Journal articles on the topic 'Essay writing strategies'
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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.
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This paper aims at knowing how indirect feedback affects the writing performance of students who have different language learning strategies. The study used pre-experimental design with pretest and posttest design. Twenty-one students participated in the treatment which lasted for one semester. The treatment applied a process writing approach in which feedback provision was one of the steps in the process. The students were required to write five essays on different topics and the teacher gave indirect feedback on each essay draft. During the revision session, the students revised and rewrote their essays following the feedback provided by the teacher. The last version of each essay was scored. The results showed the students’ writing performance significantly improved from the first essay to the succeeding essays, regardless of their learning strategies. However, a significant difference in writing performance across different learning strategies was not found. They both performed equally well.
Keywords: Direct Strategies, Indirect Strategies, Indirect Feedback, Process Approach, Writing Performance
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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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Khojakulova, 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.
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This article discusses the essential strategies in writing academic essays. An essay is a composition made up of several paragraphs. Each of these paragraphs has a collection of connected sentences on a given topic.
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Ezeokoli, 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.
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Writing is a tool for communication and learning.However, students’ performance in essay writing in Nigeria has been poor. This under-achievement has been traced to ineffective methods and strategies. Literature reveals that most studies focused on innovative ways to improve students’ achievement in essay writing without attention to essay structure-based instructional strategies. This study, therefore, determined the effects of two modes of Essay Structure-Based Instructional Strategies (ESBIS) on students’ achievement in argumentative and expository (cause/effect) essays. The moderating effects of vocabulary knowledge and attitude to essay writing were also examined. The study adopted a pretest-posttest, control group, quasi-experimental design using a 3×2×3 factorial matrix. Two Local Government Areas (LGAs) in Benin City were randomly selected. Three public secondary schools from each LGA were purposively selected while two intact SS II classes were randomly assigned to each of the treatment and control groups. The instruments used include: Achievement Testsin Argumentative (r=.79) and Expository Essays (r=.80), Vocabulary Knowledge Test (r=.83), Questionnaire on Students’ Attitude to Essay Writing (r=.73). Data were analysed using ANCOVA and Bonferroni post-hoc test at 0.05 alpha level.There was significant main effect of treatment on students’ achievement in each of argumentative (F (2, 284) = 9.78;.064) and expository (F (2, 284) = 55.26;.28) essays and in both combined (F (2, 284) = 4.80;.033). The two-way interaction effect of treatment and the moderator variables on students’ achievement in each of argumentative and expository essays as well as in both combined was not significant.
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Leo, 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.
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This study examines how three age-on-arrival (AOA) groups of Chinese-background ESL students use two types of cohesive devices on a standardized essay exam. A discourse analysis of 90 first-year students’ expository writing samples was conducted to ascertain how factors such as first language (L1) and length of residence (LOR) in Canada influence a student’s ability to create cohesive and coherent writing. The study uses both quantitative and qualitative methods to explore how Canadian-born Chinese (CBC) students use lexical and referential discourse markers. Twelve essay features of this group of Generation 1.5 students are compared with those of two other cohorts of Chinese students with a shorter LOR. Key writing variables that measure academic writing proficiency were quantitatively analyzed to compare the expository writings of the CBC cohort with those of the later AOAs. Results indicate that synonymy and content words distinguish the writings of the CBC students from those of their later-arriving peers. A qualitative analysis of one CBC essay reveals that a more flexible and contextualized approach to evaluating writing by longterm Generation 1.5 students is required to acknowledge fully the productive lexical and discoursal strengths of these students.
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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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Umamah, Atik, and Bambang Yudi Cahyono. "Indonesian university students’ self-regulated writing (SRW) strategies in writing expository essays." Indonesian Journal of Applied Linguistics 10, no. 1 (June 1, 2020): 25–35. http://dx.doi.org/10.17509/ijal.v10i1.24958.
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This research is carried out to investigate Indonesian EFL students’ use of self-regulated writing (SRW) strategies and to identify the SRW strategies applied, particularly by proficient students in writing. The research involved 45 students who have passed an essay writing course focusing on expository essays. Data on the students’ use of SRW strategies came from a Self-Regulated Learning Strategy Questionnaire (SRLSQ) adopted from Abadikhah et al. (2018). The students’ use of SRW strategies were categorized into six dimensions: motive, method, time, performance, physical environment, and social environment. Out of the total number of respondents, four proficient students were involved in a semi-structured interview. The interview was aimed at knowing the students’ use of SRW strategies in the planning, execution, and evaluation (PLEE) cyclical model of process writing. The result of the questionnaire data analysis showed that the students use all of the six dimensions of SRW strategies, with the highest mean for the social environment dimension and the lowest mean for the motive dimension. The result of the interview data analysis revealed that the proficient students also use the six dimensions of SRW strategies. Still, they dominantly apply the method, performance, and social environment dimensions of SRW strategies.
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Apryliana, 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.
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(Title: Development of Essay Writing Learning Moduls Based on Think-Talk-Write Strategy). The curriculum 13 for high school students in class X of the material taught is writing essays. The study aims to determine the development of moduls that can be used in writing essay learning based on think-talk-write (TTW) strategies and the differences in the effectiveness of learning writing essays using the module. The research use the R&D approach. Based on the results of the analysis of the needs students and teachers it can be concluded the students need special teaching materials in learning to write essays. Therefore the TTW strategy was chosen as a strategy used to develop teaching materials. The result of the effectiveness test a t score of 28, 273 and 27, 288. This proves the existence of effectiveness in using TTW astrategy based moduls. Keywords: modul, think-talk-write, writing
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John, 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.
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Discussion essay plays a crucial role in academic writing. It has been proven to enhance students' analytical and critical thinking skills effectively. However, students often struggle to compose a good writing due to their inability to use the language features. In that regard, this study aims to identify students’ weaknesses in the discussion essay and the changes seen after the intervention. The study used a purposive sample of 10 first-year students from the Computational Science Programme in Universiti Malaysia Sarawak (UNIMAS) who took Academic English 2 as an elective course. The study adapted the four stages of action research proposed by Mertler and Charles (2005). It administered a pre-test, post-test and an observation on the students. The findings indicate a significant decrease in the frequency of errors in the language features, namely verb, persuasive language and technical terms, after the two-month intervention. Students also exhibited positive learning behaviour throughout the intervention by participating actively in the learning activities.
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Budiharso, 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.
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This study was aimed at seeing the writing strategies used by EFL Undergraduate students at Muhammadiyah University of Malang. This study used content analysis as the design, focusing on the quality of rhetoric and strategies in developing English academic essays written in Bahasa Indonesia and in English Language. The study assigned 10 students as the subject of the study. Data of this study included English and Indonesian essays, answers of questionnaires and responses of interview given to the 10 students. The study revealed that good writers wrote linear essays in Bahasa Indonesia and in English language. In writing practices and strategies, poor writers did not write draft of the essays, did not revise, and did not edit the essays, either. Good writers, on the contrary did make drafting, revising, and editing before final copy of an essay was achieved. In addition, reading references were also influential for the good writers to improve writing style and quality of the content of the essays, but not for the poor ones.
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Roscoe, Rod D., Laura K. Allen, and Danielle S. McNamara. "Contrasting Writing Practice Formats in a Writing Strategy Tutoring System." Journal of Educational Computing Research 57, no. 3 (March 21, 2018): 723–54. http://dx.doi.org/10.1177/0735633118763429.
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A critical challenge for computer-based writing instruction is providing appropriate and adaptive practice. The current study examined three modes of computer-based writing practice with the goal of identifying those with the greatest learning and motivational value. High school students learned about writing strategies by studying lessons within the Writing Pal tutoring system and then practiced relevant strategies via essay-based practice, strategy practice, or game-based strategy practice. Students acquired strategy knowledge regarding their assigned topics, but there were no main effects of practice format. Similar findings were observed for students’ beliefs about the value of writing practice. However, the effects of practice format depended on prior literacy ability in subtle ways. Essay-based practice appeared to be more effective for skilled readers, whereas less skilled readers benefitted more from game-based practice. Overall, multiple forms of practice opportunities may optimize benefits, although non-game forms of strategy practice are less preferable to students than game-based formats.
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Ozfidan, Burhan, and Connie Mitchell. "Detected Difficulties in Argumentative Writing: The Case of Culturally and Linguistically Saudi Backgrounded Students." Journal of Ethnic and Cultural Studies 7, no. 2 (June 21, 2020): 15. http://dx.doi.org/10.29333/ejecs/382.
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Argumentative writing is a mode of academic writing and a common writing genre that college-level students use at universities. The purpose of the study is to investigate common difficulties that affect the second language learners’ argumentative wiring. The significance of the study is to explore the struggles that culturally and linguistically Saudi backgrounded students face in writing argumentative essays to provide insights that could be used to improve instruction and student performance. The researchers examined 187 Saudi students’ (100 male and 87 female) argumentative writings to explore the frequency of the common difficulties students might encounter with writing argumentative essays. The second phase of the study included independent-samples t-test to statistically compare differences between male and female students’ difficulties in writing an argumentative essay. Anticipated results of the study lent to the improvement of the writing courses. The findings of the study statistically revealed the common difficulties of writing argumentative essays: organization/structure, thesis statement, integrating academic sources, finding evidence, writing counterclaims, writing refutation paragraph, academic tone, and content and development. The instructors of argumentative writing courses (or closely related courses) may accordingly want to change the structure of the course design, teaching strategies, and course materials to develop their courses efficiently.
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Berry, Ann Bassett, and Linda H. Mason. "The Effects of Self-Regulated Strategy Development on the Writing of Expository Essays for Adults With Written Expression Difficulties." Remedial and Special Education 33, no. 2 (June 23, 2010): 124–36. http://dx.doi.org/10.1177/0741932510375469.
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A multiple-probe, multiple-baseline, across-subjects design was used to examine the writing performance of four low-achieving adult students with and without disabilities enrolled in general equivalency diploma (GED) preparatory classes. Students’ writing was evaluated before instruction and after self-regulated strategy development (SRSD) instruction for the POW (Pick my idea–pay attention to the prompt, Organize, Write and say more) + TREE (Topic sentence, Reasons, Explanations, Ending) + COPS (Capitalize, Organize, Punctuate, Sense) strategies. Results following the instruction indicated that students had learned to independently write expository essays. The number of essay parts and transition words increased, demonstrating evidence of organized essays. The number of words written and descriptive word use also increased. Gains were maintained on maintenance probes. All students who took the GED exam passed the essay-writing portion following the intervention.
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Yasuda, Sachiko. "Revising strategies in ESL academic writing." Journal of Asian Pacific Communication 14, no. 1 (March 8, 2004): 91–112. http://dx.doi.org/10.1075/japc.14.1.07yas.
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This article presents a case study that analyzes the revising processes of three Japanese ESL students in academic writing contexts. Much previous research into the revision strategies used by L1 and L2 writers has been conducted in experimental-like settings rather than naturally occurring situations. In contrast, the present study seeks to show what writers are doing during revision in their L2 academic essay writing in naturally occurring situations. The results indicate that the three students had very different revising strategies and very different perceptions of the role that revision played in the entire composing process. The results further demonstrate how ESL students struggle with their academic writing tasks in a new academic discourse community. Implications for ESL writing instructions are discussed from the viewpoint of literacy skills, second language proficiency, and students’ past learning, writing and professional experiences.
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Sumner, Emma, and Vincent Connelly. "Writing and Revision Strategies of Students With and Without Dyslexia." Journal of Learning Disabilities 53, no. 3 (January 15, 2020): 189–98. http://dx.doi.org/10.1177/0022219419899090.
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Previous work suggests that written text produced by university students with dyslexia is scored lower than that produced by their peers. The present study used a digital writing tablet to examine the writing process and the quality of text written by university students with dyslexia. Revision behavior during and after writing was also investigated. Thirty-two university students with dyslexia (mean age, 20 years), were compared with 32 typically developing (TD) students matched by age. Students composed a written text in response to an expository essay prompt. In line with previous research, students with dyslexia made a higher number of spelling errors and their essays were rated as poorer than TD students. However, students with dyslexia were comparable to their peers on measures of time spent writing, amount of text produced, and the temporal analyses (handwriting execution, pause times). Students with dyslexia made significantly more revisions to spelling during and after transcription than their peers, although other revision behavior was similar across groups. Explanations for the finding of poor writing quality are explored. Importantly, the findings suggest that continued support with spelling and writing is needed for university students with dyslexia. Instruction directed toward effective revision strategies may also prove useful. Limitations and directions for future research are discussed.
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OLIVEIRA, Luciana C. DE. "A Systemic-Functional Analysis of English Language Learners' Writing." DELTA: Documentação de Estudos em Lingüística Teórica e Aplicada 31, no. 1 (June 2015): 207–37. http://dx.doi.org/10.1590/0102-4450364601799092306.
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This article presents a systemic-functional linguistic analysis of two writing samples of the University of California Analytical Writing Placement (AWP) Examination written by English language learners (ELLs). The analysis shows the linguistic features utilized in the two writing samples, one that received a passing score and one that received a failing score. The article describes some of the grammatical resources which are functional for expository writing, which are divided under three main categories: textual, interpersonal, and ideational resources. Following this brief description is the analysis of both essays in terms of these resources.. The configuration of grammatical features used in the essays make up the detached style of essay 1 and the more personal style of essay 2. These grammatical features include the textual resources of thematic choices and development, clause-combining strategies (connectors), and lexical cohesion; interpersonal resources of interpersonal metaphors of modality; and ideational resources of nominalization and abstractions as ideational metaphors. Implications for educational practice and recommendations for educators based on the analysis are provided.
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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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Akram, Muhammad, Aisha Siddiqa, Amana Ghulam Nabi, Waheed Shahzad, and Majid Rashid. "Essay Writing and Its Problems: A Study of ESL Students at Secondary Level." International Journal of English Linguistics 10, no. 6 (September 23, 2020): 237. http://dx.doi.org/10.5539/ijel.v10n6p237.
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Writing is the most important genre of all four modules of language. In Pakistan, English is taught as a second language and developing English writing competence is essential for successful communication at all levels of the education system. However, students face challenges in mastering English essay writing skills. The main objective of this study is to investigate the challenges faced in English essay writing by Secondary school students in District Rahim Yar Khan. However, the specific objectives were to determine strategies employed by teachers for teaching essay writing skills, problems faced and strategies employed by students for learning these skills. Finally, methods were proposed for teachers and students for enhancing English essay writing skills among students. A descriptive survey research methodology was adopted. The target population was teachers and students of public secondary schools of District Rahim Yar Khan except for schools of Tehsil Liaquatpur. The sample consisted of 170 students and 27 teachers from 17 sampled schools. Questionnaire from teachers and students and an essay writing test from students were conducted to collect data. The descriptive statistical technique was used to analyze quantitative data in the form of percentages and frequencies. It was evaluated that most common teaching methods used are demonstrations, lectures and question and answers. However, effective teaching methods like oral presentations, peer teaching, group discussions, and role play are not widely used. Moreover, teachers do face problems like low salaries and high workload which effects teaching. Based on the study, recommendations were made for students, teachers, and government to address the challenges students face in English essay writing at secondary level.
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Al Islamiah, Siti Fatimah, and Dina Merris Maya Sari. "USING OUTLINING STRATEGY IN ESSAY WRITING FOR ELT STUDENTS’." JURNAL BASIS 8, no. 1 (April 21, 2021): 141. http://dx.doi.org/10.33884/basisupb.v8i1.3688.
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This research discusses the outlining strategy that applied in the ELT students’ essay writing class 2019 A English Education Program STKIP PGRI Sidoarjo which amounted to 10 students. The instruments used in this study were checklist observation and questionnaires. The data technique used is qualitative data, where the data will be described. The first research instrument, the researcher used a checklist observation form for implementation assessment by observing the class writing essays and participating in learning activities from beginning to end whose data was described in a table with a tick, the results showed that many activities were carried out by students in the classroom to improve their abilities in writing essays through an outlining strategy. The next instrument is a questionnaire for response assessment, the researcher asks for data from ELT students via a google form containing 15 yes or no questions. The results of the questionnaire showed that 90% of students answered yes, and 10% of students answered no. The results showed that the implementation and response of students were very positive and good during the learning activities to write essays using the outlining strategies of ELT students.
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Srinawati, Wawat, and Rahmawati Alwi. "Critical Thinking Ability in EFL Students' Argumentative Essay Writing: The Difficulties and The Strategies." JURNAL SERAMBI ILMU 21, no. 2 (September 26, 2020): 200–210. http://dx.doi.org/10.32672/si.v21i2.2194.
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The aim of research is to explore the effect, if any, of integrating critical thinking on learners’ use of critical thinking skills in argumentative writing. The research used quasi-experimental desaign, it is include control group and experimental group. The data which has been quantitatively analyzed indicates that the experimental group significantly outperformed the control group. The students’ ability to use more credible evidence, address alternative arguments, support conclusions, and maintain the logical flow of ideas in their essays did not reach a mastery level in the posttest, yet the average level they reached is reassuring in view of the short time of the training they had. The integration of critical thinking for longer periods may bring forth encouraging outcomes. Argumentative writing constitutes an important part of second-language learners' academic writing. Data analysis indicated that most participants perceived the rhetorical aspects of English argumentative writing as difficult. Data analysis also indicated that participants mainly used cognitive, social, and search strategies, whereas metacognitive strategies were used infrequently. Potential implications of the study for second-language writing instruction are discussed
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Figueiredo, Sandra. "Competition Strategies during Writing in a Second Language: Age and Levels of Complexity." Languages 4, no. 1 (February 15, 2019): 11. http://dx.doi.org/10.3390/languages4010011.
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(1) Background: Research in second language (L2) writing in the European context is an emerging tendency in L2 studies. European countries have become new hosts to immigrants in very recent years and new applied research is needed to aid schools in their inclusion process. (2) Method: This study examined differences in writing performance by comparing 99 immigrant students in Portugal between 7 and 17 years of age. They were assessed in six distinct aspects by means of a written essay in order to perceive how maturity and language groups impact competencies such as lexicon, grammar, sociolinguistics and use of strategies. (3) Results: The results were examined according to the competition model of MacWhinney and Bates (1989; MacWhinney 2005) and concluded that older students wrote more proficient essays. First language (L1) and parallel instruction in L1 were examined as covariates against their effects. (4) Discussion: Students who received parallel instruction in their L1 had better results in L2 writing, but only age-produced significant differences will be discussed.
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SAKIHAMA, Hideyuki. "The relationship between emphasis on strategies of essay writing and text scoring." Proceedings of the Annual Convention of the Japanese Psychological Association 76 (September 11, 2012): 1EVD07. http://dx.doi.org/10.4992/pacjpa.76.0_1evd07.
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Alharthi, Thamer. "Implementation of Communication Strategies for Lexical Difficulties in Writing Production." International Journal of Linguistics 12, no. 1 (February 19, 2020): 179. http://dx.doi.org/10.5296/ijl.v12i1.16500.
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Learning vocabulary is undeniably a key requirement for being successful in language learning. The lexicon therefore is an integral part of writing successful compositions, without which they become rather meaningless. In spite of this dynamic link, research in this field seems rather lacking in many shapes and forms; partly because of the inextricable link between vocabulary and reading and partly because of the relationship between learners’ communication strategies and vocabulary use to the extent current research overshadows that in vocabulary use in writing. This paper aims to classify the problems writers of English as a Foreign Language face, adopting a model proposed by Hemmati (2001) which follows Chomsky’s distinction between performance and competence errors. A study was carried out with thirty-one final year English students who were asked to write an argumentative essay, followed by oral retrospective interviews on their writing of the essay. The frequency of certain lexical problems varied according to the writing output the students were assigned, e.g. lexical gaps, mastery of aspects of known words and retrieval of word aspect problems in L2 writing. With regard to communication strategy, the study participants reported the use of such a strategy by following an order of preferences, e.g. prioritizing paraphrase, followed by circumlocution, then message replacement, and then body language. Significant correlations were found between participants’ lexical proficiency and the frequency of types of lexical problem they experienced as well as their particular choice of communication strategies. The paper ends by discussing the pedagogical and research implications of the study.
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Sexton, Melissa, Karen R. Harris, and Steve Graham. "Self-Regulated Strategy Development and the Writing Process: Effects on Essay Writing and Attributions." Exceptional Children 64, no. 3 (April 1998): 295–311. http://dx.doi.org/10.1177/001440299806400301.
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The Self-Regulated Strategy Development (SRSD) model was used to assist six students with learning disabilities (LD) develop a strategy for planning and writing essays, self-regulation of the strategy and the writing process, and positive attributions regarding effort and strategy use. These students received all services in a team-based inclusion setting; the process writing model was used in the team. Instructional effects were investigated using a multiple-baseline across-subjects design. Instruction had a positive effect on students' approach to writing, writing performance, and attributions for writing. Effects transferred across settings and teachers; maintenance data was mixed. Collaborative practice of the composition and self-regulation strategies appears critical for students with LD based on the results of this and other studies.
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Mosher, Stephanie Boone. "Ideology, Expectation, and Evaluation." Pedagogy 20, no. 3 (October 1, 2020): 431–52. http://dx.doi.org/10.1215/15314200-8544504.
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This article explores how prior experiences influence instructors’ responses to African American English–based writing. The author examines why her reaction to a student essay differed from several colleagues’; she suggests that current standards for college writing leave little room for effective nonmainstream strategies and that writing pedagogy should cultivate appreciation for such work.
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SAKIHAMA, Hideyuki. "The effect of emphasis on strategies of essay writing on text scoring (2)." Proceedings of the Annual Convention of the Japanese Psychological Association 75 (September 15, 2011): 2EV127. http://dx.doi.org/10.4992/pacjpa.75.0_2ev127.
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Bethany, Reine D. "The Plagiarism Polyconundrum." Journal of International Students 6, no. 4 (October 1, 2016): 1045–52. http://dx.doi.org/10.32674/jis.v6i4.334.
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Plagiarism hinders student success because it shortcuts genuine writing practice and incurs penalties when discovered. Although students are aware of its potential consequences, plagiarism continues. This article reflects on the polyconundrum of empathizing with the many hindrances to student writing while deploying strategies to reduce plagiarism and improve academic essay skills.
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Cekiso, Madoda, Baba Tshotsho, and Michael Somniso. "Exploring First-Year University Students’ Challenges with Coherence Writing Strategies in Essay Writing in a South African University." International Journal of Educational Sciences 12, no. 3 (March 2016): 241–46. http://dx.doi.org/10.1080/09751122.2016.11890431.
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Bohórquez, Paola. "The Question of Authenticity in Migrant Self-Translation." Synthesis: an Anglophone Journal of Comparative Literary Studies, no. 4 (May 1, 2012): 50. http://dx.doi.org/10.12681/syn.17284.
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Through the reading of Smaro Kamboureli’s and Ariel Dorfman’s translingual memoirs, this essay examines how the trope of authenticity figures in migrant narratives of self-formation in-between languages. With attention to the strategies of self-translation through which each text navigates the disjunction between mother tongue and foreign language, speech and writing, narrated and narrating selves, the essay argues that while both texts do away with mimetic notions of self-representation, each rearticulates the ethos of authenticity as constitutive of the process of writing the self in translation.
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Ding, Yan, and Ting Zhao. "Chinese University EFL Teachers’ and Students’ Beliefs About EFL Writing: Differences, Influences, and Pedagogical Implications." Chinese Journal of Applied Linguistics 42, no. 2 (June 26, 2019): 163–81. http://dx.doi.org/10.1515/cjal-2019-0010.
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Abstract This study investigates Chinese university EFL teachers’ and students’ beliefs about what determines the text quality of EFL writing via a mixed-method analysis of data collected by questionnaire, interview, and diagnostic and self-diagnostic feedback on students’ essays. The results indicate that: First, both the teachers and students attached much importance to language, but the teachers put significantly more emphasis on organization and content whereas the students put significantly more emphasis on vocabulary; Second, the beliefs of students were heavily influenced by their conceptions of the purposes of EFL writing tasks and the assessment criteria adopted to mark their writing; Third, the disparity between teachers’ and students’ beliefs caused them to emphasize different aspects of an essay when giving feedback; Finally, students’ beliefs had a negative impact on the development of effective writing strategies. Pedagogical implications are suggested.
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Nindya, Meyga Agustia, and Utami Widiati. "Cohesive devices in argumentative essays by Indonesian EFL learners." Journal on English as a Foreign Language 10, no. 2 (September 23, 2020): 337–58. http://dx.doi.org/10.23971/jefl.v10i2.1949.
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Cohesive devices are essential elements that have long been recognized as important features of good writing. However, making use of them appropriately is viewed as problematic for learners. This descriptive qualitative study aimed to investigate Indonesian EFL learners' ability to use cohesive devices in their writings. Twenty EFL learners of a state university in Malang, East Java, Indonesia were required to write and send one piece of argumentative essay consisting of five paragraphs to be analyzed. Twenty essays were analyzed by identifying the number of correct and errors of grammatical cohesion. The errors were then evaluated to know the possible causes that contributed to the learners' errors. The results showed that the total number of grammatical cohesion used by the learners was 2386, while 175 of them performed errors. It was also found that there was a heavy reliance on the use of particular cohesive items. The intralingual transfer mostly caused the errors made by learners. This implied a need for writing teachers to apply strategies for the development of EFL learners' writing ability, such as exposing students to exercises, using collaborative learning, giving feedback, and using the learning management system.
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Nkemleke, Daniel. "Some characteristics of expository writing in Cameroon English." English World-Wide 27, no. 1 (March 23, 2006): 25–44. http://dx.doi.org/10.1075/eww.27.1.03nke.
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One of the major characteristics of English in non-native settings is that it exists alongside indigenous languages and most people who study English here come to the language classroom with knowledge of at least an L1. Because the rhetorical structure of the L1 of these learners is not the same as that of English, what is written in these settings often exhibits features that do not meet the expectation of a typical western mind. This study analyses the structural configuration and some syntactic features that characterise students’ essays in a formal academic situation in Cameroon. The corpus is composed of 104 essays written by two batches of students (2002/2003, 2003/2004 academic years) in the department of English of the Ecole Normale Supérieure Yaoundé. Findings reveal that the structure of most essays examined does not follow the strict logical sequence that is characteristic of the typical English essay. And this may well reflect the narrative style that is foreign to the English native speaker. Again, there is a general tendency of register “mixing” in most of the essays. The article concludes that expository writing in Cameroon may well constitute a fruitful area of research into aspects of “nativization” of cohesion and rhetorical strategies of English in the “Outer Circle”.
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Widiawati, Yogi. "CHALLENGE TASK FOR TEACHERS IN TEACHING ACADEMIC ESSAYS FOR POLYTECHNIC STUDENTS DURING THE PANDEMIC." Epigram 18, no. 1 (April 30, 2021): 66–70. http://dx.doi.org/10.32722/epi.v18i1.3710.
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A myriad research has demonstrated the use of internet as an approach to teaching English as foreign language (EFL). The little research on this topic of interest has been undertaken in the Indonesian higher education context. Particularly, the use of digital tool as practicing and examining students’ writing remains under-explored in this educational setting. With these in mind, this research presents an empirical study that looks into to what extent the deployment of a digital tool mediates multimodal learning tasks in the EFL classroom. The study specifically examines challenges and benefits to develop students’ writing and reading competences. The study also looks at the roles of teacher and students in the entire learning process. A total of 80 polytechnic students volunteered to participate the study. Individually, they were assigned to perform a series of tasks, including (1) connecting to website, (2) reading articles and instruction in, and (3) writing essays. Drawing on these data, the present chapter reports on four major findings, that is: (1) drafting and negotiating strategies for writing essay creation, (2) framing the use of language in composing, (3) discussing the result essay creation and improvement, and (4) positioning roles of teachers and students in the entire learning process
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Ravelli, Louise. "Pedagogical strategies for developing interpretive language about images." English Teaching: Practice & Critique 18, no. 1 (April 8, 2019): 100–118. http://dx.doi.org/10.1108/etpc-12-2017-0173.
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Purpose The purpose of this paper is to reflect on pedagogical strategies which support the teaching of critical analysis of visual and multimodal texts in a tertiary-level course for Arts students. Design/methodology/approach The paper describes strategies which focus on developing students’ abilities to express interpretive critique, as opposed to mere description. These strategies give students strong scaffolding towards success in their interpretive writing. The course in question is a tertiary-level Arts course which teaches Kress and van Leeuwen’s (2006) approach to “reading images” in relation to contemporary media texts. The basic structure of the course is described, along with the macro steps which underpin the pedagogy. Examples of highly successful and less successful student writing are compared to reveal the key components of effective interpretive answers. Findings In addition to the normal expectations regarding essay structure and style, and in addition to mastery of the technicality of the course, successful and less successful student writing depends on their mastery of a specific set of moves within the essay. These moves integrate textual observations with clear explanations and a strong relation to interpretation. Practical implications While the course and strategies discussed are for tertiary-level students, the strategies described are adaptable to primary and secondary levels also. Multimodal texts are an integral part of the English curriculum, and all teachers need to explore strategies for enabling their students’ critical engagement with such texts. Originality/value Visual and multimodal texts are an exciting and also challenging part of English curricula, and new analytical frameworks and pedagogical strategies are needed to tackle these texts. In particular, the gap between simply describing visual resources (applying the tools) and critical analysis (using the tools) is vast, and specific pedagogical strategies are needed to help students develop the necessary interpretive language.
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김숙자. "The study to find effective strategies of integrated essay-writing through reading education activities." KOREAN EDUCATION ll, no. 84 (May 2010): 81–108. http://dx.doi.org/10.15734/koed..84.201005.81.
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Fajrina, Dian, John Everatt, and Amir Sadeghi. "Writing Strategies Used by Indonesian EFL Students with Different English Proficiency." Language Teaching Research Quarterly 21 (January 2021): 1–15. http://dx.doi.org/10.32038/ltrq.2021.21.01.
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The present study investigates the writing strategies used by 135 Indonesian English Foreign Language undergraduate students with different English proficiency and the relationship between their English proficiency, indicated by students’ receptive vocabulary knowledge, and the quality of text they produced. The writing strategies questionnaire by Petrić and Czárl (2003) was used to analyze participants’ use of strategies in the three stages of writing: pre-writing, drafting, and revising. Each item in the questionnaire was rated on a 5-point Likert scale. The Vocabulary Size Test (Nation & Beglar, 2007) was used as an indicator of participants’ proficiency in English. The participants were also asked to write an essay in English, which was assessed using the ESL Composition Profile of Jacob et al. (1981). The results of the data analysis showed that most of the students applied 15 of the 38 strategies referred to in the questionnaire. Results also indicate no significant differences in the choice of strategies between students with high versus low English proficiency levels. However, participants’ vocabulary size had only a weak positive correlation with their writing quality. The findings aim primarily to inform Writing courses in English Education majors in Indonesia, though they may also be useful for other English learning contexts.
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Boter, Babs, and Irene Villaescusa Illán. "Self-fashioning and othering: Women’s double strategies of travel writing." Feminismo/s, no. 36 (December 3, 2020): 77. http://dx.doi.org/10.14198/2020.36.04.
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This essay examines early 20th century travel texts written by two European women: the Catalan journalist Aurora Bertrana (1899-1974) who lived in French Polynesia from 1926 until 1929, and her contemporary, the Dutch journalist Mary Pos (1904-1987), who travelled to the Dutch East Indies in the fall of 1938 and returned early in 1939. Our research is double-focused: on the one hand it examines issues of empire, colonisation, and orientalism, and on the other hand it explores issues of modernity and feminism. The travel texts under study offer personal registrations of self-fashioning strategies that both authors employ, which significantly question gender expectations regarding women’s social and sexual practices, their professional, familial and marital roles, and their opportunities for education. Presenting them as emancipated modern women, however, the accounts are also embedded in an orientalist and colonial discourse and seem to impose their own views of modernity and feminism on other women–despite ardent appeals to intercultural understanding.
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Boter, Babs, and Irene Villaescusa Illán. "Self-fashioning and othering: Women’s double strategies of travel writing." Feminismo/s, no. 36 (December 3, 2020): 77. http://dx.doi.org/10.14198/fem.2020.36.04.
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This essay examines early 20th century travel texts written by two European women: the Catalan journalist Aurora Bertrana (1899-1974) who lived in French Polynesia from 1926 until 1929, and her contemporary, the Dutch journalist Mary Pos (1904-1987), who travelled to the Dutch East Indies in the fall of 1938 and returned early in 1939. Our research is double-focused: on the one hand it examines issues of empire, colonisation, and orientalism, and on the other hand it explores issues of modernity and feminism. The travel texts under study offer personal registrations of self-fashioning strategies that both authors employ, which significantly question gender expectations regarding women’s social and sexual practices, their professional, familial and marital roles, and their opportunities for education. Presenting them as emancipated modern women, however, the accounts are also embedded in an orientalist and colonial discourse and seem to impose their own views of modernity and feminism on other women–despite ardent appeals to intercultural understanding.
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Hyland, Theresa. "Reflections on Teaching Referencing: What Four Case Studies Can Tell us About Developing Effective Teaching Strategies." TESL Canada Journal 27, no. 2 (May 19, 2010): 51. http://dx.doi.org/10.18806/tesl.v27i2.1055.
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Two contradictions are inherent in our research into referencing practices and the subsequent development of teaching strategies to remedy inappropriate practices. First, aggregate studies and teaching strategies that tend toward a one size fits all formula for researching and teaching referencing do not consider individual differences in students’ development of the complex set of skills that we know are involved in referencing practice. Further, although we say that we want students to be creative in their reading and writing practices, our teaching encourages them to look for correct answers in their reading of sources and to imitate set formulae for writing essays. This article examines four case studies taken from a larger aggregate study of EL1 and EL2 students. In their interviews and essay scripts, these students show varying levels of awareness of appropriate referencing practices. After examining these differences, I adapted Ada’s (Cummins, 1996) framework for comprehensible input and critical literacy, as well as work by Hinkel (2002), Keck (2006), and Kintsch (1998), to develop some strategies for teaching referencing that address individual differences.
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Elhawwa, Tazkiyatunnafs. "Developing Materials of Writing Course Using Graphic Organizers for the English Department Students." Journal on English as a Foreign Language 5, no. 2 (September 5, 2015): 113. http://dx.doi.org/10.23971/jefl.v5i2.371.
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<p>The study is intended to develop Writing III Course materials using graphic organizers for the fourth-semester students of English Education Study Program of IAIN Palangka Raya. The Research and Development (R & D) design was employed in this study. It included the stages: need analysis, description of the purpose, selection and development of material type, production of proto-material, production of pedagogical material, expert validation, field testing (trying-out), evaluation and revision (evaluation from try-out and the expert, and final product. The final product of this study was the instructional materials (six units for nine meetings) covering introduction to the essay (unit 1 for meetings 1-4), the illustration essay (unit 2 for meeting 5), the classification essay (unit 3 for meeting 6), the process essay (unit 4 for meeting 7), the comparison contrast essay (unit 5 for meeting 8), and the cause and effect (unit 6 for meeting 9). Each unit consisted of learning objective, topic, sub-topic, description, relevancy, and keywords. The materials serve for appropriate topics, clear models, stimulating learning, relevant activities, clear example, graphic organizers, and providing strategies.</p><em></em>
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Galvan, R. "EE/UU: Exquisite expression/unsettling utterance." Cultural Dynamics 29, no. 3 (August 2017): 186–92. http://dx.doi.org/10.1177/0921374017727855.
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Through the act of making art and writing about it, the essay documents and expands on how Latinx is given meaning. The work draws upon personal experience and visual art research to consider observational strategies for sharing and shaping the perception of Latinx.
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Mahfoudhi, Abdessatar. "Writing Processes of EFL Students in argumentative Essays." ITL - International Journal of Applied Linguistics 139-140 (January 1, 2003): 153–90. http://dx.doi.org/10.2143/itl.139.0.2003202.
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The paper reports on a case study of the writing processes and products of Tunisian EFL university students in an argumentative essay. The data came from (i) audio-taped think-aloud protocols followed by immediate retrospective comments, (ii) experts' comments and grades on the subjects' products, and (iii) a questionnaire administered to the students. Results of the process analysis, using an adapted version of the coding scheme used by A. RAIMES (1985;1987), corroborated by the questionnaire fmdings, showed that students wrote fluently and concerned themselves more with meaning than with granunatical correctness. However, they planned very little, rarely made notes before writing, and rarely rewrote. They faced difficulties especially in fmding the appropriate word and in organizing their ideas. At the local level, products showed inaccurate use of mechanics and granunar. At a more global level, most essays lacked clear thesis statement, substantial support of claims, adequate transitions, and hedged statements. The product problems were partially attributed to little planning, notemaking, and revising. The process strategies were themselves related to writing habits for which the classroom and the exam settings are partly responsible.
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Souto-Manning, Mariana, and Jessica Martell. "Essay Book Review: Reading, Writing, and Talk: Inclusive Teaching Strategies for Diverse Learners, K–2." Journal of Education 196, no. 3 (October 2016): 49–52. http://dx.doi.org/10.1177/002205741619600308.
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Wette, Rosemary. "Source-based writing in a health sciences essay: Year 1 students' perceptions, abilities and strategies." Journal of English for Academic Purposes 36 (November 2018): 61–75. http://dx.doi.org/10.1016/j.jeap.2018.09.006.
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Apridayani, Aisah, Nachanon Yungkun, Kimny Thoch, and Anchana Rukthong. "Writing Strategies for Argumentative Essay and Short Research Reports : The Case of Thai EFL Learners." Journal of AsiaTEFL 18, no. 1 (April 30, 2021): 300–309. http://dx.doi.org/10.18823/asiatefl.2021.18.1.21.300.
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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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Linden, Liz, and Susan Ballard. "Art Writing and Allegory in the Anthropocene." October, no. 175 (2021): 88–108. http://dx.doi.org/10.1162/octo_a_00417.
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Abstract This essay traces the emergence of a rich and densely layered field of art writing within the Anthropocene. We ask: If the Anthropocene is all around us, where is it in art writing? We identify the emergence of Anthropocenic art writing: writing that is not art writing about the Anthropocene per se but rather art writing that takes its cue from the operations and outcomes of the Anthropocene itself, including its flagrant disregard for boundaries (disciplinary and otherwise), and its agency. We find such strategies already at work, particularly, in writing by artists such as Hito Steyerl, Martha Rosler, and Chris Kraus, as well as in writing that is polyphonic either through the collaboration of multiple writers or through collage. We map art writing's strata (its past and present delineations, some of its cardinal points) in order to identify sites of resistance to the accelerations of the contemporary era, which is to say places where deceleration and deliberation may be possible. Anthropocenic art writing claims such modes as its own. While for scientists the Anthropocene has been marked by the contestation of golden spikes, in art writing these proxy signals go far beyond employing “nature” and the environment as a theme or topic, taking the Anthropocene as an allegorical mode itself.
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Swärdh, Anna. "Utter Confusion on Every Side? Helena Northampton’s Supplicatory Letter to the Earl of Sussex." Rhetorica 39, no. 1 (2021): 67–90. http://dx.doi.org/10.1525/rh.2021.39.1.67.
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This essay examines the supplicatory letter the Swedish-born Helena, marchioness of Northampton, addressed to Thomas Radcliffe, third earl of Sussex, in 1576 or 1577, hoping he would help her regain access to Elizabeth I. The essay situates the letter within the early modern patronage system and the court environment, but foremost within the field of early modern letter-writing in general, and the supplicatory letter in particular. The essay shows how a number of rhetorical strategies, designed to inspire pity and benevolence mainly through ethos and pathos, are employed to create positions for both supplicant and addressee. In this way, the letter reaches the desired goal of regaining royal presence. By looking at the letter through the frames of early modern letter-writing and more general rhetorical practise, the essay points to a tension between the letter’s stated sentiment of “utter confusion” and its highly formalised expression, indicative of the letter’s rhetorical situation and especially of the constraints related to its sender’s social status. The letter is transcribed in an appendix.
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Ado, Mohammed Ahmed, and Mohammad Othman Ahmad Alsheyab. "Level of Knowledge Awareness and Use of Planning as Writing Strategy by EFL International Students in UUM English Intensive Course." Journal of English Language Teaching and Linguistics 4, no. 3 (December 14, 2019): 319. http://dx.doi.org/10.21462/jeltl.v4i3.318.
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<em>Malaysian English Language Curriculum makes it compulsory for every newly intake student to master and pass the English Writing Tasks (EWT) as among the basic skills in the language learning processes. However, most of the English Foreign Language (EFL) international students face difficulties with the EWT during the English Intensive Course (EIC) leading to consistent mass failures. The possible reasons of these failures could be due to the neglect of the writing strategies. Hence, the central focus of this paper is to identify and determine the EFL international students’ level of awareness and the use of planning as writing strategy before writing English essays. To this end, convenient purposive sampling strategy was used where 50 EFL (postgraduate and undergraduate) international students drawn from Universiti Utara Malaysian EIC program were selected and administered Writing Strategy Questionnaires (WSQ). The participants hailed from various countries who used and learned English as a foreign language, namely; Jordan, Iraq, Saudi Arabia, Libya, Palestine among others. The data were analyzed using SPSS. The findings revealed proportionate disparity between the EFL students that use planning strategy before starting writing English essays (usually true = 28%) with those that do not (usually not true = 28%). In terms of Revising Requirement for writing process before one start writing an essay in English, the findings revealed validity (40%) of participants’ responses at 82% cumulative. This is followed by “somewhat true” responses at 24% and 42% cumulative. These imply the EFL international students’ reasonable use of planning and having knowledge awareness of writing strategy</em>
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Clark, Elizabeth A. "Reading Asceticism: Exegetical Strategies in the Early Christian Rhetoric of Renunciation." Biblical Interpretation 5, no. 1 (1997): 82–104. http://dx.doi.org/10.1163/156851597x00058.
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AbstractWhen in early Christianity the ascetic body came to occupy a central discursive position, exegetes needed to find in Scripture ballast for their changing cultural project. This essay identifies three strategies by which patristic exegetes appropriated for their own purposes an apparently "underasceticized" Hebrew and early Christian past. The writings of John Chrysostom, Jerome, and Origen, respectively, provide the textual base. Chrysostom minimized the difference separating ancient Hebrew from contemporary Christian values: Hebrew patriarchs and Christian ascetics were not to be hierarchically positioned in relation to each other. Rather, "difference" and "distinction" were signalled through an exegetically established and maintained hierarchy of husband over wife. A second interpretive option, represented by Jerome, accentuated the difference between the "carnality" of the Hebrew past and the "spirituality" of the Christian ascetic present. Although Jerome rejected the charges of "Manicheanism" hurled against him, he nonetheless accorded "distinction" to the ascetics of his own day through ingenious intertextual readings of Scripture. A third exegetical model, represented by Origen, circumvented the debate over the "difference in times" by abandoning any chronological trajectory between Hebrew past and Christian present. Here it was not ascetic bodies that were distinguished from marital ones, but reason from sense, virtue from vice-a choice open to both the celibate and the married. The essay thus seeks to correlate modes of exegesis with the debates over asceticism that were prominent in early Christian writing. It also suggests the usefulness of contemporary theory for appreciating the rhetoric of these Fathers' exegesis.