WorldWideIndex/ETD-2408/index.html.

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Rodseth, Wendy Sue. "The interdependence hypothesis: exploring the effects on English writing following an expository writing course in Zulu." Diss., 2005. http://hdl.handle.net/10500/2071.

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This study explores Cummins' interdependence hypothesis in the South African context. The design is experimental, involving Zulu primary language writing instruction to explore whether skills taught in Zulu composition classes transfer into English expository writing. The intervention and control groups were drawn from two ex-Model C high schools and the focus was on measuring use of coherence and cohesion in English essays. Quantitative findings showed, although the intervention group's writing skills did not improve significantly, they did not decline. By contrast, the control group's writing skills declined significantly. A more qualitative investigation of the corpus supports the statistical findings. However, because of the limitations of this study, more research is required into Cummins' hypothesis, bilingual programmes and teaching academic writing skills in African languages. It is hoped that this research design will benefit future researchers investigate the current debate about the efficacy of bilingual and multilingual approaches to education.
Linguistics
M. A. (Applied Linguistics)
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Kitaw, Yoseph Zewdu. "Active learning in teaching English language support courses to first-year students in some Ethiopian universities." Diss., 2017. http://hdl.handle.net/10500/22745.

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The general aim of this study was to investigate the implementation of active learning approaches in the teaching of English Language support courses to first-year university students. The study was planned to identify factors that affected the implementation of active learning in classrooms where English as a Foreign Language (EFL) is taught, the perceptions of EFL instructors and their students regarding active learning, the linkage between assessment practices and productive skills, and the commonly used types of active learning techniques. The study was conducted in three Ethiopian universities and employed a qualitative approach to data generation and analysis. As such, data generation strategies focused on relevant documents, classroom observation, individual interviews, and focus group discussions. The participants of the study included 27 EFL instructors and their students (17 groups of focus group discussion), enrolled for English Language support courses at freshman level. Based on my analysis of the data, the primary barriers to the implementation of active learning techniques in EFL classrooms were as follows: Students’ poor background exposure to the English language; Students’ negative associations with language learning; EFL instructors’ ineffective classroom management; The adverse influence of students’ external social environments; Dependency in group work; low relevance of English Language support courses; Lack of administrative support from Universities. The participants of the study were aware of the importance of active learning and student-centred approaches and in favour of the implementation thereof. Despite this, they did not feel that they practised them effectively in the teaching and learning process. In fact, the instructors explained that, in the face of very unfavourable circumstances for active learning and student-centred approaches, they felt utterly disappointed, with no sense of achievement, when attempting to use these approaches in their classrooms; they did not believe that the existing situation was conducive to the implementation of active learning and student-centred approach. Furthermore, these EFL instructors did not use a variety of active learning techniques in the teaching and learning process of English supportive courses. The dominant techniques they used were group work and pair work. They did not utilise alternative techniques to teach essential productive skills (i.e. speaking and writing).The participants also indicated that the assessment techniques they used were not closely related to lesson objectives or language learning goals in the development of productive skills. The relationship between assessment types and active learning techniques was characterised by traditional pencil-and-paper tests designed solely for grading purposes; and not to improve the actual learning process. In grading, the weight given to productive skills was very small in contrast to that assigned to receptive skills (i.e. listening and reading), grammar and vocabulary. Their relationship involved teaching simply to prepare students for tests, irrelevant and untimely feedback, substandard assessment, absence of dynamism in the two-dimensional assessment techniques, and incongruence between assessment techniques and actual language skills and competence. In relation to feedback, both the students and their instructors pointed out that EFL students were more concerned with their grades than with the potential to learn when receiving feedback on their writing or oral presentations. In line with these findings, this thesis concluded by offering relevant recommendations for alleviating the problems observed in the teaching of English language support courses - both in general and with particular regard to productive skills development.
Curriculum and Instructional Studies
D. Ed. (Didactics)
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Books on the topic "Basic writing skills"

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Herman, William. Troubleshooting: Basic writing skills. 3rd ed. New York: Holt, Rinehart, and Winston, 1986.

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Tillett, William S. Basic College Writing Skills (1100). S.l: Cat Publishing Company, 1988.

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inc, Contemporary Books, ed. Building basic skills in writing. Chicago: Contemporary Books, 1988.

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Robey, Cora L. New handbook of basic writing skills. 4th ed. Fort Worth: Harcourt Brace College Publishers, 1997.

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Robey, Cora L. New handbook of basic writing skills. 3rd ed. Ft. Worth: Harcourt Brace Jovanovich College Publishers, 1992.

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A basic handbook of writing skills. Mountain View, Calif: Mayfield Pub. Co., 1994.

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Basic communication skills for electronics technology. Englewood Cliffs, N.J: Prentice Hall, 1989.

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1926-, Herman William, and Young Jeffrey M, eds. Troubleshooting: Basic writing skills for Canadian students. Toronto: Holt, Rinehart and Winston of Canada, 1989.

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Basic skills for the TOEFL iBT: Writing. [Place of publication not identified]: Compass Pub., 2008.

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Basic skills for the TOEFL iBT: Writing. [Place of publication not identified]: Compass Pub., 2008.

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Book chapters on the topic "Basic writing skills"

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Taylor, Robert B. "Basic Writing Skills." In Medical Writing, 33–68. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-70126-4_2.

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Taylor, Robert B. "2 Basic Writing Skills." In Medical Writing, 31–63. New York, NY: Springer New York, 2011. http://dx.doi.org/10.1007/978-1-4419-8234-6_2.

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Bartholomae, David. "Teaching Basic Writing: An Alternative to Basic Skills." In Writing on the Margins, 157–76. New York: Palgrave Macmillan US, 2005. http://dx.doi.org/10.1007/978-1-4039-8439-5_9.

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Curry, Mary Jane. "Skills, Access, and ‘Basic Writing’: a Community College Case Study from the United States." In Teaching Academic Writing in UK Higher Education, 180–95. London: Macmillan Education UK, 2006. http://dx.doi.org/10.1007/978-0-230-20858-2_13.

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Perissutti, Anna Maria. "Scelta del topic e codificazione anaforica nelle composizioni argomentative in ceco L2." In Le lingue slave tra struttura e uso, 243–60. Florence: Firenze University Press, 2016. http://dx.doi.org/10.36253/978-88-6453-328-5.14.

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The research presented in the paper investigates the acquisition of L2 writing skills in Czech. It has been realized in the framework of Wrilab2, a European LLP project co-financed by the European Commission for the period 2014-2016. On the basis of data extracted from two corpora (the Czech learner corpus CzeSl and the Czech L1 corpus Český jazyk Literatura aneb studentský underground), the research compares the anaphoric codification strategies in Czech L1 and Czech L2 compositions.
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Wendo, Charles. "Science communication skills for water coverage. Case study: IHE-SciDev training." In Water conflicts and cooperation: a media handbook, 43–48. Wallingford: CABI, 2021. http://dx.doi.org/10.1079/9781789247954.0010.

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Abstract In May 2017, a workshop was held in Cairo, Egypt, to explore ways in which researchers doing research on topics related to the Nile Basin can work with journalists, aiming for better communication of science through media. The workshop hosted 40 participants, including communication specialists, scientists, academics, policy makers and NGOs' representatives from Egypt, Ethiopia, Sudan and international organizations. The workshop concluded that researchers and journalists needed more training in communicating and reporting science. In this respect, IHE Delft Institute partnered with SciDev.Net to develop and run an online course, 'Science Communication Skills for Water Cooperation and Diplomacy', which is described in this chapter. The main objective of the online course that took place between October 2018 and March 2019 was to build the capacity of scientists to engage with the media and effectively communicate science, and to deal with the River Nile as a vehicle of cooperation and development rather than conflict. Overall, the course had largely met the desired objectives. Most respondents greatly appreciated practical exercises, especially those on writing a press release and designing a communication strategy. The training platform was accessible and easy to use for most participants. However, there were areas that did not work as expected, most notably the length of the course.
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"Teaching Basic Writing: An Alternative to Basic Skills." In Dialogue on Writing, 45–68. Routledge, 2013. http://dx.doi.org/10.4324/9781410603968-8.

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"Measuring Writing Skills Using the Process Model." In Assessing Basic Academic Skills in Higher Education, 79–87. Routledge, 2013. http://dx.doi.org/10.4324/9780203052280-15.

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Irons, Peter. "“The Basic Minimal Skills”." In White Men's Law, 233–48. Oxford University Press, 2021. http://dx.doi.org/10.1093/oso/9780190914943.003.0013.

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This chapter looks at the impact of segregated housing and schools on the performance of Black children on tests of academic skills, finding them lagging far behind White children. It shows that majority-Black school districts receive significantly less funding for education than majority-White districts. It then discusses in detail the 1973 Supreme Court case of San Antonio School District v. Rodriguez, brought by Demetrio Rodriguez and other Hispanic parents of children in the Edgewood district of San Antonio, Texas, whose schools received less funding than majority-White districts because of state laws that based school funding largely on property taxes. Statistics showed that poor and largely Hispanic and Black districts with low property values could not match the funding of affluent White districts. The Supreme Court ruled 5–4 against this challenge, with Justice Lewis Powell writing for the majority in stating that Texas (and other states) need provide minority students only with “the basic minimal skills” to participate in civic affairs, with a passionate dissent by Justice Thurgood Marshall. The chapter then returns to Detroit, where Black students came in last in the nation in test scores; more than two-thirds could not even grasp fundamental skills in reading and arithmetic. This barrier to advanced education and good jobs stems from the systemic racism that places Black children far behind Whites in school readiness, raising the question: How can Blacks catch up with Whites when they start so far behind?
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"Introduction The basic skills and resources – Gathering experience and networking – Assignments." In Writing Feature Articles, 17–23. Routledge, 2013. http://dx.doi.org/10.4324/9780080468433-10.

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Conference papers on the topic "Basic writing skills"

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Hass, Atrimecia, and Brigitte Lenong. "ASSESSING THE ACADEMIC WRITING SKILLS OF FINAL YEAR ENGLISH SECOND LANGUAGE (ESL) EDUCATIONS STUDENTS TO DETERMINE THEIR PREPAREDNESS AS LANGUAGE TEACHERS: A PRACTICAL APPROACH AT A UNIVERSITY OF TECHNOLOGY." In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end079.

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The schooling system plays a significant role in teaching basic literacy skills such as reading and writing, yet students from al schooling backgrounds find it challenging to uphold an acceptable standard of academic writing in higher education in comparison with their advantaged peers. The fact that universities have adopted English as the medium for teaching and learning purposes makes it difficult for students to demonstrate the ability to write in their own words, as they are second or third language speakers. Student success at institutions of higher learning depends largely on the adequate mastery of reading and writing skills required by the discipline. The article assesses the academic writing skills of final year education students completing their studies at a University of Technology in South Africa. Thisstudy was necessitated by the realisation that students at both undergraduate and post-graduate level are struggling to express themselves through writing in the academic language which is critical for them to succeed at university. The article draws on a writing process skills questionnaire administered to fourth year students and English lecturers in the Department of Education and Communication Sciences. General academic writing conventions such as organisation, development, building an argument, grammar, and spelling were examined through an academic essay. The results highlight the poor writing skills and lack of mastering of academic writing skills of students.
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Lavoie, Natalie, and Émile Lebel. "A MOTOR INTERVENTION TO PREPARE LEARNING TO WRITE." In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end145.

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Writing is a complex activity that requires the automation of graphomotor skills. Unfortunately, 10 to 30% of primary school students have difficulty at this level, which impairs the development of writing skills. It therefore seems judicious to intervene in kindergarten to support motor precision as well as visuomotor capacities, considered as prerequisites for writing by many researchers. The purpose of this study was to investigate the effect of motor training on visuomotor integration, motor precision and handwriting performance (speed and readability) in 5-year-old children. According to a quasi-experimental design (pretest, post-test with control group), 34 children participated in an intervention in subgroups, twice a week for 6 weeks. The mean and standard deviation were calculated for each of the tasks performed. Statistical tests (t test) were then carried out. The results show that the children in the experimental group improved their motor precision as well as their graphomotor skills compared to those in the control group. This project provides new insights into the benefits of working on basic skills in preparation for learning to write and will equip teachers on how to guide and support graphomotor skills before entering first grade.
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Ridhwan, Muhamad, I. Made Astra, and Agus Setyo Budi. "Development of basic physics I practicum worksheet with science writing heuristic (SWH) approach to improve science process skills." In THE 4TH INTERNATIONAL CONFERENCE ON MATHEMATICS AND SCIENCE EDUCATION (ICoMSE) 2020: Innovative Research in Science and Mathematics Education in The Disruptive Era. AIP Publishing, 2021. http://dx.doi.org/10.1063/5.0037906.

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Zabala-Vargas, Sergio, Jorge Parra-Valencia, Rafael Lizcano-Reyes, Jorge Zabala-Vargas, and Adriana Lizcano-Dallos. "EFFECT OF INFORMATION AND COMMUNICATION TECHNOLOGIES IN THE DEVELOPMENT OF READING AND WRITING SKILLS. EXPERIENCES IN BASIC AND SECONDARY EDUCATION IN COLOMBIA." In 11th International Conference on Education and New Learning Technologies. IATED, 2019. http://dx.doi.org/10.21125/edulearn.2019.1865.

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Selezneva, Tatiana Aleksandrovna, and Mariia Vladimirovna Kharlamova. "Modern Song as a One-Size-Fits-All Means of Implementing a Competence-Based Approach in Teaching French." In All-Russian scientific conference. Publishing house Sreda, 2022. http://dx.doi.org/10.31483/r-100917.

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This paper considers the problem of the use of contemporary songs during French lessons. Its relevance lies in the fact that reflecting realities of today’s modern life, songs are a source of linguacultural material. Inspired in their scientific method by the competence approach in teaching foreign languages, the authors set a goal to examine the selection criteria of songs and to propose the basic principles of work with songs. Providing examples, the authors show that the use of these texts entails building and firmly establishing all the necessary foreign language skills: listening, reading, writing, speaking, underlining the universal character of the use of this method and its practical significance in future.
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Pachidis, V., P. Pilidis, and I. Li. "Training Future Gas Turbine Performance Engineers." In ASME Turbo Expo 2007: Power for Land, Sea, and Air. ASMEDC, 2007. http://dx.doi.org/10.1115/gt2007-27400.

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The performance analysis of modern gas turbine engine systems has led industry to the development of sophisticated gas turbine performance simulation tools and the utilization of skilled operators who must possess the ability to balance environmental, performance and economic requirements. Academic institutions, in their training of potential gas turbine performance engineers have to be able to meet these new challenges, at least at a postgraduate level. This paper describes in detail the “Gas Turbine Performance Simulation” module of the “Thermal Power” MSc course at Cranfield University in the UK, and particularly its practical content. This covers a laboratory test of a small Auxiliary Power Unit (APU) gas turbine engine, the simulation of the ‘clean’ engine performance using a sophisticated gas turbine performance simulation tool, as well as the simulation of the degraded performance of the engine. Through this exercise students are expected to gain a basic understanding of compressor and turbine operation, gain experience in gas turbine engine testing and test data collection and assessment, develop a clear, analytical approach to gas turbine performance simulation issues, improve their technical communication skills and finally gain experience in writing a proper technical report.
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CHEN, WEI. "IDEOLOGICAL AND POLITICAL THEORIES TEACHING IN COMPREHENSIVE BUSINESS ENGLISH TEACHING." In 2021 International Conference on Education, Humanity and Language, Art. Destech Publications, Inc., 2021. http://dx.doi.org/10.12783/dtssehs/ehla2021/35735.

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Comprehensive Business English course is a comprehensive language practice skills course, which integrates English language knowledge, communication ability, cultural background knowledge and business knowledge. By imitating English materials in different kinds of business and cultural scenes, students can get familiar with English expression habits, cultivate English critical thinking and master fundamental English oral expression ability; by learning different subjects, students' vocabulary and discourse reading comprehension ability are to be enhanced and the basic discourse expression ability and a good foundation for the third and fourth grade English learning are to be improved. Our university, Shandong Institute of Business and Technology, is a university of finance and economics with the striking characteristic of wealth management. We have the integration and development of students’ business English. Comprehensive business English is a compulsory course for the first and second year of business English majors, with small classes about 30 students in each. The courses for English majors are all business-related, most of them aim to work in business-related fields or study for master degree domestically or overseas after graduation. Business-English teaching aims to cultivate students with strengthened basic English listening, speaking, reading, writing and translation skills, relevant theories and knowledge of linguistics, economics, management and other studies, business operation mode and norms, good moral cultivation, social adaptability and innovation ability, and finally and most possibly the Applied Business English professionals. This paper, designed on the study and introduction of the present ideological and political theories teaching of Comprehensive Business English, is to discuss about the application of ideological and political teaching in the very basic course for Business English majors. By finding the ideological and political teaching topics and resources, it is to discover the proper, positive and critical means of applying theories in practice.
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Bulaquit, Randymax M. "Utilization of Facebook as a Supplemental Tool in Developing English Communication Skills: Basis for a Proposed Syllabus in Purposive Communication." In GLOCAL Conference on Asian Linguistic Anthropology 2019. The GLOCAL Unit, SOAS University of London, 2019. http://dx.doi.org/10.47298/cala2019.8-1.

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Most studies show that students use Facebook as a powerful tool for social interaction, and English language learning purposes. The study aimed to assess and present empirical data on the students’ perceptions on the acceptability and usage level of Facebook as a communication tool in developing English communication skills and to identify possible variables that could initiate programs on how students maximize study time in connection with Facebook’s usage. The majority of the respondents used Facebook daily in learning English reading, writing, listening and speaking. Respondents have moderately agreed that Facebook can be used as a supplemental tool in developing communication skills in reading, writing, and listening but slightly agreed on speaking. There was no significant difference in the extent of usage and the results of the communication skills test in reading, writing, listening and speaking. The correlation between perception and performance for listening skills was positively very weak while performance in writing and reading skills was positively weak. However, the correlation between perception and performance for speaking skills was negatively weak. Lastly, the majority of the respondents have encountered problems in using Facebook, such as in inappropriateness of comments, pictures, or videos posted on Facebook, slow Internet connection outside and within the university, and lack of security and validity of information.
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McKenzie, John. "The Educational Tracks of "The Making Statistics More effective in Schools of Business" Conferences." In Proceedings of the First Scientific Meeting of the IASE. International Association for Statistical Education, 1993. http://dx.doi.org/10.52041/srap.93205.

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Statistical instruction is, and has always been, an important component of both graduate and undergraduate business schools in the United States. Most of these schools require at least one course in applied statistics. In the middle of the 1980s a small group of faculty members felt that there was a need to examine the content and delivery of such courses (and the use of statistics) at their schools. These concerned faculty members organized a conference at the University of Chicago in 1986 to discuss these issues. Based upon the success of the first conference, there now have been seven additional annual "Making Statistics More Effective in Schools of Business" (MSMESB) conferences. The last conference was held at the University of Minnesota. From the first conference that included workshops on industry perspectives on the curriculum; the basic statistics course; quality control, quality and productivity improvement, and accounting, finance, marketing, production, and other areas in business schools, there has always been an educational track at these conferences. The 1993 teaching and curriculum track had workshops on learning styles, improving students' writing and oral presentation skills, cooperative learning, and field projects. In this report the author, who is a member of the conference's planning committee, describes and summarizes all of the educational tracks of these eight conferences. In addition, he discusses the impact of these conferences on statistical education at business schools. He mentions the numerous benefits from attending such conferences for any group of statisticians. Finally, he reports on the plans for the 1994 conference to be hosted by Rutgers University.
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Todorova, Maria, and Elena Koleva. "Enhancing critical thinking skills through the use of ICT in academic writing classes." In THERMOPHYSICAL BASIS OF ENERGY TECHNOLOGIES (TBET 2020). AIP Publishing, 2021. http://dx.doi.org/10.1063/5.0041810.

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Reports on the topic "Basic writing skills"

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Pritchett, Lant, Kirsty Newman, and Jason Silberstein. Focus to Flourish: Five Actions to Accelerate Progress in Learning. Research on Improving Systems of Education (RISE), December 2022. http://dx.doi.org/10.35489/bsg-rise-misc_2022/07.

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There is a severe global learning crisis. While nearly all children start school, far too many do not learn even the most foundational skills of reading, writing, and basic mathematics during the years they spend there. The urgent need to address this crisis requires no elaborate reasoning. If one starts with love for a child, a human universal, it is easy to see that in the modern world a child’s dignity, self-worth, and freedom to define their own destiny require an adequate education. An adequate education is what will then enable that child to lead a full adult life as a parent, community member, citizen, and worker in the 21st century. To enable every child to leave school with the foundational skills they need will require fundamental changes to education systems. Since 2015, the Research on Improving Systems of Education (RISE) Programme, with which we are affiliated, has been conducting research exploring how to make these changes through country research teams in seven countries (Ethiopia, India, Indonesia, Nigeria, Pakistan, Tanzania, and Vietnam) and crosscutting teams on the political economy of education reform. Drawing on the cumulative body of research on learning outcomes and systems of education in the developing world, both from the RISE Programme and other sources, we advocate for five key actions to drive system transformation. (See next page.) A message cutting across all five actions is “focus to flourish”. Education systems have been tremendously successful at achieving specific educational goals, such as expanding schooling, because that is what they committed to, that is what they measured, that is what they were aligned for, and that is what they supported. In order to achieve system transformation for learning, systems must focus on learning and then act accordingly. Only after a system prioritises learning from among myriad competing educational goals can it dedicate the tremendous energies necessary to succeed at improving learning. The research points to these five actions as a means to chart a path out of the learning crisis and toward a future that offers foundational skills to all children. The first section that follows provides background on the depth and nature of the learning crisis. The remainder of the document explains each of the five actions in turn, synthesising the research that informs each action, contrasting that action with the prevailing status quo, and describing what the action would entail in practice.
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Rodriguez-Segura, Daniel, and Isaac Mbiti. Back to the Basics: Curriculum Reform and Student Learning in Tanzania. Research on Improving Systems of Education (RISE), June 2022. http://dx.doi.org/10.35489/bsg-rise-wp_2022/099.

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In 2015, the Tanzanian government implemented a curriculum reform that focused instruction in Grades 1 and 2 on the “3Rs”—reading, writing, and arithmetic. Consequently, almost 80 percent of the instructional time in these grades was mandated towards foundational literacy in Kiswahili and numeracy skills. Other subjects such as English were no longer taught. Using student-level panel data, we evaluate the effect of this policy on learning outcomes using a difference-in-differences approach which leverages the variation in the timing of implementation across grade levels and cohorts impacted by the policy. We find that the policy increased learning by around 0.20 standard deviations in Kiswahili and math test scores one year after the start of the reform. Timely teacher training on the new curriculum was associated with even larger effects. Evaluating longer term outcomes, we find suggestive evidence that the reform decreased the dropout rate of children up to four years later. However, this was also accompanied with lower average passing rates in the national Grade 4 examination due to compositional changes as low-performing students became less likely to dropout.
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