Academic literature on the topic 'Essay writing strategies'
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Journal articles on the topic "Essay writing strategies"
Aridah, Aridah, and Weningtyas Parama Iswari. "The effect of indirect feedback on students’ writing performance across different learning strategies." Cypriot Journal of Educational Sciences 16, no. 3 (June 30, 2021): 1021–35. http://dx.doi.org/10.18844/cjes.v16i3.5820.
Full textDíaz 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.
Full textKhojakulova, N. "Strategies How to Write Essays." Bulletin of Science and Practice 6, no. 12 (December 15, 2020): 520–28. http://dx.doi.org/10.33619/2414-2948/61/66.
Full textEzeokoli, Francis Ogbonaya, and Patience Igubor. "Improving Secondary School Students’ Achievement In English Essay Writing Using Two Modes Of Essay Structure-Based Instructional Strategies." International Journal for Innovation Education and Research 4, no. 7 (July 31, 2016): 34–62. http://dx.doi.org/10.31686/ijier.vol4.iss7.563.
Full textLeo, Krista. "Investigating Cohesion and Coherence Discourse Strategies of Chinese Students with Varied Lengths of Residence in Canada." TESL Canada Journal 29 (October 3, 2012): 157. http://dx.doi.org/10.18806/tesl.v29i0.1115.
Full textOktavianti, 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.
Full textUmamah, Atik, and Bambang Yudi Cahyono. "Indonesian university students’ self-regulated writing (SRW) strategies in writing expository essays." Indonesian Journal of Applied Linguistics 10, no. 1 (June 1, 2020): 25–35. http://dx.doi.org/10.17509/ijal.v10i1.24958.
Full textApryliana, Agnes, and Hany Uswatun Nisa. "PENGEMBANGAN MODUL PEMBELAJARAN MENULIS KARANGAN BERBASIS STRATEGI THINK-TALK-WRITE." Diksi 27, no. 2 (December 23, 2019): 130–42. http://dx.doi.org/10.21831/diksi.v27i2.26326.
Full textJohn, Dexter Sigan. "Strategies to Minimise Students’ Weaknesses in Discussion Essay." Journal of Cognitive Sciences and Human Development 7, no. 1 (March 25, 2021): 106–14. http://dx.doi.org/10.33736/jcshd.3049.2021.
Full textBudiharso, Teguh. "STRATEGIES IN DEVELOPING ENGLISH AND INDONESIAN ACADEMIC WRITING BY EFL STUDENTS." LINGUA: Journal of Language, Literature and Teaching 11, no. 1 (April 3, 2016): 59. http://dx.doi.org/10.30957/lingua.v11i1.23.
Full textDissertations / Theses on the topic "Essay writing strategies"
Lu, Yanbin. "Cognitive Factors Contributing to Chinese EFL Learners’ L2 Writing Performance in Timed Essay Writing." Digital Archive @ GSU, 2010. http://digitalarchive.gsu.edu/alesl_diss/13.
Full textKalikokha, Chimwemwe. "The perceptions of a group of first year undergraduate Malawian students of the essay writing process." Click here to access this resource online, 2008. http://hdl.handle.net/10292/396.
Full textBarbosa, Gislene Aparecida da Silva [UNESP]. "Sequência didática e estratégias de leitura na aprendizagem de produção de texto." Universidade Estadual Paulista (UNESP), 2017. http://hdl.handle.net/11449/150836.
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Outra
Esta pesquisa, vinculada ao Programa de Pós-Graduação em Educação da Faculdade de Ciências e Tecnologia de Presidente Prudente, na linha “Processos formativos, ensino e aprendizagem”, e fomentada pela Secretaria Estadual de Educação de São Paulo, tem por objetivo geral investigar a contribuição dos procedimentos pedagógicos Sequência Didática (do grupo genebrino) e Estratégias de Leitura (de influência norte-americana) para a aprendizagem da produção de texto. O problema da pesquisa consiste em avaliar como a junção de ambos os procedimentos favorece a aprendizagem de produção textual do gênero conto por alunos de educação básica, cuja dificuldade com a língua escrita evidencia-se em avaliações externas e em atividades escolares. Os objetivos específicos da pesquisa são: investigar se o domínio do aluno acerca do contexto de produção do gênero textual conto se amplia após o trabalho com os procedimentos pedagógicos Sequência Didática e Estratégias de Leitura; demonstrar como o desenvolvimento de uma Sequência Didática articulado a Estratégias de Leitura colabora para que os alunos desenvolvam conteúdos para o conto; evidenciar de que maneira Estratégias de Leitura ajudam os alunos na ampliação de saberes sobre o planejamento da estrutura do conto e analisar como uma Sequência Didática proporciona aos alunos domínio sobre a linguagem do conto. O procedimento metodológico é a pesquisa-ação, que visa transformar a realidade e produzir conhecimentos relativos a essas transformações. Nesse sentido, a investigação ocorreu na prática docente da pesquisadora, em 66 aulas de Língua Portuguesa (33 encontros), com uma turma composta por 26 alunos de 6º ano do ensino fundamental, em uma escola pública estadual da cidade de Presidente Prudente. A partir das etapas da Sequência Didática – apresentação da situação; produção inicial; módulos; produção final – foram realizadas aulas de produção de texto, a partir de um projeto de escrita de contos para publicação em uma coletânea. Partindo da produção inicial, foi constatada a dificuldade dos alunos com os quatro níveis principais de ação do sujeito na produção textual: ter clareza do destinatário do texto, da finalidade do texto e da própria posição como autor em relação ao gênero textual em foco; elaborar conteúdos que atendam à especificidade do gênero; planejar o texto para atender à estrutura convencional do gênero; escolher a linguagem adequada para realizar o texto. A partir disso, foram construídas e desenvolvidas atividades modulares de intervenção em cada uma das dificuldades encontradas. Considerando que a leitura é um processo de produção de sentidos e que não pode haver produção textual sem a compreensão de textos, as atividades modulares contaram com as Estratégias de Leitura, para que fosse ampliada a interação dos estudantes com o gênero textual conto, favorecendo a alimentação de conteúdos dos textos a serem escritos, bem como o alargamento dos saberes acerca do contexto de produção, da forma e da linguagem no texto. Por último, os alunos revisaram e reescreveram o conto, capitalizando as aquisições construídas durante as atividades aplicadas. Os resultados mostram que na produção final houve avanço dos conhecimentos da turma em todos os níveis de ação do sujeito na produção textual, pois os procedimentos pedagógicos articulados favoreceram as intervenções docentes a fim de que os alunos-autores elaborassem o conto.
This research, related to the Graduate Program in Education of the Presidente Prudente College of Science and Technology, in the line of research “Formative Processes, Teaching and Learning”, and fostered by the São Paulo State Educational System, has as its general aim to investigate the contributions from both pedagogical procedures, Didactic Sequence (from the Genevan group) and Reading Strategies (from a North American trend), in essay writing learning. The research problem lies in the evaluation of how, when put together, the aforementioned procedures further the learning of writing skills towards the short story genre by students in Basic Education, whose struggles with the writing language are made evident through external evaluations and in school activities. The specific objectives of the research are the following: to assess if the students´ skills in writing short stories are enhanced after the work with the pedagogical procedures Didactic Sequence and Reading Strategies; to show how the application of a Didactic Sequence along with Reading Strategies concur in order to make the students develop subjects to the short story; to make noticeable how Reading Strategies help students in widening their knowledges on planning a short story structure; to analyze how a Didactic Sequence provides the students mastery of the short story language. The methodological procedure is the Action Research, which aims to change reality and create knowledges about these changes. Thus, the survey took place during the researcher´s teaching practice, in 66 Portuguese Language lessons (33 meetings), in a class made of 26 students in the Sixth Grade of the Elementary Education, in a public state school in Presidente Prudente town. Based on the Didactic Sequence stages, presentation of circumstances; initial production; workshops; and final production, writing lessons were carried out: a project of short stories writing to be published in a collection. In the initial production, it was found students´ difficulties concerning the four main levels of the subject´s action in writing: awareness about the text´s recipient, about the text´s function, and about the author´s position itself in relation to the text genre in question; the creation of subjects that comply with the specificities of the genre; the planning of the text in order to comply with the genre´s standard structure; the choicer of the proper language when writing the text. From that, modular interventional activities were developed dealing with each one of the difficulties found. Since reading is a process of production of meanings, and since there cannot be writing without the understanding of texts, the modular activities were furthered by Reading Strategies in order to amplify the students´ interaction with the short story genre, favoring the feeding of subjects of the texts to be written, as much as the widening of knowledges related to the writing context, the short story form and the language of the text. At last, the students reviewed and rewrote the short story, profiting from the gains obtained during the applied activities. Results showed that in the final production, when compared to the initial production, there were improvement of the knowledges of the class in all levels of the subject´s action in writing, because the pedagogical procedures when integrated provide the detailed study of each characteristic of a text genre, help in the teacher´s intervention, widen the students´ stock of knowledge, and support the learner´s brainwork, in order to make possible the students-authors to write the short story.
Nondabula, Nikiwe. "Investigating the Teaching and Learning of Creative Writing in English First Additional Language in selected Grade 9 classrooms in the Western Cape." University fo the Western Cape, 2020. http://hdl.handle.net/11394/7509.
Full textWriting is an important aspect of language learning and a tool for assessment in Basic and Higher Education across the globe. Learners need to acquire proficient writing skills to learn and to demonstrate their knowledge and creativity. Given the importance of creative writing in expressing one’s thoughts, emotions and imagination, this study sought to investigate how creative writing was taught through the medium of English First Additional Language (FAL) to Grade 9 learners in one primary school in the Western Cape province. It also sought to observe and analyse the teaching strategies employed by teachers in creative writing to Grade 9 learners who were isiXhosa home language speakers, and who were taught all the subjects (except isiXhosa language) through the medium of English (FAL). Through the lens of Vygotsky’s Social Constructivism Theory, this study explored how the learners’ social context and language played a role in the teaching-learning process. The Social Constructivism theory assumes that the home environment is a primary factor in learning and it is concerned with how learning is facilitated in the classroom.
Books on the topic "Essay writing strategies"
Essay writing strategies. 2nd ed. North York, ON: Captus Press, 2001.
Find full textGreenwald, Tom. Essay writing strategies. North York, Ont: Captus Press, 1991.
Find full text1946-, Redfern Jon, ed. Reading writing: Essay strategies for Canadian students. Toronto: Nelson Canada, 1995.
Find full textRe fining reading writing: Essay strategies for canadian students. Toronto, Ont: Nelson, 2008.
Find full textSneddon, Scott. Writing for real: Practical essay strategies for Canadian students. Toronto: Nelson Canada, 1996.
Find full textOn demand writing: Applying the strategies of impromptu speaking to impromptu writing. New York: International Debate Education Association, 2008.
Find full textMeriwether, Nell. Strategies for writing successful essays. Lincolnwood, Ill: NTC Pub. Group, 1998.
Find full textNell, Meriwether, ed. Writing essays: Strategies for success. Lincolnwood, Ill: NTC, 2000.
Find full textAnn, Moseley, ed. Strategies for college writing: Sentences, paragraphs, essays. 2nd ed. New York: Pearson Education, 2003.
Find full textAnn, Moseley, ed. Strategies for college writing: Sentences, paragraphs, essays. Boston: Allyn and Bacon, 2000.
Find full textBook chapters on the topic "Essay writing strategies"
Baron Levi, Jeffrey. "Essay Writing." In The Hairy Bikie and Other Metacognitive Strategies, 79–85. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-46618-3_10.
Full textBiggs, John. "Approaches to Learning and to Essay Writing." In Learning Strategies and Learning Styles, 185–228. Boston, MA: Springer US, 1988. http://dx.doi.org/10.1007/978-1-4899-2118-5_8.
Full textAraújo, Catarina Liane, António José Osório, and Ana Paula Loução Martins. "Primary School Students’ Choices in Writing Opinion Essays: Using ICT Combined with Self-Regulated Strategies." In IFIP Advances in Information and Communication Technology, 323–34. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-74310-3_34.
Full textFlynn, Bonnie B. "Putting Your Best Foot Forward." In Strategies and Tactics for Multidisciplinary Writing, 20–29. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-4477-8.ch003.
Full textShedletsky, Leonard. "Can Mapping Improve the Quality of Critical Thinking in Essay Writing in an Introductory Level, Core Curriculum Class?" In Cases on Teaching Critical Thinking through Visual Representation Strategies, 102–18. IGI Global, 2014. http://dx.doi.org/10.4018/978-1-4666-5816-5.ch004.
Full textTheado, Matt. "A History of U.S. Censorship of Beat Writing." In The Beats, 21–34. Liverpool University Press, 2021. http://dx.doi.org/10.3828/liverpool/9781949979954.003.0002.
Full textDaradoumis, Thanasis, and Maria Kordaki. "Employing Collaborative Learning Strategies and Tools for Engaging University Students in Collaborative Study and Writing." In Techniques for Fostering Collaboration in Online Learning Communities, 183–205. IGI Global, 2011. http://dx.doi.org/10.4018/978-1-61692-898-8.ch011.
Full textCzarnecki, Kristin. "“In my mind I Saw my mother”: Virginia Woolf, Zitkala-Ša, and Autobiography." In Virginia Woolf and Her Female Contemporaries. Liverpool University Press, 2016. http://dx.doi.org/10.5949/liverpool/9781942954088.003.0020.
Full textAndrews, Charles. "Reason, Ridicule, and Indifference." In Virginia Woolf, Europe, and Peace, 51–64. Liverpool University Press, 2020. http://dx.doi.org/10.3828/liverpool/9781949979374.003.0004.
Full textO’Connor, Noreen. "Writing Toward a New World: Awakenings in Katherine Mansfield’s ‘Bliss’ and Elizabeth von Arnim’s The Enchanted April." In Katherine Mansfield and Elizabeth von Arnim, 54–69. Edinburgh University Press, 2019. http://dx.doi.org/10.3366/edinburgh/9781474454438.003.0005.
Full textConference papers on the topic "Essay writing strategies"
Dewi, Puspa, Abdurrachman Faridi, Mursid Saleh, and Sri Wuli Fitriati. "The Implementation of Lecturer’s Motivational Teaching Strategies in Essay Writing Class: From Theory Into Practice." In International Conference on Science and Education and Technology (ISET 2019). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200620.037.
Full textKirillova, M. D. "Strategies of writing essays." In CHALLENGES OF PHILOLOGICAL SCIENCES, INTERCULTURAL COMMUNICATION AND TRANSLATION STUDIES IN UKRAINE AND EU COUNTRIES. Baltija Publishing, 2020. http://dx.doi.org/10.30525/978-9934-588-90-7-38.
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