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1
P., Pratheesh, and Mary Reema. "Sree Narayana Guru’s Perspectives and Advaita Philosophy: A Review of Guru’s Selected Works." International Journal of Research and Innovation in Social Science VIII, no. VI (2024): 1401–7. http://dx.doi.org/10.47772/ijriss.2024.806105.
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After Adi Shankara, Sree Narayana Guru was the greatest spiritual philosopher Kerala has ever produced. He offered a way of life that was both materialistic and spiritually balanced. Through his philosophical writings, he imparts knowledge on how to uphold a dialectical union of the conceptual and the practical manner of living. The predominant and best-known school of Indian philosophy, Advaita Vedanta, espouses the unchanging non-dualism between the Universal Soul and the Individual Soul. Narayana Guru dedicated his entire life to demonstrating to the world that Advaita may be put into practice and acknowledges Advaita as the philosophical foundation for man’s practical concerns in the world. The key distinction between the Advaita systems of Sankara and Narayana Guru is how they are used in the real world. Advaita Vedanta was synthesized by Narayana Guru. Narayana Guru combined the theistic Vedic practice of love and service with the Advaita Vedanta notion of Brahman’s oneness (ekatma vada). Through his works, Narayana Guru spread the holy message to all people and encouraged them to embrace timeless truths and aspirations. This essay attempts to examine a few of Narayana Guru’s writings in order to examine how the Advaita philosophy affected him and how he saw Advaita. This study uses the historical research method, and its conclusions show that Advaita philosophy directly influences both the religious teachings he imparts and the motivations for his socio-religious conduct.
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SARR, Bineta. "Investigating Best Practices in Academic Writing: Suggestions for Argumentative Essay Writing Instructions." Asian Journal of Education and Social Studies 50, no. 7 (June 20, 2024): 322–30. http://dx.doi.org/10.9734/ajess/2024/v50i71466.
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This piece of writing highlights that in an argumentative essay, also known as a persuasive essay, the writer’s purpose is to persuade the audience to agree with his or her ideas about a controversial topic. As such, that essay needs to be based on logic and not on emotion, and must include an opposing viewpoint or counter argument, which gives credibility and strength to it. This paper aims at exploring the best practices in academic writing by making suggestions for argumentative essay writing instructions at both high school and university levels. This work is of particular relevance because both students and professionals need to know how to write. I have conducted this study by collecting some argumentative essays from participants of academic writing courses organized by the American Center of Dakar in Senegal. The research findings show that this analysis will help users enhance their writing skills, be proficient in academic exams and tests with a view to becoming autonomous learners and workers.
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Neal, Michael R. "Review Essay: Assessment in the Service of Learning." College Composition & Communication 61, no. 4 (June 1, 2010): 746–58. http://dx.doi.org/10.58680/ccc201011337.
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Effective Grading: A Tool for Learning and Assessment in College, 2nd ed. Barbara E. Walvoord and Virginia Johnson Anderson San Francisco: Jossey-Bass, 2010. 255 pp. A Guide to College Writing Assessment Peggy O’Neill, Cindy Moore, and Brian Huot Logan: Utah State University Press, 2009. 218 pp. Organic Writing Assessment: Dynamic Criteria Mapping in Action Bob Broad, Linda Adler-Kassner, Barry Alford, Jane Detweiler, Heidi Estrem, Susanmarie Harrington, Maureen McBride, Eric Stalions, and Scott Weeden Logan: Utah State University Press, 2009. 167 pp. Teaching and Evaluating Writing in the Age of Computers and High-Stakes Testing Carl Whithaus Mahwah, NJ: Erlbaum, 2005. 169 pp. Composition in Convergence: The Impact of New Media of Writing Assessment Diane Penrod Mahwah, NJ: Erlbaum, 2005. 184 pp.
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Badley, Graham Francis. "Post-Academic Writing: Human Writing for Human Readers." Qualitative Inquiry 25, no. 2 (November 8, 2017): 180–91. http://dx.doi.org/10.1177/1077800417736334.
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Academic writing is regularly criticized for its obscure and turgid prose, for its over-theoretical approach, and its reliance on jargon. In this essay, I suggest researchers and writers, especially qualitative inquirers, should move toward a more open and accessible style of “post-academic” writing. Put simply, post-academic writing is human writing for human readers and is at its best when it takes on a storytelling form. The essay features discussion of seven ways of becoming post-academic writers.
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Pohandoy Ali Muhammad Khoshhal. "How to Write an Academic Essay." International Journal for Research in Applied Sciences and Biotechnology 8, no. 6 (November 26, 2021): 31–36. http://dx.doi.org/10.31033/ijrasb.8.6.7.
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Writing is one of the most well-known phenomena that may help a civilization evolve and improve. Writing is how a society's knowledge, literature, and culture are passed down from generation to generation for millennia. Writing, as a significant aspect of civilization, should be constantly improved, updated, and given special attention so that it can carry knowledge across generations in the most efficient manner possible. We all know that writing is a difficult process that needs more thought and time. This difficult activity needs extreme care in order to be completed correctly. In this study topic, I've covered a wide range of topics related to essay writing, including how to write an essay, the stages to writing an essay, why write an essay, prewriting, and how to research, prepare, and write an essay.
The purpose of the research on this topic is, in the first how to research and write an academic essay, steps and plans of writing an essay, essay writing checklist and the structure of the traditional essay writing and in secondly, familiarity with the method and kind of research is considered in this topic.
The product and result of the research work on this topic is, the study of vague details in the field of scientific research; especially, essay writing (basic essay structure, steps in the essay writing process and …) which has added to the richness of this scientific – research article.
Aim: My purpose to write this topic is to make clear how someone can write one literature essay by using best method of writing and best structure of essay. It is so much good for me to search about this subject because I faced with some words that before I never read it.
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Sokolov, Cvetka. "Essay Titles – Getting the Best out of Students?" ELOPE: English Language Overseas Perspectives and Enquiries 2, no. 1-2 (June 22, 2005): 231–42. http://dx.doi.org/10.4312/elope.2.1-2.231-242.
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Essay titles are important (de)motivating factors that have an immense influence on the quality of students’ writing. The article focuses on two questionnaires aimed at students of English, and at lecturers teaching, writing skills at the Department of English at the Faculty of Arts in Ljubljana. Both groups of respondents were asked to consider a list of essay titles taken from various authentic sources, deciding whether, to what extent, and under what circumstances they found them suitable. In addition, the respondents were asked to paraphrase each title in their own words to convey their interpretation and understanding of a particular title. The results and conclusions arrived at by means of the questionnaires are presented and compared to my prior expectations, stemming primarily from my teaching experience. The topic is also discussed in the light of what experts on essay writing say about essay titles.
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Díaz Larenas, Claudio, Lucía Ramos Leiva, and Mabel Ortiz Navarrete. "Rhetorical, Metacognitive, and Cognitive Strategies in Teacher Candidates’ Essay Writing." PROFILE Issues in Teachers' Professional Development 19, no. 2 (July 1, 2017): 87–100. http://dx.doi.org/10.15446/profile.v19n2.60231.
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This paper reports on a study about the rhetoric, metacognitive, and cognitive strategies pre-service teachers use before and after a process-based writing intervention when completing an argumentative essay. The data were collected through two think-aloud protocols while 21 Chilean English as a foreign language pre-service teachers completed an essay task. The findings show that strategies such as summarizing, reaffirming, and selecting ideas were only evidenced during the post intervention essay, without the use of communication and socio-affective strategies in either of the two essays. All in all, a process-based writing intervention does not only influence the number of times a strategy is used, but also the number of students who employs strategies when writing an essay—two key considerations for the devising of any writing program.
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Breland, Hunter M., and Richard P. Duran. "Assessing English Composition Skills in Spanish-Speaking Populations." Educational and Psychological Measurement 45, no. 2 (July 1985): 309–18. http://dx.doi.org/10.1177/001316448504500215.
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The English writing ability of Mexican-American and Puerto Rican college candidates taking the College Board's English Composition Test (ECT) in December 1979 was studied. Mexican-American and Puerto Rican candidates were partitioned into groups indicating that English was the best language or else groups indicating that English was not the best language. The performances of three groups on essay portions and multiple-choice portions of the ECT were compared with each other and with performance on the same measures by December 1979 ECT test takers as a whole. The results of the various analyses indicated that the ECT essay writing ability of Hispanics tended to be overestimated by the indirect, multiple-choice ECT assessment of writing skills. However, evidence emerged that some Hispanics who score high on the ECT essay writing task and who judge that Spanish is their best language may have their ECT essay writing skills underestimated by the ECT indirect measure of writing skills. Further research is needed, clarifying the generality of these findings, their linguistic basis, and their implications for college placement.
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Yaffe, Philip. "Why is expository writing so undervalued---and what to do about it." Ubiquity 2022, July (July 2022): 1–9. http://dx.doi.org/10.1145/3542739.
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Each "Communication Corner" essay is self-contained; however, they build on each other. For best results, before reading this essay and doing the exercise, go to the first essay "How an Ugly Duckling Became a Swan," then read each succeeding essay. Expository (non-fiction) writing is the kind of writing most people do in their jobs and elsewhere. Yet the importance of good expository writing is generally underrated, often severely so. This Communication Corner essay explores why undervaluing expository writing is so costly and detrimental, and what might be done about it.
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Beccaria, Lisa, Megan Kek, and Henk Huijser. "Using "just in time" online feedback to improve first year undergraduate nursing students' essay writing performance." Journal of University Teaching and Learning Practice 16, no. 4 (October 1, 2019): 91–109. http://dx.doi.org/10.53761/1.16.4.7.
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Undergraduate nursing students often find essay writing challenging, and feel underprepared, yet the impact of using online feedback to support essay writing has been underexplored. First-year nursing students from a regional university were involved in a project that encouraged them to access an online tutoring service, as part of their development of an essay task. Significant differences were found in students’ final essay marks for those who accessed the online writing support. Students who accessed online writing support were also more likely to be deep, rather than surface learners. The findings indicate that the provision of prompt or ‘just in time’ feedback, using an online feedback mechanism, can greatly enhance students’ essay writing performance.
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Yaffe, Philip. "Notes on writing from writers of note." Ubiquity 2021, August (August 2021): 1–8. http://dx.doi.org/10.1145/3481719.
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Each "Communication Corner" essay is self-contained; however, they build on each other. For best results, before reading this essay and doing the exercise, go to the first essay "How an Ugly Duckling Became a Swan," then read each succeeding essay. A distinction is often made between creative writing (fiction) and expository writing(non-fiction). However, they are more alike than most people think. Creative writers can learn from expository writers, and vice versa.
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Yaffe, Philip. "Creativity and common sense in writing and speaking." Ubiquity 2021, November (November 2021): 1–8. http://dx.doi.org/10.1145/3501336.
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Each "Communication Corner" essay is self-contained; however, they build on each other. For best results, before reading this essay and doing the exercise, go to the first essay "How an Ugly Duckling Became a Swan," then read each succeeding essay. A previous essay ("What Advertising Can Teach Us About Effective Writing and Speaking") posited what at first glance may have seemed to be a radical idea. And that is: However superficially it may appear, print advertising copy (text), which is designed to sell things, represents some of the best, most carefully constructed writing you will ever see. It must be, because to achieve its objective, advertising copy must say a world of things to the potential consumer in just a thimbleful of words. With this fundamental idea as a foundation, we can now explore this fruitful subject more deeply.
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Yaffe, Philip. "On Writing Well…and Not So Well." Ubiquity 2023, May (May 2023): 1–6. http://dx.doi.org/10.1145/3597454.
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Each "Communication Corner" essay is self-contained; however, they build on each other. For best results, before reading this essay and doing the exercise, go to the first essay "How an Ugly Duckling Became a Swan," then read each succeeding essay. Books on good writing are virtually ubiquitous. They number in the hundreds if not the thousands. Occasionally one comes along that seems to stand head and shoulders above all the rest. But the question is, why?
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Yaffe, Philip. "Fundamental Writing Tips and Techniques." Ubiquity 2023, December (December 2023): 1–12. http://dx.doi.org/10.1145/3636479.
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Each "Communication Corner" essay is self-contained; however, they build on each other. For best results, before reading this essay and doing the exercise, go to the first essay "How an Ugly Duckling Became a Swan," then read each succeeding essay. The principles of good writing are universal; they apply in all languages. However, different languages have different ways of expressing things. For example, English has a predilection toward using the gerund form, erg, "Running is good for health" rather than the infinitive "To run is good for health." By contrast, other languages, such as French, prefer the infinitive and would view the gerund as unnatural, and therefore distracting. However, in whatever language you write, such differences will always be secondary to the fundamental principles and techniques.
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Julianto, Julianto. "PENERAPAN MODEL TEAM-ASSISTED INDIVIDUALIZATION (TAI) DENGAN GAYA PEMBELAJARAN VISUAL, AUDITORI, DAN KINESTETIK (VAK) UNTUK MENINGKATKAN KEMAMPUAN MENULIS KARANGAN PERSUASI PADA PESERTA DIDIK SMA NEGERI 1 RANCAEKEK." Didaktik : Jurnal Ilmiah PGSD STKIP Subang 3, no. 1 (December 30, 2017): 162–74. http://dx.doi.org/10.36989/didaktik.v3i1.61.
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Writing is activity for exercise think ability become more than creative, productive, and expressive. Writing need diligence for develop essay design with the best. Writing skil have to training continual because writing not simple. This study have for question respond: (1) how planning writing skil persuasive essay use application team-assisted individualization with the style learning visual, auditori, and kinesthetic on the student class X SMAN 1 Rancaekek, (2) how implementation writing skil persuasive essay use application team-assisted individualization with the style learning visual, auditori, and kinesthetic on the student class X SMAN 1 Rancaekek, (3) how result writing skil persuasive essay use application team-assisted individualization with the style learning visual, auditori, and kinesthetic on the student class X SMAN 1 Rancaekek. This study tested the three cycle. Based on the study results, cycle one value persuasive essay is 55,4. The cycle two value persuasive essay is 68,5, and cycle three experience raise value become 80,2. So, the learning persuasive essay use application team-assisted individualization with the style learning visual, auditori, and kinesthetic on the student class X SMAN 1 Rancaekek can support the raise study achievement for student.
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Yaffe, Philip. "Can the fundamental principles of non-fiction writing be applied to fiction?" Ubiquity 2022, August (August 2022): 1–12. http://dx.doi.org/10.1145/3559493.
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Each "Communication Corner" essay is self-contained; however, they build on each other. For best results, before reading this essay and doing the exercise, go to the first essay "How an Ugly Duckling Became a Swan," then read each succeeding essay. So-called "creative writing" (fiction) and "expository writing" (non-fiction) are often thought of as distinct (and even antithetical) disciplines. True, there are significant differences, but there are also significant similarities. These should not be ignored.
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Yaffe, Philip. "Speaking and Writing: Essentially the Same and Importantly Different." Ubiquity 2024, February (February 2024): 1–10. http://dx.doi.org/10.1145/3649326.
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Each "Communication Corner" essay is self-contained; however, they build on each other. For best results, before reading this essay and doing the exercise, go to the first essay "How an Ugly Duckling Became a Swan," then read each succeeding essay. If you have been following these Communication Corner essays, you have read the above paragraph many, many times. However, this essay will be radically different because is not self-contained; rather it is the summation of everything that has gone before. Every effort has been made to make each section self-contained. Where this was not possible, links to previous Communication Corner essays have been included.
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Yaffe, Philip. "What Advertising Can Teach Us About Effective Writing and Speaking." Ubiquity 2021, October (October 2021): 1–5. http://dx.doi.org/10.1145/3492344.
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Each "Communication Corner" essay is self-contained; however, they build on each other. For best results, before reading this essay and doing the exercise, go to the first essay "How an Ugly Duckling Became a Swan," then read each succeeding essay. As a form of writing, advertising copy has a poor reputation because in many minds its objective is to "sell people things they don't want and don't need." This is debatable. What is not debatable is that advertising copy represents some of the best writing you will ever see. It has to because its objective is to say a world of things in just a thimbleful of words. Writers of more meritorious texts (articles, essays, book reports, business reports, research papers, etc.) can learn a lot from understanding how these consummate wordsmiths go about their work.
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Yaffe, Philip. "Common Fallacies in Speaking and Writing … and What to Do about Them." Ubiquity 2024, May (May 2024): 1–7. http://dx.doi.org/10.1145/3663588.
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Each "Communication Corner" essay is self-contained; however, they build on each other. For best results, before reading this essay and doing the exercise, go to the first essay "How an Ugly Duckling Became a Swan," then read each succeeding essay. Expository (non-fiction) speaking and writing are almost always about trying to affect the audience's opinion or perception of something. The best communicators do so by presenting logical explanations supported by verifiable facts. Less diligent communicators do so by presenting logically fallible explanations supported by questionable facts. Sadly, they often do so not because they are dishonest, but rather it is because they themselves are unaware that this is what they are doing.
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Martono, Nur Arifah Drajati, Dewi Rochsantiningsih, and Surya Agung Wijaya. "Intertextuality in Pre-service Teachers’ Argumentative Essay in Raising AI: Practices and Beliefs." Register Journal 16, no. 2 (November 28, 2023): 186–206. http://dx.doi.org/10.18326/register.v16i2.186-206.
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English as Foreign Language (EFL) pre-service teachers arguably face more challenges regarding rhetorical moves in argumentative essays, and one of them is intertextuality because EFL pre-service teachers' arguments require sufficient and high-quality support and evidence from other scholars. Intertextuality was mainly studied, grounding in texts without external tools, for instance, Artificial Intelligence (AI). In raising the AI era, the objective of this study is to investigate Indonesian EFL pre-service teachers' intertextuality in argumentative essays assisted by AI. Ten EFL pre-service teachers who attended sixteen courses in Academic Writing with neither teaching nor writing experience were recruited as participants. We employed a case study design to portray the nature of the phenomena, and the data were collected through documents (academic essays) to portray the practices, and interviews to represent teachers' beliefs on explicit and implicit intertextuality beyond their argumentative essays in facing AI. We employed content analysis from academic essays and interviews. The findings shows that that 1) EFL pre-service teachers mostly used reporting phrases and iconic references, but it was oriented to local references that targeted local audiences, so international references should be more practiced; and 2) EFL pre-service teachers' beliefs that assisted AI while writing argumentative essay was limited to writing accuracy, but it helped them to focus on intertextuality. Although they were enough to give sufficient intertextuality references in practice, they could not present their voices to tailor their arguments. Moreover, the intertextuality praxis and policy implications will be discussed in EFL pre-service teachers' argumentative essays assisted by AI.
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Martono, Nur Arifah Drajati, Dewi Rochsantiningsih, and Surya Agung Wijaya. "Intertextuality in Pre-service Teachers’ Argumentative Essay in Raising AI: Practices and Beliefs." Register Journal 16, no. 2 (November 28, 2023): 186–206. http://dx.doi.org/10.18326/register.v16i2.186-205.
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English as Foreign Language (EFL) pre-service teachers arguably face more challenges regarding rhetorical moves in argumentative essays, and one of them is intertextuality because EFL pre-service teachers' arguments require sufficient and high-quality support and evidence from other scholars. Intertextuality was mainly studied, grounding in texts without external tools, for instance, Artificial Intelligence (AI). In raising the AI era, the objective of this study is to investigate Indonesian EFL pre-service teachers' intertextuality in argumentative essays assisted by AI. Ten EFL pre-service teachers who attended sixteen courses in Academic Writing with neither teaching nor writing experience were recruited as participants. We employed a case study design to portray the nature of the phenomena, and the data were collected through documents (academic essays) to portray the practices, and interviews to represent teachers' beliefs on explicit and implicit intertextuality beyond their argumentative essays in facing AI. We employed content analysis from academic essays and interviews. The findings shows that that 1) EFL pre-service teachers mostly used reporting phrases and iconic references, but it was oriented to local references that targeted local audiences, so international references should be more practiced; and 2) EFL pre-service teachers' beliefs that assisted AI while writing argumentative essay was limited to writing accuracy, but it helped them to focus on intertextuality. Although they were enough to give sufficient intertextuality references in practice, they could not present their voices to tailor their arguments. Moreover, the intertextuality praxis and policy implications will be discussed in EFL pre-service teachers' argumentative essays assisted by AI.
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Oktavianti, Dhani, Paidi Gusmuliana, and Eka Apriani. "The Students’ Strategies in Developing Their Ideas in Writing Essay." Jadila: Journal of Development and Innovation in Language and Literature Education 1, no. 4 (May 5, 2021): 389–406. http://dx.doi.org/10.52690/jadila.v1i4.157.
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This research aimed to find out the students strategies in developing their ideas in writing essay in at fourth semester in IAIN Curup who have best score in writing essay. This research is a descriptive research which is presented in qualitative way. The researcher have two research questions, the research question are: the first what are the students’ strategies in developing their ideas in writing essay. The second what are the students’ problem in developing their ideas in writing essay. Subject of the research was 10 students at fourth semester on 2019-2020 academic years of English Study Program at IAIN Curup. The instrument of the research was used interview. In analysis data, first researcher identified and check data that be collected. After that, researcher describes all the data. Next the researcher classified the data of the students which is used the strategy or not.
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Novi Rahmania Aquariza and Tatik Muflihah. "Solving The Students’ Problems In Writing Narrative Essay Through Pentigraf Writing Technique." EDUJ : English Education Journal 1, no. 2 (December 24, 2023): 87–91. http://dx.doi.org/10.59966/eduj.v1i2.568.
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This study looks into how an English lecturer used the Pentigraf writing technique to teach writing during the second semester of English pre-service lecturers. The employment of the Pentigraf writing approach by the English lecturer and the students' perceptions of it were the subjects of a narrative inquiry, which was chosen as the research design. The study's findings show that: 1) The professor employs Pentigraf writing because it is straightforward, entertaining, and efficient. 2) The preservice lecturer's poor language competence was the biggest issue the lecturer faced when employing the Pentigraf writing approach. 3) Before implementing the Pentigraf writing approach, teaching materials must be prepared. 4)Students in classes three and four demonstrated positive attitudes toward the Pentigraf writing style by acknowledging that it made writing easier for them to learn, motivated them more, and made it more pleasant. This study's implications are meant to aid in the development of writing instruction methods.
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Yaffe, Philip. "Making sense of nonsense: writing advice from Lewis Carroll and the "Jabberwocky"." Ubiquity 2022, January (January 2022): 1–5. http://dx.doi.org/10.1145/3506858.
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Each "Communication Corner" essay is self-contained; however, they build on each other. For best results, before reading this essay and doing the exercise, go to the first essay "How an Ugly Duckling Became a Swan," then read each succeeding essay. Lewis Carroll is justifiably world-renowned for his whimsical and sometime apparently ridiculously incongruous works of fiction, e.g. Alice in Wonderland . However, underneath the charming facade, there is very good advice which, once uncovered, can help expository (non-fiction) writers significantly improve their work.
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Dockter, Jason, and Jessie Borgman. "Review Essay: Minimizing the Distance in Online Writing Courses through Student Engagement." Teaching English in the Two-Year College 44, no. 2 (December 1, 2016): 213–22. http://dx.doi.org/10.58680/tetyc201628904.
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Applied Pedagogies: Strategies for Online Writing Instruction, edited by Daniel Ruefman and Abigail G. Scheg. Boulder: UP of Colorado for Utah State UP, 2016. Print. Foundational Practices of Online Writing Instruction, edited by Beth L. Hewett and Kevin Eric DePew. Fort Collins: WAC Clearinghouse and Parlor Press, 2015. Print. A Position Statement of Principles and Example Effective Practices for Online Writing Instruction (OWI) by the CCCC Committee on Best Practices for Online Writing Instruction. Conference on College Composition and Communication. Mar. 2013. Web.
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Bakri, Haytham. "Rhetorical Strategies for Teaching Essay Writing: A Case Study Involving Saudi ESL Students." Arab World English Journal 14, no. 2 (June 24, 2023): 126–37. http://dx.doi.org/10.24093/awej/vol14no2.9.
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The use of rhetorical strategy in teaching writing has been a topic of discussion in ESL training programs since most teaching methodologies do not give the mother tongue a substantial role. This article presents findings from research on the rhetorical techniques pre-service teachers employ in writing both before and after receiving process-based writing instruction. The study focused on determining the writing techniques student teachers employ to complete an argumentative essay, and finding out how much pre-service teachers’ usage of writing methods is improved by using a rhetorical process approach to writing. The significance of the present study lies in the fact that it examines the writing abilities of Saudi students with different levels of language abilities and evaluates how rhetorical strategies help them in writing English easefully and with little or no flaws. The fundamental question to be probed through this study is to what extent rhetorical strategies can help teach successful writing to Saudi ESL learners. The data was obtained via the performance of an essay task utilizing two think-aloud protocols and based on a sample of 98 student teachers from Saudi Arabia. The findings of this study show rhetorical strategies such as generating ideas and rewriting are very essential in writing final essays by students. It is clear from the results that after students have mastered the choosing ideas process, they may include concepts that are relevant to the text. Professors should spend time, particularly teaching this kind of approach to help students become competent method users and writers generally, regardless of their audience. In concluding writing an article, it seemed like the strategy of translating from the native tongue to a foreign language was being utilized
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Aswar, Hasbi, and Faraz Faraz. "Workshop on writing essay and introduction to the Zotero application for compiling references." Community Empowerment 8, no. 3 (March 25, 2023): 315–20. http://dx.doi.org/10.31603/ce.8106.
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This community service is intended to improve the skills of students, researchers, lecturers, and the public who are interested in writing essays. This community service was carried out for two days through the online training method. The training was carried out by providing material on the introduction of Zotero as an automatic citation application for writing scientific papers and strategies for writing quality essays. This program attended by participants from various universities in Indonesia. From this activity, it can be seen that the event went smoothly and the participants were enthusiastic. However, the lack of participants meant that the program did not have a broad impact on the community. Some of the influencing factors include because this activity is carried out on Saturday - Sunday and people are already bored with online activities.
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Qian, Leyi, Yali Zhao, and Yan Cheng. "Evaluating China’s Automated Essay Scoring System iWrite." Journal of Educational Computing Research 58, no. 4 (October 23, 2019): 771–90. http://dx.doi.org/10.1177/0735633119881472.
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Automated writing scoring can not only provide holistic scores but also instant and corrective feedback on L2 learners’ writing quality. It has been increasing in use throughout China and internationally. Given the advantages, the past several years has witnessed the emergence and growth of writing evaluation products in China. To the best of our knowledge, no previous studies have touched upon the validity of China’s automated essay scoring systems. By drawing on the four major categories of argument for validity framework proposed by Kane—scoring, generalization, extrapolation, and implication, this article aims to evaluate the performance of one of the China’s automated essay scoring systems—iWrite against human scores. The results show that iWrite fails to be a valid tool to assess L2 writings and predict human scores. Therefore, iWrite currently should be restricted to nonconsequential uses and cannot be employed as an alternative to or a substitute for human raters.
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Yaffe, Philip. "The elements of style." Ubiquity 2021, December (December 2021): 1–8. http://dx.doi.org/10.1145/3501337.
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Each "Communication Corner" essay is self-contained; however, they build on each other. For best results, before reading this essay and doing the exercise, go to the first essay "How an Ugly Duckling Became a Swan," then read each succeeding essay. Over the decades, hundreds if not thousands of books have been published on the keys to good writing. However, barely a handful have reached the status of "must reading." Here is one of them.
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Turmudi, Dedi. "RETHINKING ACADEMIC ESSAY WRITING: SELECTED GENRES IN COMPARISON." Premise: Journal of English Education 6, no. 2 (November 2, 2017): 119. http://dx.doi.org/10.24127/pj.v6i2.1052.
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How do opinion, discussion, and argumentative convince readers? How does each of them look different from each other seen from the generic structure, and language use? This conceptual paper is exploring how three selected genres in academic writing differ from each other. By reviewing journals of related topic of recently published, the writer convinces that opinion genre is less strong in persuading readers, and argumentative is very strong in assuring readers, whereas discussion is neutral in affecting readers The implication is that each genre has its own place to make readers satisfied and each of which indicates the level of ego and sophisticated countering back the statement called rebuttal and arguments and example. By reading this article readers will detect the tone of each genre and to what extent does each genre reach the readers’ mind. The implication is that any teacher or lecturer is best recommended to present this model, particularly in EFL context.
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Allocco, Amy. "Cacophony or Coherence: Ethnographic Writing and Competing Claims to Ritual and Textual Authority." Method & Theory in the Study of Religion 21, no. 1 (2009): 3–14. http://dx.doi.org/10.1163/157006809x416779.
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AbstractThis essay describes the challenges to ethnographic writing that are raised by multiplicity, contradiction, and conflicting narratives in the fieldwork process. Specifically, the essay examines multiple and sometimes opposing articulations of the causes for, and ritual treatments of, a malignant horoscopic condition called nāga dōsam (snake blemish) in contemporary South India. This examination raises questions about the relationships between textual knowledge and ritual performance, as well as the nature of competing claims to ritual and textual authority. At the heart of these interpretive questions lies the issue of representation, or how best to characterize such multiplicity and inconsistency in the ethnographic texts which grow from our field research. Drawing on excerpts from fieldwork interviews with two Brahmin religious specialists, this essay considers how best to evoke the realities of the Tamil ritual field without simply inscribing these power dynamics on the ethnographic text.
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Wulff, Helena. "Best and Other Friends: A Creative Essay." Irish University Review 54, no. 1 (May 2024): 124–29. http://dx.doi.org/10.3366/iur.2024.0655.
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With Éilís Ní Dhuibhne’s bildungsroman, The Dancers Dancing, as a point of departure, this creative essay opens with the protagonist Orla, who is somewhat plump and awkward, and her close friendship with the more sophisticated Aisling. They are in their early teens in the novel, which is set in the Donegal Gaeltacht, where they are a part of a group of girls and boys spending a month learning the Irish language and culture including dancing at a céilí. The essay moves on to imagine Orla and her changing friendships as an adult, both briefly as a Masters student in Creative Writing at the University of East Anglia and then as an assistant professor at Trinity College. The focus is on Orla’s friendships as an acclaimed writer of fiction. This entails making new friends and colleagues in Ireland’s literary world, but also includes intrigue, inspired by Ní Dhuibhne’s novel Fox, Swallow, Scarecrow and short story ‘A Literary Lunch’. With Orla’s success – and her prominence as a literary critic – comes envy and loss of a friend who used to support her. As an antidote against such intrigue, Orla appreciates her close friendship with Emily, even as she moves abroad, and they are left to communicate online via Skype. Eventually, Orla finds Aisling on Facebook and they reunite in the shelter of old friends from the past.
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Tangan, Angela, Andrey John Fugaban, Norbert Soriano, and Kristine Mae Auayang. "Writing Skills of Pre-Service Teachers: Basis for a Proposed Intervention Program." Journal of Language and Linguistics in Society, no. 41 (December 6, 2023): 13–22. http://dx.doi.org/10.55529/jlls.41.13.22.
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Writing is considered as the most difficult skill for learners because they need to have a certain amount of L2 background knowledge about their rhetorical organizations, appropriate language use or specific lexicon with which they want to communicate to their readers. To assist instructors to improve writing competency and produce good writing, this study aimed to determine the writing skills of 40 pre-service teachers of the University of Saint Louis-Tuguegarao along content, grammar, organization, and mechanics as basis on the proposed intervention program. Specifically, it aimed to give an analysis on the writing skills and errors committed along the different components of writing. This qualitative study employed content analysis. Data were analyzed to determine the level of competencies and errors in essay writing. The level of achievements was categorized into exceptional, good, below average, and poor. The results of the study revealed that majority of the pre-service teachers have good competency along content, organization, and mechanics. Considering this, it is necessary to determine the writing skills to address the existing problem of pre-service teachers along the different components of writing.
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Sudarmaji, Imam, and Marlien Bunga Lifanie. "A COMPARISON STUDY: TEACHER, PEER AND SELF-FEEDBACK ON STUDENTS ESSAY WRITING." JISAE: Journal of Indonesian Student Assessment and Evaluation 6, no. 2 (August 22, 2020): 168–80. http://dx.doi.org/10.21009/jisae.v6i2.16743.
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The aim of this research was to know whether there are significant affection of reduction language error in students essay writing by using peer, teacher and self-feedback and to investigate which the best one of the strategies on reduction language error in students essay writing. The 126 tenth grade students of one senior high school in Tangerang were chosen as the sample which taken by non-random using purposive sampling. This research used experimental method with three experimental groups design. Students’ test for pre-test and post-test were used by the researcher to collect the data. The hypothesis data was tested using formula of t-test. The result showed that there was a significant effect used peer, teacher and self-feedback on reduction language error in students writing essay at the tenth grade of senior high school, but teacher feedback is better strategy than peer and self-feedback. It means that the three feedback strategies in reducing language error are effective on improving students writing skill and the teacher feedback strategy is the most effective one among the other strategies
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Sudarmaji, Imam, and Marlien Bunga Lifanie. "A COMPARISON STUDY: TEACHER, PEER AND SELF-FEEDBACK ON STUDENTS ESSAY WRITING." JISAE: Journal of Indonesian Student Assessment and Evaluation 6, no. 2 (August 22, 2020): 168–80. http://dx.doi.org/10.21009/jisae.062.07.
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The aim of this research was to know whether there are significant affection of reduction language error in students essay writing by using peer, teacher and self-feedback and to investigate which the best one of the strategies on reduction language error in students essay writing. The 126 tenth grade students of one senior high school in Tangerang were chosen as the sample which taken by non-random using purposive sampling. This research used experimental method with three experimental groups design. Students’ test for pre-test and post-test were used by the researcher to collect the data. The hypothesis data was tested using formula of t-test. The result showed that there was a significant effect used peer, teacher and self-feedback on reduction language error in students writing essay at the tenth grade of senior high school, but teacher feedback is better strategy than peer and self-feedback. It means that the three feedback strategies in reducing language error are effective on improving students writing skill and the teacher feedback strategy is the most effective one among the other strategies
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Sanchez, Ninive, Megan Corbin, and Alexander Norka. "Use of “Comment Bubbles” in a Writing-intensive, Social and Economic Justice Course." Advances in Social Work 19, no. 2 (April 4, 2020): 463–77. http://dx.doi.org/10.18060/22428.
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A central question among instructors teaching writing-intensive courses is how to best respond to student writing. This study posits that the margin of the essay should not be reserved for instructor feedback only, and that allowing students to comment on their writing choices in this space has pedagogical aims. This study examined the use of “comment bubbles” to engage students in thinking about their writing choices in argumentative writing in an undergraduate social and economic justice course. Comment bubbles are comments and questions students inserted in the margin of their essays using the comment function in Microsoft Word. The margin of student essays was framed as a safe writing environment to encourage student self-expression beyond that already expressed in the essay. A thematic analysis of student comment bubbles found that students used the comment bubbles to react to research they read in journal articles, elaborate on their writing choices, share their personal experiences, and reflect on their future career interests. Allowing students to comment on their writing choices in this space facilitates student self-expression, self-reflection, and critical thinking.
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Yaffe, Philip. "Funny Headlines: Laugh at Your Peril." Ubiquity 2024, February (February 2024): 1–5. http://dx.doi.org/10.1145/3649324.
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Each "Communication Corner" essay is self-contained; however, they build on each other. For best results, before reading this essay and doing the exercise, go to the first essay "How an Ugly Duckling Became a Swan," then read each succeeding essay. Have you ever been reading a newspaper or magazine and come across a headline that seemed unclear, or puzzling, or that made you laugh out loud because of its apparent stupidity? Almost certainly you have. But how do these bizarre lapses happen---and what can they teach us about our own writing?
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Gifford, Terry. "Contemporary British Georgic Writing." Ecozon@: European Journal of Literature, Culture and Environment 12, no. 2 (October 28, 2021): 134–49. http://dx.doi.org/10.37536/ecozona.2021.12.2.3828.
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Do we need the modish term “eco-georgics” to help us discover the unsentimental, holistic, healing qualities in the best georgic writing of the Anthropocene? When were georgics not “eco”? Is there a “post-georgic” in some forms of contemporary literature that seem to reject husbandry altogether, such as rewilding texts? Do such categories serve any purpose to readers and critics in the Anthropocene? This essay argues that such careful distinctions do, indeed, matter more than ever now as we reconsider our sustainable options in husbandry, land-management and what sustainability might look like, as it is represented and explored in our poetry, fiction and non-fiction georgic literature in Britain at the present. One might expect contemporary georgic writing to exemplify the environmental engagement implied in the term “eco-georgic”. In fact, contemporary georgic can be environmentally radical or apparently indirect in its implications for sustainability. It remains as diverse, hybrid and composted in the past as Virgil’s original text. This essay begins by considering definitions, with reference to Virgil’s founding Latin text, begun in the third decade BCE, the Georgics. It recognises Laura Sayre’s complaint that ecocriticism has neglected georgic writing, and argues that this is certainly true for contemporary British georgic texts. Briefly, attention is drawn to five volumes of georgic poetry before the essay focuses on contemporary georgic fiction and non-fiction. The novels of Cynan Jones, Tom Bullough, Marie-Elsa Bragg and Tim Pears are discussed and contrasted with one by Melissa Harrison that might mistakenly be thought of as georgic. Three categories of non-fiction are identified and discussed with examples: instructional georgic, personal memoir and future-oriented georgic. Consideration of the latter leads to conclusions about their inevitable overlaps and a final call for a radical twenty-first century animism to embed enchantment into contemporary georgic writing
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Ostaszewska, Aneta. "‘I found what I had lost: myself’. Writing as a form of self-care in times of crisis." European Journal of Life Writing 11 (April 21, 2022): 1–20. http://dx.doi.org/10.21827/ejlw.11.38626.
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This essay is situated within the broad area of autoethnography, particularly referring to the idea of ‘writing about writing’, which is grounded in the reflection of the process of writing and the contexts in which that writing occur. The author employs a personal narrative to reflect on the situation that she had found herself in during the Covid-19 pandemic and which can best be defined by the concept of trajectory. It is a biographical situation marked with chaos and disintegration, evoking identity changes. As a result, the trajectory set new directions for the course of the biography. In the discussion on the schemes of dealing with the trajectory of suffering, author refers to Paul Ricoeur’s narrative concept, in particular the refiguration phase, as a stage of redefining one’s own life situation. Finally, author comes to the conclusion that the process of writing this essay can be viewed as a form of self-care, which Audre Lorde defined as self-preservation.
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Luhach, Suman. "Law Undergraduates’ Understanding and Appropriation of Arguments in Online Essay Writing Tutorials." JALTCALL Publications PCP2020, no. 1 (February 15, 2021): 91. http://dx.doi.org/10.37546/jaltsig.call2020.7.
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The art of constructing an assertive argument is a crucial lifelong skill for law students to master. The English language teachers at Bennett University Law School introduce the topic of argumentative essay writing to its first-year law undergraduates and teach the basic structure of an argument in a standard five paragraph argumentative essay and then gradually elaborate on the content. The pedagogy makes use of the online platforms of i-Learn learning management and Clarity English programs (customised English language teaching software) to engage students in essay writing tutorials. The study analyses how the students develop the understanding of framing a strong argument and move towards attaining appropriation in it. This was done by comparing pre-test and post-test results of the control and experimental groups and by content analysis of the transcripts. The target group in the study included 120 students of BA LLB (Hons) who are divided into control and experimental groups. The study also tries to figure out the comparative advantage of classroom teaching in physical settings, online group discussions on i-Learn forums, and individual practice sessions on Study Skills Success and the Practical Writing program offered by Clarity English. This was done through student survey analysis. The overall data involved pre-test and post-test essay writing transcripts, online discussion forum transcripts on i-Learn, and student surveys. This educational intervention is an attempt to assess and design the best teaching practice with available resources for teaching argumentative essay writing to law undergraduates.
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Risam, Roopika. "Micro-disclosures for Macro-erasures: #MeToo in the Academy." Biography 45, no. 4 (2022): 395–415. http://dx.doi.org/10.1353/bio.2022.a910377.
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Abstract: This essay explores how we might account for the influence of #MeToo in the academy and the extent to which we can understand the power of these utterances as a form of narrative agency expressed through digital life writing. Drawing on a blend of quantitative and qualitative analysis of #MeToo-related tweets about academia, the essay first examines how narrative agency over sexual harassment and violence in higher education is expressed through #MeToo. It further explores how the threat of retaliation and the troubling operationalization of Title IX by universities as an anti-survivor discourse produces macro-erasures of narrative agency. Finally, the essay proposes that #MeToo tweets about higher education are best understood as "micro-disclosures," a distinct form of life writing that facilitates the narrative agency denied by institutional systems and processes.
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Leonard, Rebecca Lorimer, and Rebecca Nowacek. "Transfer and Translingualism." College English 78, no. 3 (January 1, 2016): 258–64. http://dx.doi.org/10.58680/ce201627657.
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This essay identifies the definitional confluences between transfer and translingualism and then reflects on the ways that each term might benefit from considering the other’s research questions, theoretical frames, and methodologies. While translingualism challenges assumptions about how to recognize and evaluate transfer, the transfer literature demonstrates the value of fine-grained, long-term, naturalistic studies of writing, a value productively taken up in research on a translingual approach. Ultimately, the essay suggests that both transfer and translingualism might best be understood not as prescribed pedagogies or policies but as terms with explanatory value: small theories that help open up changing practices in our writing lives.
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Inn-Chull Choi. "Efficacy of an Automatic Essay Scoring-based English Writing In-service Training Program." Multimedia-Assisted Language Learning 14, no. 2 (August 2011): 61–89. http://dx.doi.org/10.15702/mall.2011.14.2.61.
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Retnosasi, Ira Eko, Tri Indrayanti, Agung Pramujiono, and Henricus Supriyanto. "Pelatihan Penyusunan Best Practice dalam Penelitian Tindakan Kelas pada Guru SMP-SMA." Yumary : Jurnal Pengabdian Kepada Masyarakat 2, no. 2 (December 13, 2021): 61–68. http://dx.doi.org/10.35912/yumary.v2i2.554.
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Abstract Purpose: The objectives of implementing community service include providing insight to teachers about best practice writing and providing best practice writing training. Method: The method used is field observation. The target in community service is junior-high school educators in Waru Sidoarjo district. These activities are carried out in the form of training activities, teaching, discussions, and research writing practices. Results: The training that has been carried out on middle-high school educators, namely (a) educators respond well to training in the PPM program, (b) educators have the motivation to improve in making scientific papers, (c) variety of scientific language is a common material in Indonesian language lessons so that educators are active in participating in training, (d) the teachers have a fairly good understanding in writing scientific papers, and (e) the educators respond well to aspects of the implementation of activities, aspects of the presenters, and aspects as a whole. Then, the final results show that from 44 participants, quantitatively that 30 participants have finished writing a best practice writing report, and only 14 participants still needed improvement. Conclusions: Through community service, teachers are able to make research through best practice. Although, there are some teachers who need revision related to the research content.
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Espinoza, Angie Quintanilla, Steffanie Kloss Medina, and Pedro Salcedo Lagos. "How do Chilean Pre-Service Teachers Correct Errors in Writing?" Revista Brasileira de Linguística Aplicada 18, no. 3 (June 11, 2018): 561–79. http://dx.doi.org/10.1590/1984-6398201812447.
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ABSTRACT Most research on error correction has dealt with feedback strategies used in the classroom and the effect of these strategies on students’ performance. However, not much research has been conducted on pre-service teachers’ actual competence on giving written corrective feedback. With this idea in mind, a study was conducted in order to investigate the way pre-service teachers of English correct students’ errors in writing. For this, the participants were asked to complete an error correction task that required the teacher to mark a student’s opinion essay in the way they would normally do as part of their teaching practices and to answer a questionnaire related to the way they had corrected the task. The results showed that most teachers tend to correct errors comprehensively, rather than selectively, opting for direct rather than indirect feedback strategies.
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Papaevangelou, Olympia, Rousaki Soultana, Dimitrios Syndoukas, and Stavros Kalogiannidis. "Applying rhetorical methods to teach writing techniques to pre-service teachers." International Journal of Education and Practice 12, no. 2 (March 28, 2024): 406–20. http://dx.doi.org/10.18488/61.v12i2.3694.
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This study explores the impact of rhetorical strategies on the writing techniques of pre-service teachers. It specifically examines how process-based writing instruction, rooted in Systemic Functional Linguistics (SFL), enhances the ability of student teachers to employ effective writing methods in crafting argumentative essays. Utilizing a sample of 98 student teachers from Greece, the research was conducted through a performance-based essay task, supported by two think-aloud protocols. This approach allowed for a detailed examination of the writing techniques used by pre-service teachers, both before and after receiving process-based writing instruction. The study focuses on the application and improvement of writing methods through the use of a rhetorical process approach. The results highlight the significance of rhetorical strategies, such as idea generation and rewriting, in the development of effective writing skills. The study reveals a clear improvement in the ability of students to choose and integrate relevant ideas into their essays after mastering these techniques. Additionally, the findings suggest the frequent use of translation strategies from native to foreign languages in concluding an article. This research underscores the importance of teaching rhetorical strategies in pre-service teacher training programs. By focusing on these techniques, educators can better equip student teachers with the skills necessary to become proficient writers, capable of addressing various audiences effectively. The study advocates for a greater emphasis on process-based instruction to enhance writing competencies in educational settings.
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Bianchi, Erika. "It Was the Best of Times, It Was the Worst of Times." Logos 30, no. 3 (January 20, 2020): 26–32. http://dx.doi.org/10.1163/18784712-03003001.
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This essay is based on a talk the author gave at the By the Book conference in Florence in June 2019. It examines the power dynamics in the Italian publishing world from the perspective of a fiction writer. Writing and publishing are two completely different worlds that can be differently approached. What’s the point of writing? Should writers write about what they know, or about what they do not know? Can publishing be put off? What’s the role of literary agents in the publishing process? The author’s answers to these questions are based on her personal experience.
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Umar, Umar. "An Analysis of Students’ Writing Essay Ability in English through Class Group Presentation on Fifth Semester of STKIP Paracendekia NW Sumbawa." e-Journal of Linguistics 15, no. 1 (January 7, 2021): 104. http://dx.doi.org/10.24843/e-jl.2021.v15.i01.p13.
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This is a quantitative descriptive research. The objective of this research was to know the influence of class group presentation in improving the students’ writing essay of English language learning. The participants of this research were 11 of the fifth semester students of STKIP Paracendekia NW Sumbawa. Data collecting instrument used structurally arranged questionnaires, and written test. The data was analyzed by quantitative method. The data analyzed technique employed descriptive statistics through percentage techniques. The result of the research showed that there were 8 students or 72.73% gain in the best category level of skill, there were 3 students or 27.27% gain in good category level of skill, and the mean score was 81.27 in the level of best category. Data from questionnaire, 9 students with 81.82% stated they strongly agreed that the implementation of group class presentation more active during teaching and learning process of writing essay.
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Fink, Aron, Sebastian Gombert, Tuo Liu, Hendrik Drachsler, and Andreas Frey. "A Hierarchical Rater Model Approach for Integrating Automated Essay Scoring Models." Zeitschrift für Psychologie 232, no. 3 (July 2024): 209–18. http://dx.doi.org/10.1027/2151-2604/a000567.
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Abstract: Essay writing tests, integral in many educational settings, demand significant resources for manual scoring. Automated essay scoring (AES) can alleviate this by automating the process, thereby reducing human effort. However, the multitude of AES models, each varying in its features and scoring approaches, complicates selecting one optimal model, especially when evaluating diverse content-related aspects across multiple rating items. Therefore, we propose a hierarchical rater model-based approach to integrate predictions from multiple AES models, accounting for their distinct scoring behaviors. We investigated its performance on data from a university essay writing test. The proposed method achieved accuracy that was comparable to the best individual AES model. This is a promising result because it additionally reduced the amount of differential item functioning between human and automated scoring and thus established a higher degree of measurement invariance compared to the individual AES models.
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Fitria, Risa, Grace Amialia Anfetonanda, and Ika Kana Trisnawati. "Pelatihan Penulisan Esai Opini dan Mentoring Studi Lanjut bagi Pendidik Perempuan Indonesia." Jurnal Pelayanan dan Pengabdian Masyarakat (Pamas) 7, no. 4 (October 31, 2023): 378–87. http://dx.doi.org/10.52643/pamas.v7i4.2608.
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This Community Service aims to help enhance the writing skills of female educators and help them prepare the documents needed for further studies. For this reason, female educators such as lecturers and teachers from various regions in Indonesia were invited to attend virtual tutoring through the Zoom platform. This training and mentoring activities were carried out in several meetings and delivered by several resource persons regarding the techniques of writing opinion essays and supporting documents such as study objective and personal statement, needed to continue studies, especially at foreign universities. Nevertheless, despite having received a positive response from the participants, this training was still limited only to the introduction of opinion essays and structure in essay writing and only concerned with writing study objective and personal statement. Therefore, the recommendation for the following programs is providing training that discusses other types of essays on the IELTS test and other skills needed to improve the English competence of Indonesian female educators. In addition, other writing workshops for female educators are also necessary for postgraduate studies in the future.
Keywords: Postgraduate Studies Mentoring, Female Educators, Opinion Essay Writing