Journal articles on the topic 'Essays'
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Guimin Huang, Guimin Huang, and Xiaowei Zhang Guimin Huang. "An Analysis Model of Potential Topics in English Essays Based on Semantic Space." 電腦學刊 33, no. 1 (February 2022): 151–64. http://dx.doi.org/10.53106/199115992022023301014.
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<p>With the reform of English examination in China in recent years, the automatic evaluation of English essays as subjective questions has always been the focus and difficulty of research. The existing automatic essay evaluation system (AEE) has obtained good feedback on the vocabulary, syntactic and other features of English essays, but there is still a problem of low accuracy in the analysis of potential topic in English essay. In order to solve this problem, this paper takes relational triples as the carrier to analyze the potential topics of English essays. By constructing the hierarchical topic trees hybrid semantic spaces to carry out topic clustering, distributed representation of topic relational triples and topic set extension in English essays. Then, based on the improved on-topic analysis algorithm in this paper, the paper analyzes the topic of English essay in multiple dimensions to obtain more abundant potential on-topic semantic information. The experiment results show that the proposed model can reduce the noise caused by non-topic words effectively, and improve the fine-grained topic semantic space in English essays, and the proposed model has better performance than the current methods of on-topic analysis in English esssays.</p> <p> </p>
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Coley, Rob. "Essays on the essay film." Visual Studies 34, no. 4 (August 22, 2019): 396–97. http://dx.doi.org/10.1080/1472586x.2019.1654753.
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Warnaby, Gary. "An Essay on Photo Essays." Journal of Customer Behaviour 21, no. 1 (September 8, 2022): 15–25. http://dx.doi.org/10.1362/147539222x16620495972464.
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Shevchenko, T. M. "IN MEMORIA ESSAYS IN THE WORKS OF V. DANILENKO." Odessa National University Herald. Series: Philology 26, no. 1(23) (July 22, 2022): 81–87. http://dx.doi.org/10.18524/2307-8332.2021.1(23).251896.
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The article analyzes the genre features of the memorial essays as a separate type of essay. Emphasis is placed on the specifics of this work in comparison with the obituary and portrait essays while high lighting its place and role in modern writing. Some in memoria essays in the works of V. Danylenko, dedicated to N. Zborovska and Y. Gudz, have been specially studied. The role and specificity of a number of motives in these works, originality of titles, figurative characteristics, functions of details, polydiscursivity, etc. are emphasized. Conclusions are made about the inmemoria essayas a separate discursive practice, which arose as a result of a combination of several genres and discourses, endowed with special opportunities to create the image of the deceased and the image of the author at the same time.
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Park, Yo-Han, Yong-Seok Choi, Cheon-Young Park, and Kong-Joo Lee. "EssayGAN: Essay Data Augmentation Based on Generative Adversarial Networks for Automated Essay Scoring." Applied Sciences 12, no. 12 (June 7, 2022): 5803. http://dx.doi.org/10.3390/app12125803.
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In large-scale testing and e-learning environments, automated essay scoring (AES) can relieve the burden upon human raters by replacing human grading with machine grading. However, building AES systems based on deep learning requires a training dataset consisting of essays that are manually rated with scores. In this study, we introduce EssayGAN, an automatic essay generator based on generative adversarial networks (GANs). To generate essays rated with scores, EssayGAN has multiple generators for each score range and one discriminator. Each generator is dedicated to a specific score and can generate an essay rated with that score. Therefore, the generators can focus only on generating a realistic-looking essay that can fool the discriminator without considering the target score. Although ordinary-text GANs generate text on a word basis, EssayGAN generates essays on a sentence basis. Therefore, EssayGAN can compose not only a long essay by predicting a sentence instead of a word at each step, but can also compose a score-rated essay by adopting multiple generators dedicated to the target score. Since EssayGAN can generate score-rated essays, the generated essays can be used in the supervised learning process for AES systems. Experimental results show that data augmentation using augmented essays helps to improve the performance of AES systems. We conclude that EssayGAN can generate essays not only consisting of multiple sentences but also maintaining coherence between sentences in essays.
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Auliya, Prativi Khilyatul, and Qadrina Lailyn Amrullah. "Analyzing the Flow of Ideas in University Students’ Cause and Effect Essay." INNOVATION RESEARCH JOURNAL 5, no. 1 (May 14, 2024): 1. http://dx.doi.org/10.30587/innovation.v5i1.7619.
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This research was carried out to find out the unity, coherence, and organization on cause-and-effect essay composed by the fourth semester students of Welding Engineering Study Program in Politeknik Perkapalan Negeri Surabaya. This study employed content analysis in which students’ essay writings were analyzed to gain the data. The population comprised four classes, each consisting of approximately 30 students. The sampling process involved randomly selecting 3 essays from each class, resulting in a total sample size of 12 essays. The findings showed that among 12 essays, 4 essays were unified, and 8 essays were less unified. The unified essays fulfilled the following criteria; (1) clear thesis statement, (2) topic sentences, (3) consistent support, (4) coherence and transition, and (5) concluding paragraph. In addition, among the 12 essays, 4 were categorized as coherent, 7 less coherent, and 1 incoherent. The coherent essays could accomplish the following criteria; (1) using consistent nouns and pronouns, (2) using proper transition signals, (3) organizing topic in a logical sequence, (4) having unity, and (5) using connectors for linking ideas and paragraph. Nevertheless, 11 out of 12 essays showed that they had good organization, which consisted of introduction, body, and conclusion. Therefore, it can be concluded that most of students are able to compose cause and effect essay in well organized even though students still need guidance to compose unified and coherent essay.
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Lesmana, Maman, and Ikhfy Kanzan Ilahiyah. "THE MEANING OF REVOLUTION IN AMIN AR-RAYHANI’S ESSAYS." Language Literacy: Journal of Linguistics, Literature, and Language Teaching 7, no. 1 (June 28, 2023): 23–34. http://dx.doi.org/10.30743/ll.v7i1.6922.
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This study discusses the meaning of revolution in Amin Ar-Rayhani's essays in the book of Ar-Ar-Rayhaniyyāt (The Ar-Rayhani Essays) entitled Ats-Tsauratu Al-Ifransiyyatu (French Revolution) and Ats-Tsauratu Al-Ḥaqīqiyyatu (The Real Revolution) . The two essays are discussed in this study with a revolutionary theory approach. The purpose of this research is to explain the meaning of revolution in his two essays. The research method used by the researchers is a qualitative research method with a historical approach. The main data are obtained from the above-mentioned essays and then the secondary data are from books, articles, journals, theses, and other scientific works. The theory used in this study comes from the six types of revolution put forward by Chalmers Johnson. Based on the results of the research, the first essay is included in the argumentation essay and the second one in the narrative essay. Both essays are categorized under the type of revolution of conspirational coup de'Etat.
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Bloom, Lynn Z. "The Essay Canon." College English 61, no. 4 (March 1, 1999): 401–30. http://dx.doi.org/10.58680/ce19991128.
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Explores the relation of essays to canon theory, explains why the only essay canon to be publicly identified in the 20th century is a powerful teaching canon. Shows “where essays live,” how they arrive in the teaching canon, and why they stay there. Examines how essays are taught. Looks at the future of the essay canon.
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Park, Chae. "Review of Essays on the Essay Film." Quarterly Review of Film and Video 36, no. 1 (May 29, 2018): 81–83. http://dx.doi.org/10.1080/10509208.2018.1450583.
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Ihsan, Bisasrul, and Aulia Zuhrufi Nafisa. "ANALISIS WACANA KRITIS PADA KUMPULAN ESAI MUSLIM TANPA MASJID KARYA KUNTOWIJOYO." Hasta Wiyata 4, no. 1 (January 1, 2021): 50–57. http://dx.doi.org/10.21776/ub.hastawiyata.2021.004.01.05.
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This study aims to determine the use of socio-cultural texts and practices in the text of the essay collection of Muslim Tanpa Masjid. This study uses a qualitative descriptive method, which is presenting data and not numbers. The data in this study were taken from the essay collection book entitled Muslim Tanpa Masjid the inform of essay text. The data is the text and socio-cultural practices in the essay text of theessay collection Muslim Tanpa Masjid. Sources of data in this study were 17 essay titles consisting of 6 religious essays, 5 cultural essays, and 6 political essays fromcollection of essays on Muslim Tanpa Masjid Kuntowijoyo's 2001. Based on the results of the study, it is known that in the representation in the sentence there are 18 forms of process consisting of 5 forms of events, 8 forms of action, 2 forms of process, and 3 forms of circumstances, and found 18 forms of participants consisting of 11 actors described as perpetrators and 7 described as victims. In addition, 20 explicit meanings and 16 implicit meanings were also found in the text of the collection of essays on Muslim Tanpa Masjid as well as socio-cultural practices which can be identified by connecting the text to the situation. With the results of the research, further researchers can use the book collection of essays on Muslim Tanpa Masjid as an object of study using hegemony studies because there are many essays that show the power of power. In addition, essay writers must be good at relating the text to the situation to be written. The essay should be easy for the reader to understand.
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Abid, Arooba, Ali Siddique, and Nisa Fatima. "Exploring Cultural Dynamics: Comparative Analysis of Argumentative English Essays Among Pakistani and Chinese Learners using Multidimensional Analysis." JURNAL ARBITRER 10, no. 3 (October 10, 2023): 221–30. http://dx.doi.org/10.25077/ar.10.3.221-230.2023.
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This study aims at exploring comparative linguistic variation across Pakistani and Chinese learners’ English argumentative essays using a multidimensional analysis (MDA) approach. This study uses a quantitative approach to describing co-occurring linguistic features. The corpus comprising 400 Pakistani and Chinese learners’ essays used in this study has been electronically derived from an online source, ICNALE. The representative corpus has been tagged and analysed through MAT tagger. This study addresses how the language of Pakistani and Chinese learners vary comparatively linguistically; it also explores their linguistic characterization which distinguishes their variety through their co-occurring linguistic features using MD analysis by utilizing five dimensions. The study is restricted to only two countries i.e., Pakistan and China, and the size of the data is considerably more restricted to one sub-register of essay writing, namely, argumentative essays. The results indicate that the language of Pakistani learners’ essays is informational but Chinese learners’ essays are involved in dimension 1 Chinese learners’ essays are narrative whereas Pakistanis learners’ essays are non-narrative on dimension 2. Dimension 3 specifies that Pakistani learners’ essay writings implement that the text is independent of context and contains significant nominalizations while Chinese learners’ essay writings are context-dependent in nature. Dimension 4 indicates that Chinese learners’ essay writings are more explicit and persuasive specifying extensive use of modal verbs than Pakistani learners’ writings. The nature of Chinese learners’ essays is abstract, formal, and technical while Pakistani learners’ essays are non-abstract, objective, and natural on Dimension 5. This study has shed light on how learners acquire new words and expressions from reading different texts that identify various lexical grammatical aspects writers employ and serve as the fundamental source of variety in their language. The categories of dimensions are developed based on particular linguistic features that are over- or under-utilized by assessing the statistical data.
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Seddon, Fred. "Essays on "Atlas Shrugged"." Journal of Ayn Rand Studies 11, no. 1 (July 1, 2011): 153–56. http://dx.doi.org/10.2307/41560405.
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Abstract This essay provides a review of Essays on Ayn Rand's Atlas Shrugged, edited by Robert Mayhew, who has edited three other books, each devoted to one of Rand's novels. This collection offers 22 essays on a variety of topics.
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Seddon, Fred. "Essays on "Atlas Shrugged"." Journal of Ayn Rand Studies 11, no. 1 (July 1, 2011): 153–56. http://dx.doi.org/10.5325/jaynrandstud.11.1.0153.
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Abstract This essay provides a review of Essays on Ayn Rand's Atlas Shrugged, edited by Robert Mayhew, who has edited three other books, each devoted to one of Rand's novels. This collection offers 22 essays on a variety of topics.
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Akmatalieva, Nurzat. "HISTORY OF ESSAY DEVELOPMENT IN PHILOSOPHICAL ASPECTS." Alatoo Academic Studies 22, no. 2 (June 30, 2022): 219–25. http://dx.doi.org/10.17015/aas.2022.222.28.
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The article discusses the peculiarities of the emergence of the essay genre in world culture and philosophical aspects. The origin of the genre of essays and essays - a special form of thinking based on the construction of the essay. It was noted that in the process of understanding the world and man and his attitude to the world, philosophy and literature have a common goal, and theoretical philosophy or fiction is included in the essay as a genre of frontier literature that is not seen as a genre. Consideration of features of philosophizing and features of essays, creation of their comparative characteristics; philosophy and essayist: the relationship of categories; study and analysis of philosophical essays of different countries and eras. All the above-mentioned scientific researches, together with the fulfillment of the set goals, tried to prove that the essay was a way of philosophical thinking, which later became a literary genre.
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Wu, Yongchao, Aron Henriksson, Jalal Nouri, Martin Duneld, and Xiu Li. "Beyond Benchmarks: Spotting Key Topical Sentences While Improving Automated Essay Scoring Performance with Topic-Aware BERT." Electronics 12, no. 1 (December 29, 2022): 150. http://dx.doi.org/10.3390/electronics12010150.
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Automated Essay Scoring (AES) automatically allocates scores to essays at scale and may help teachers reduce the heavy burden during grading activities. Recently, researchers have deployed neural-based AES approaches to improve upon the state-of-the-art AES performance. These neural-based AES methods mainly take student essays as the sole input and focus on learning the relationship between student essays and essay scores through deep neural networks. However, their only product, the predicted holistic score, is far from providing adequate pedagogical information, such as automated writing evaluation (AWE). In this work, we propose Topic-aware BERT, a new method of learning relations among scores, student essays, as well as topical information in essay instructions. Beyond improving the AES benchmark performance, Topic-aware BERT can automatically retrieve key topical sentences in student essays by probing self-attention maps in intermediate layers. We evaluate the performance of Topic-aware BERT of different variants to (i) perform AES and (ii) retrieve key topical sentences using the open dataset Automated Student Assessment Prize and a manually annotated dataset. Our experiments show that Topic-aware BERT achieves a strong AES performance compared with the previous best neural-based AES methods and demonstrates effectiveness in identifying key topical sentences in argumentative essays.
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HIGGINS, D., J. BURSTEIN, and Y. ATTALI. "Identifying off-topic student essays without topic-specific training data." Natural Language Engineering 12, no. 2 (May 22, 2006): 145–59. http://dx.doi.org/10.1017/s1351324906004189.
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Educational assessment applications, as well as other natural-language interfaces, need some mechanism for validating user responses. If the input provided to the system is infelicitous or uncooperative, the proper response may be to simply reject it, to route it to a bin for special processing, or to ask the user to modify the input. If problematic user input is instead handled as if it were the system's normal input, this may degrade users' confidence in the software, or suggest ways in which they might try to “game” the system. Our specific task in this domain is the identification of student essays which are “off-topic”, or not written to the test question topic. Identification of off-topic essays is of great importance for the commercial essay evaluation system CriterionSM. The previous methods used for this task required 200–300 human scored essays for training purposes. However, there are situations in which no essays are available for training, such as when users (teachers) wish to spontaneously write a new topic for their students. For these kinds of cases, we need a system that works reliably without training data. This paper describes an algorithm that detects when a student's essay is off-topic without requiring a set of topic-specific essays for training. This new system is comparable in performance to previous models which require topic-specific essays for training, and provides more detailed information about the way in which an essay diverges from the requested essay topic.
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Noe, Kenneth. "Review Essay: Daniel W. Smith, Essays on Deleuze." Journal of French and Francophone Philosophy 21, no. 1 (May 31, 2013): 161–72. http://dx.doi.org/10.5195/jffp.2013.593.
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Bloom, Lynn Z. "Essay Hunger: Devouring Essays in the 21st Century." American Book Review 33, no. 2 (2012): 3–4. http://dx.doi.org/10.1353/abr.2012.0019.
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Nirwanto, Rahmadi, Nur Mukminatien, Nunung Suryati, and Anik Nunuk Wulyani. "Investigating the element distribution of argumentative essay and its quality: The case of Indonesian EFL students’ writing." Journal on English as a Foreign Language 14, no. 1 (March 31, 2024): 316–45. http://dx.doi.org/10.23971/jefl.v14i1.7824.
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Although many research studies discussed argumentative essays, little is known about argumentative essays discussing the dialogical exchange of argumentation. This study aims to investigate the distribution of elements and the quality of argumentative essays produced by EFL students. The content analysis was employed to examine their argumentative essays. The data were garnered from essay writing tests for forty students of the English Department at a state university in Palangka Raya, Indonesia. They were assigned to write an argumentative essay about "Online learning during the COVID-19 pandemic.” The data analysis comprised collecting, categorizing, and displaying the data and conclusion drawing. The results indicated that (1) a greater number of the students were not able to supply all elements of an argumentative essay, such as an explanation of an issue, thesis statement, counterargument, refutation, and conclusion, and (2) most of them failed to obtain excellence qualification. The study findings imply how teachers can redesign the materials, find effective strategies for teaching an argumentative essay, and provide many practice opportunities. The teachers should focus on teaching an argumentative essay element by allowing the students to understand the goal of each element and integrate them to form a well-developed argumentative essay.
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Podlubnova, Yulia S. "“The Face of the Old Urals Is Changing Before Our Eyes”: An Evolution of Industrial Essays in the Literature of the Urals of the 1920–1930s." Izvestia Ural Federal University Journal Series 1. Issues in Education, Science and Culture 30, no. 1 (2024): 43–53. http://dx.doi.org/10.15826/izv1.2024.30.1.004.
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The article examines Ural industrial essays of the 1920–1930s which appeared as a genre from travel notes and travel essays but almost immediately received a soviet political frame (essays by L. M. Reisner, some publications in the magazine “The Comrade Terenty”). We reveal the leading importance of the industrial essay in the Ural literature of the First Five-Year Plan era. We especially highlight the genre of the essay-portrait the heroes of which are shock workers, leaders of production. We emphasize the combination of documentary optics and the socialist realist canon in the Ural essays of the early 1930s. And we trace the further fate of the genre which gave way to the second half of the 1930s the documentary of geological exploration.
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Abdullah, Zulkarnain Farihin, Zulkifli Osman, Anida Sarudin, Husna Faredza Mohamed Redzwan, and Dyah Werdiningsih. "A comprehensive review on pre-university student essay writing: Issues and recommendations." Journal of Research, Policy & Practice of Teachers & Teacher Education 12, no. 1 (June 28, 2022): 117–30. http://dx.doi.org/10.37134/jrpptte.vol12.1.8.2022.
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The purpose of this comprehensive review is to discuss the issues that pre-university students often face when writing essays and to propose an alternative approach to implementing the teaching of essay writing such as the use of thinking maps. The focus of this study is to look at the writing status of pre-university in Malaysia as well as the suggestions proposed by researchers through the articles highlighted. Highlights of the study found that one of the key issues that hindered pre-university students from writing essays was the failure of students to master the writing skills and the choice of teacher teaching strategies. In addition, it also indicated that both of these issues have caused students failure to perform well in essay writing. The study also suggests the use of thinking maps in the teaching and learning process of writing essays. Thinking maps are also effective in helping and enhancing students ‘achievement in essay writing. The implications of the study indicate that pre-university students are facing difficulty in producing high-quality essays and that the use of thinking maps can be used as support materials to help students write good essays.
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Adolphs, Dieter W., Hermann Kurzke, Stephan Stachorski, and Thomas Mann. "Essays." German Quarterly 71, no. 4 (1998): 407. http://dx.doi.org/10.2307/407746.
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Oja, Carol J., Morton Feldman, Walter Zimmermann, and Ned Rorem. "Essays." American Music 5, no. 2 (1987): 205. http://dx.doi.org/10.2307/3052164.
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Andriopoulos, D. Z. "Essays." Philosophical Inquiry 8, no. 3 (1986): 181–87. http://dx.doi.org/10.5840/philinquiry198683/412.
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Jin, Qiu. "Essays." Chinese Studies in History 34, no. 2 (December 2000): 20–49. http://dx.doi.org/10.2753/csh0009-4633340220.
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Fraser, Bashabi. "Essays." Gitanjali & Beyond 2, no. 1 (November 24, 2018): 205. http://dx.doi.org/10.14297/gnb.2.1.205.
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Butterfuss, Reese, Rod D. Roscoe, Laura K. Allen, Kathryn S. McCarthy, and Danielle S. McNamara. "Strategy Uptake in Writing Pal: Adaptive Feedback and Instruction." Journal of Educational Computing Research 60, no. 3 (May 8, 2022): 696–721. http://dx.doi.org/10.1177/07356331211045304.
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The present study examined the extent to which adaptive feedback and just-in-time writing strategy instruction improved the quality of high school students’ persuasive essays in the context of the Writing Pal (W-Pal). W-Pal is a technology-based writing tool that integrates automated writing evaluation into an intelligent tutoring system. Students wrote a pretest essay, engaged with W-Pal’s adaptive instruction over the course of four training sessions, and then completed a posttest essay. For each training session, W-Pal differentiated strategy instruction for each student based on specific weaknesses in the initial training essays prior to providing the opportunity to revise. The results indicated that essay quality improved overall from pretest to posttest with respect to holistic quality, as well as several specific dimensions of essay quality, particularly for students with lower literacy skills. Moreover, students’ scores on some of the training essays improved from the initial to revised version on the dimensions of essay quality that were targeted by instruction, whereas scores did not improve on the dimensions that were not targeted by instruction. Overall, the results suggest that W-Pal’s adaptive strategy instruction can improve the quality of students’ essays overall, as well as more specific dimensions of essay quality.
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Ruan, Zhoulin. "Metadiscourse Use in L2 Student Essay Writing: A Longitudinal Cross-Contextual Comparison." Chinese Journal of Applied Linguistics 42, no. 4 (November 26, 2019): 466–87. http://dx.doi.org/10.1515/cjal-2019-0028.
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Abstract This paper investigates developmental patterns of metadiscourse use in Chinese students’ EAP writing in an English medium university, in comparison with English majors’ EFL writing in mainstream state universities and L1 student writing in UK universities. Taking a longitudinal and cross-contextual perspective, the study explores corpora of L1 and L2 student writing gathered from three sources: EAP essays written by Chinese undergraduate students at an English Medium Instruction (EMI) university; argumentative essays written by English majors in the Written English Corpus of Chinese Learners (WECCL); and academic essays of English L1 students from the British Academic Written English (BAWE) corpus. Hyland’s (2005a) model of metadiscourse was adopted to identify interactive and interactional devices in each corpus, and results were compared between different levels as well as across the corpora to reveal developmental features. Findings show marked differences in metadiscourse use between Chinese EMI students’ EAP essays and English major students’ EFL essays in mainstream state universities, whereas a similar pattern of use occurred in EAP essays and English L1 student academic essays. Significant changes were also found between different year levels in two L2 essay corpora. The findings suggest that metadiscourse use in L2 writing had developmental trajectories distinctive to different institutional contexts, with EAP instruction in the EMI institution having mixed effects on Chinese students’ awareness and use of metadiscourse in essay writing.
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Rokhayati, Reni, Ila Nafilah, and Arinah Fransori. "ANALYSIS OF GRAMMATICAL COHESION TOOLS IN STUDENTS ESSAY AT INDRAPRASTA PGRI UNIVERSITY." Hortatori : Jurnal Pendidikan Bahasa dan Sastra Indonesia 3, no. 2 (January 22, 2020): 125–32. http://dx.doi.org/10.30998/jh.v3i2.225.
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Abstract: The purpose of this study is to analyze and describe or obtain a clear picture of grammatical cohesion consisting of references, substitutions, ellipsis, and conjunctions in the essays of Indraprasta PGRI University students. This study used descriptive qualitative method. In this study the fact of language is in the form of discourses in essays with a focus on the study of grammatical cohesion analysis. The methode used in this researched inquired methode with notes-taken technique, which mean the researcher recorded the data that was considered appropriate in the study of cohesion analysis and discourse coherence in student essays. The technique used is to analyze based on one-to-one relationships with other sentences in the essay. The data source used is a student essay in the Literature Psychology course, there are 30 student essays taken as research data. The results of this study indicate that the grammatical cohesile device is; reference 46 with a percentage of 24.1%, substitution 5 with a percentage of 2.6%, ellipsis 8 with a percentage of 4.2% and conjunctive relations 132 with a percentage of 69.1%. Based on this, from 30 essays written by students there are 191 numbers of grammatical cohesion tools used.Key Words: student essay, tool for grammatical cohesion, conjungsion
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Bacha, Nahla N. "L1 Use in L2 Academic Essays: A Study of L1 Arabic Writers’ Views." International Journal of English Linguistics 8, no. 2 (December 23, 2017): 15. http://dx.doi.org/10.5539/ijel.v8n2p15.
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Research findings indicate conflicting views as to interference from L1 rhetorical patterns in the essays written by students whose first language is not English. Essays are still considered important for required assignments and exams in institutions of higher learning, but the challenge for L1 Arabic students is to express their ideas clearly. Although there have been studies of the use of L1 in L2 writing, there are very few rigorous ones done on L1 Arabic texts in Lebanon and specifically from the students’ viewpoint. This study aims to evaluate, holistically and analytically, according to language, organization and content, the expository academic essays written by first year university L1 Arabic students and to examine any significant correlation between these scores and the quality of these essays through content analysis. In addition, students’ perceptions of any problems they have in writing the academic essay are surveyed through a questionnaire. Results indicate a significant positive correlation between students’ essay scores and the content analysis. However, findings from the student questionnaire revealed that they do not view any significant interference from L1 nor any significant problems in writing the academic essays which are contrary to the essay scores and content analysis results. Recommendations are made for L2 contexts and future research.
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Kelleher, Colm, and Robert Bigelow. "The 2021 Bigelow Institute for Consciousness Studies (BICS) Essay Contest." Journal of Scientific Exploration 36, no. 2 (August 20, 2022): 350–65. http://dx.doi.org/10.31275/20222693.
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BICS was founded in 2020 to communicate, facilitate, educate, and organize scientific research and exploration into the survival of human consciousness (SOHC) after permanent bodily death. In early 2021 BICS announced an essay contest on the best evidence for survival of human consciousness with $950,000 in prizes. Essay contestants were tasked to present evidence for SOHC after death beyond a reasonable doubt. “Beyond a reasonable doubt” is the most demanding and rigorous burden of proof in the criminal justice legal system and BICS challenged essay contestants to achieve this very high bar in order to maximize the focus on presentation of evidence from as many directions and sources as possible. By December 2020, seven respected judges from the research and academic communities were recruited. BICS received 1300 applications from all continents and invited 264 authors and groups of authors to submit essays. 204 essays were received from 38 countries. Following an intensive five-month judging process, a large group of essays was down-selected. So high was the standard among the dozens of essays that the judges had difficulty in choosing three essays for the top prizes. After several more rounds, eventually 29 essays were chosen and the prize money was increased from $950,000 to $1,800,000. Prizes were awarded at a gala in Las Vegas on December 4, 2021. Following the conclusion of the BICS essay contest, the organization is preparing for another major program. On September 1, 2022, BICS will unveil “Challenge 2023,” which is a targeted grants program that is aimed at funding research proposals on SOHC with a particular focus on contact and communication with the afterlife.
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Pribytkova, A. A., T. Yu Tormyshova, and O. N. Khaustov. "The use of the Criterion automated assessment system in teaching students of language specialties to write essays in a foreign language: the results of an experimental test." Tambov University Review. Series: Humanities 29, no. 2 (April 26, 2024): 378–89. http://dx.doi.org/10.20310/1810-0201-2024-29-2-378-389.
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Importance. Modern artificial intelligence (AI) tools are able to take on some of a foreign language teacher’s functions, thereby optimizing the learning process. One of these is the teacher’s function of checking and evaluating students’ written papers (essays). There are works in the scientific literature describing step-by-step methods of teaching students to write essays in a foreign language, including individual extracurricular practice of students with an AI tool during the completion of the essay’s draft version. Based on receiving evaluative feedback from the AI tool, students can refine their essays in linguistic, structural and substantive aspects. The Criterion automated assessment system for written papers is one of the modern AI tools that can be used in teaching. However, checking the effectiveness of this system is not the subject of a separate study. The purpose of the study is to clarify the stages of teaching students of language specialties to write essays in a foreign language using evaluative feedback from the Criterion automated assessment system and to test the effectiveness of this technique during experimental training.Materials and Methods. The study participants are 2nd year students of the specialty 45.05.01 “Translation and Translation Studies” of the Lipetsk State Technical University (control group = 25 and experimental group = 25). The students of the control group studied according to the traditional essay teaching methodology, excluding the use of AI tools, and the experimental group participants studied according to an innovative methodology, including individual extracurricular practice of students with the Criterion system in order to receive evaluative feedback for the completion of the essay. The following aspects of control are: a) the lexical side of written speech; b) the grammatical side of written speech; c) the organizational structure of the work; d) the content of the work.Results and Discussion. It is proved that the innovative method of teaching students to write essays, based on the integration of the Criterion automated essay assessment system into the learning process, is more effective than the traditional method in mastering students a) the organizational structure of the essay (t = 2.82 at p = 0.004) and b) the content side of creative work (t = 3.05 at p = 0.002). However, statistical analysis of the results do not confirm the advantage of the innovative technique in the formation of lexical (t = 1.44 at p = 0.08) and grammatical (t = 1.36 at p = 0.09) speech skills of students of a language university.Conclusion. The novelty of the research consists in developing the stages of teaching students to write an essay based on practice with the Criterion automated control system in order to receive evaluative feedback for the completion of the essay. The results obtained can be used in the methodology of teaching secondary school students and university students in teaching writing.
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Bekturganova, Zh, and K. Seytalieva. "ANALYTICAL ESSAY AND FEATURES OF ITS USE FOR DIDACTICAL PURPOSES." BULLETIN Series of Philological Sciences 73, no. 3 (July 15, 2020): 212–18. http://dx.doi.org/10.51889/2020-3.1728-7804.31.
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The article deals with the problem of the analytical essays as one of the contemporary topical genres of our time. An analytical essay is a type of essay where the author makes a deep analysis of the topic under consideration using methods of proof and argumentation. Analyzing not only the language and style, also the logical structure, composition of such essays enables the reader to develop his style of thinking, to master the art of reasoned speech. The conceptual apparatus and the apparatus of argumentation increase the potential of using such essays for didactic purposes in the educational process. Teaches the reader such forms of thinking as concept, reasoning and inference and the laws of dialectical logic. Therefore, the use of analytical essays is especially important in the educational process, in the process of forming a thinking reader.
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Dixon, Felicia, Jerrell Cassady, Tracy Cross, and David Williams. "Effects of Technology on Critical Thinking and Essay Writing Among Gifted Adolescents." Journal of Secondary Gifted Education 16, no. 4 (August 2005): 180–89. http://dx.doi.org/10.4219/jsge-2005-482.
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This article presents results of a study that compared critical thinking in two writing samples (essays) from gifted adolescents who attended a residential school. The essays were written at the beginning of the junior year (when students were admitted to the school) and at the beginning of the senior year. All students in the study composed their first essay in handwritten form. On the second essay, some students were randomly assigned to a computer condition and composed their essays on the computer. Results demonstrated a gender-specific effect of using computers to compose essays. Boys using the computers produced significantly more words, sentences, and paragraphs than boys who did not use the computer to write and received higher ratings on a structured rubric. Girls scored the same in both conditions and performed consistently at a level on par with the boys using computers.
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Zajc, Ivana. "What are the Goals of Teaching Literature in L1? Examining European Models of Essays in the Upper Secondary School-leaving Exam." Athens Journal of Philology 11, no. 1 (February 20, 2024): 20–42. http://dx.doi.org/10.30958/ajp.11-1-2.
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The comparative analysis of ten different European models of essays in the upper secondary school-leaving external examination in a mother tongue shows that different models of essays anticipate different types of goals and show different approaches to literature teaching. We show that students in some countries can avoid educational and emotional goals of literature teaching in the upper secondary school-leaving essays and that for the models of essays in other countries the functional goals (writing and reading skills) seem to be more important. We argue that the model which would effectively check the achievement of the educational goals of teaching literature, should include both literary-theoretical and literary-historical knowledge and the emotional goals of teaching literature that are often neglected or oversimplified in essay assignments. Keywords: didactics of literature, L1 language, literature teaching, upper secondary school-leaving exam, essay
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Priangan, Aulia, Mursid Saleh, and Dwi Rukmini. "Cohesion and Coherence in Undergraduate Students’ Argumentative Essays." English Education Journal 10, no. 1 (March 15, 2020): 28–36. http://dx.doi.org/10.15294/eej.v10i1.32388.
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This study aims to investigate cohesion and coherence in argumentative essays written by undergraduate students at Syekh Nurjati state Islamic institute of Cirebon, West Java, Indonesia. This study used discourse analysis as a research design. Five argumentative essays were chosen based on purposive sampling. The five argumentative essays were analyzed using Halliday and Matthiessen (2014) theory that contributing to the cohesion of the text, namely cohesive devices. Then, it was analyzed using Thornbury (2005) theory about coherence. The results of this study showed that undergraduate students at Syekh Nurjati state Islamic institute of Cirebon tend to use reference more frequently than the other grammatical cohesive devices. From 755 occurrences of grammatical cohesive devices which presented in the five argumentative essays, 532 of them were in the form of reference. Besides, they also tend to use repetition more often than the other lexical cohesive devices in their argumentative essay. It always present in the five argumentative essays. Furthermore, the thematic progressions were organized well. It is showed by the occurrence of two or more thematic progressions in each argumentative essay.
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Dahlia, Dahlia. "Efektivitas Model Problem Based Learning untuk Meningkatkan keterampilan Menulis Karangan Eksposisi pada Siswa Kelas X IPA 4 SMAN 4 Pandeglang Tahun pelajaran 2021-2022." MENDIDIK: Jurnal Kajian Pendidikan dan Pengajaran 9, no. 1 (April 1, 2023): 82–90. http://dx.doi.org/10.30653/003.202391.20.
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This research aims to: 1) describe students' skills in the aspect of formulating titles in writing expository essays using the Problem Based Learning model; 2) describing the students' skills in the aspect of paragraph development including presenting information, unity, coherence, and assertiveness in writing expository essays using the Problem Based Learning model; and 3) describe students' skills in spelling and punctuation in writing expository essays using the Problem Based Learning model. This research is a classroom action research (PTK) with a location at SMAN 4 Pandeglang. Research instruments include observation sheets and expository essay writing skills tests. This research consists of 2 cycles. The results of the research show an increase in the results of writing expository essays. The improvement of the ability to write an exposition essay can be seen from the average ability and the ability of each aspect. The average ability of students in writing exposition essays increased from 65 to 75 in cycle 1 and increased by 15.38%, while the average in cycle 2 was 80 and increased by 6.66% from cycle 1.
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Burieva, Firuza Normurotovna. "THE ROLE OF LYRICAL GENRES AND FORMS IN KHURSHID DAVRON'S ESSAYS." CURRENT RESEARCH JOURNAL OF PHILOLOGICAL SCIENCES 04, no. 01 (January 1, 2023): 38–41. http://dx.doi.org/10.37547/philological-crjps-04-01-08.
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This article talked about the features of the essay, which is a relatively new genre in literature. Although this genre belongs to the epic type, sometimes it was thought that lyrical experiences, poetic passages were expressed in an unrestrained way and manifested some lyrical features. Such essays were noted in the work of the Uzbek poet Khurshid Davron, and his essays were subjected to analysis. In essays on the work of the poet, mainly patriotic, historical, spiritual and educational topics lead. Even in his essays, the poet artistically reflects his subjective attitude to reality or thought. His essays based on the ideological goal of the author, the experiences were expressed in prose, sometimes poetic.
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Connelly, Vincent, Julie E. Dockrell, and Jo Barnett. "A pilot intervention to improve the structural quality of exam essay writing in UK undergraduate psychology students." Psychology Teaching Review 12, no. 1 (2006): 43–56. http://dx.doi.org/10.53841/bpsptr.2006.12.1.43.
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Psychology undergraduates need to produce good quality essays in order to succeed at university. Students find the transition to university writing difficult. Using a rubric, a profile of student weakness in psychology essay writing was described. The students were generally poor at the structural organisation of their essays. A pilot intervention to improve essay structure was designed based on the profile of student weakness. The intervention was trialled with a group of 23 psychology undergraduate students. Those students who took part in the intervention programme had higher exam essay marks with longer and more clearly structured essays after the programme than a matched group of controls. The intervention group students produced essays that linked evidence more clearly to topics and provided better conclusion sections. Psychology tutors were able to show improvement in student writing with a short explicit lesson based on a discipline–specific profile of writing. However, there was no improvement in vocabulary for linking topics and the structure of the introductions remained poor. Ideas for the further development of this intervention are discussed.
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Huang, Guimin, Jian Liu, Chunli Fan, and Tingting Pan. "Off-topic English Essay Detection Model Based on Hybrid Semantic Space for Automated English Essay Scoring System." MATEC Web of Conferences 232 (2018): 01035. http://dx.doi.org/10.1051/matecconf/201823201035.
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Aiming at the problem that the lack of accurate and efficient off-topic detection model for current Automated English Scoring System in China, an unsupervised off-topic essay detection model based on hybrid semantic space was proposed. Firstly, the essay and its essay prompt are respectively represented as noun phrases by using a neural-network dependency parser. Secondly, we introduce a method to construct a hybrid semantic space. Thirdly, we propose a method to represent the noun phrases of the essay and its prompt as vectors in hybrid semantic space and calculate the similarity between the essay and its prompt by using the noun phrase vectors of them. Finally, we propose a sort method to set the off-topic threshold so that the off-topic essays can be identified efficiently. The experimental results on four datasets totaling 5000 essays show that, compared to the previous off-topic essay detection models, the proposed model can detect off-topic essays with higher accuracy, and the accuracy rate over all essay data sets reaches 89.8%.
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Yang, Lina, and Wei Liu. "Design of English Intelligent Simulated Paper Marking System." Complexity 2021 (April 21, 2021): 1–10. http://dx.doi.org/10.1155/2021/5529114.
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In this paper, we analyze the intelligent subdesign of the simulated marking system through an in-depth study of it. This paper proposes a correlation analysis-based quantification of N-element sense values and a rationality enhancement-based scoring fitting algorithm for English essays. This paper also extracts word features, sentence features, and chapter structure features in essays to fit English composition scores. Since not all students can complete the essays according to the topic requirements, a triage scoring model is used to separate the normal essays from the low-scoring essays. Statistically, it was found that the essay scores also showed a certain normal distribution. The standard support vector regression algorithm is prone to data skewing problems, so this paper addresses this problem by using a rationality enhancement method that gives a corresponding penalty factor according to the distribution of the dataset. The results show that the English essay scoring fitting algorithm proposed in this paper can well improve the prediction accuracy of some data and solve the problem of skewed data where the scores show a normal distribution. This paper designs and implements an online mock examination system that incorporates an intelligent scoring system for essays, enabling it to meet the needs of teachers and students for online examinations and intelligent scoring.
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Yu, Wenhua, and Trevor Barker. "A Study on the Effectiveness of Automated Essay Marking in the Context of a Blended Learning Course Design." Education, Language and Sociology Research 1, no. 1 (April 24, 2020): p20. http://dx.doi.org/10.22158/elsr.v1n1p20.
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This paper reports on a study undertaken in a Chinese university in order to investigate the effectiveness of an online automated essay marking system in the context of a Blended Learning course design. Two groups of undergraduate learners studying English were required to write essays as part of their normal course. One group had their essays marked by an online automated essay marking and feedback system, the second, control group were marked by a tutor who provided feedback in the normal way. Their essay scores and attitudes to the essay writing tasks were compared. It was found that learners were not disadvantaged by the automated essay marking system. Their mean performance was better (p<0.01) than the tutor marked control for seven of the essays and showed no difference for three essays. In no case did the tutor marked essay group score higher than the automated system. Correlations were performed that indicated that for both groups there was a significant improvement in performance (p<0.05) over the duration of the course and that there was a significant relationship between essay scores for the groups (p<0.01). An investigation of attitude to the automated system as compared to the tutor marked system was more complex. It was found that there was a significant difference in the attitudes of those classified as low and high performers (p<0.05). In the discussion these findings are placed in a Blended Learning context.
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Trakhtenberg, Lev A. "THE ESSAY IN RUSSIAN 18th-CENTURY SATIRICAL MAGAZINES." Вестник Пермского университета. Российская и зарубежная филология 12, no. 3 (2020): 124–31. http://dx.doi.org/10.17072/2073-6681-2020-3-124-131.
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18th-century satirical magazines laid the foundations of the essay as a genre in the modern sense of the word. They formed a paradigm of essay in its various forms. The paper presents a typology of essays in satirical magazines. There are considered such magazines as Vsyakaya vsyachina (All Sorts of Things) edited by Catherine II, I to i se (This and That) and Parnasskiy shchepetil’nik (The Parnassian Vendor) by Mikhail Chulkov, Truten’ (The Drone), Pustomelya (The Tattler), Zhivopisets (The Painter) and Koshelek (The Purse) by Nikolai Novikov, Rasskazchik zabavnykh basen (The Teller of Amusing Stories) by Aleksandr Ablesimov etc. Essays are divided into three classes: in the first one, reflection and description form the structural basis of the text; the second is organized by narration; the third one combines the features of the first two. The classes are further subdivided into types according to the role of the editor as a fictitious persona being the primary subject of speech in the magazine. The first type of all classes is formed by essays that focus attention on the editor; articles where the editor plays a secondary role fall within the second type. In class I, type 1 is formed by essays characterizing the editor, while those in which other topics prevail fall under type 2. In class II, essays in which the editor takes part in the plot form type 1, while those where they do not fall into type 2. In class III, type 1 is characterized by the editor’s hegemony throughout the whole text, while in type 2 the editor’s position may change from part to part of the essay. The classification also takes into account such devices as dialogue and frame. Essays involving fantasy elements are specially marked. The editor’s persona makes essays in satirical magazines unique among all versions of the genre. It unites all the articles in a single magazine. This gives the magazine integrity, making it a continuum. Thus, essays become part of a complex literary unity.
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de Boer, Timon, Frank Van Rijnsoever, and Hans de Bresser. "Dear admission committee…: Which moves in application essays predict student master grades?" PLOS ONE 19, no. 6 (June 28, 2024): e0304394. http://dx.doi.org/10.1371/journal.pone.0304394.
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Application essays are a commonly used admission instrument for students entering higher education. The quality of the essay is usually scored, but this score is often subjective and has poor interrater reliability due to the unstructured format of the essays. This results in mixed findings on the validity of application essays as an admission instrument. We propose a more objective method of using application essays, using Latent Dirichlet Allocation (LDA), a text mining method, to distinguish seven moves occurring in application essays written by students who apply to a master degree program. We use the probability that these moves occur in the essay to predict study success in the master. Thereby we answer the following research question: What is the effect of discussing different moves in students’ application essays on the student grades in a master program? From the seven different moves (functional unit of text) we distinguished, five of which have a significant effect on student grades. The moves we labeled as ‘master specific’ and ‘interest to learn’ have a positive effect on student grades, and the moves we labeled as ‘research skills’, ‘societal impact’ and ‘city and university’ have a negative effect. Our interpretation of this finding is that topics related to intrinsic motivation and specific knowledge, as opposed to generic knowledge, are positively related with study success. We thereby demonstrate that application essays can be a valid predictor of study success. This contributes to justifying their use as admission instruments.
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Nilopa, Leti Marsetia, M. Zaini Miftah, and Aris Sugianto. "COHESIVE DEVICES (CDS) IN EXPOSITORY ESSAY WRITTEN BY INDONESIAN STUDENTS OF ENGLISH AS A FOREIGN LANGUAGE (EFL)." Premise: Journal of English Education 6, no. 2 (November 2, 2017): 54. http://dx.doi.org/10.24127/pj.v6i2.1003.
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The study aims at describing the types of cohesive devices used by the third semester students of English Department of Tarbiyah Faculty of State Institute for Islamic Studies (IAIN) of Palangka Raya who took Essay Writing Course. The subjects of the study were thirteen (13) of the third semester students’ of English department of Tarbiyah Faculty of State Institute for Islamic Studies (IAIN) of Palangka Rayawho took Essay Writing Course. In order to get the data, the students were asked to write expository essays by choosing the following topics which include; (1) why the teachers should be profesional, (2) the use of digitial technology in learning and (3) how to prevent forest from a fire. The data were analysed based on Halliday and Hasan’s (1976) framework on cohesive devices covering reference, substitution, ellipsis, conjunction and lexical cohesion. The study shows that (1) the types of cohesive devices to be found in in the students’ essays are conjunction (43.25%), reference (33.73%) and lexical cohesion (23.01%). Although there are a few cohesive devices to be used, the majority of the students’opinion essaya fail to achieve cohesion.
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Engelke, Matthew. "Word, Image, Sound." Comparative Studies of South Asia, Africa and the Middle East 41, no. 2 (August 1, 2021): 148–52. http://dx.doi.org/10.1215/1089201x-9127011.
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Abstract This essay introduces the special section “Word, Image, Sound,” a collection of essays on public religion and religious publicities in Africa and South Asia. The essays cover case studies in Myanmar, Zambia, Senegal, Rwanda, and Egypt. The introduction situates the essays in relation to the broader fields of work on the public sphere and publics, especially as they relate to recent work in the human sciences that focus on materiality, the senses, and media.
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Chandra, Julian. "AN ERROR ANALYSIS OF COHESION IN ENGLISH STUDENTS’ ESSAY WRITING AT STKIP YDB LUBUK ALUNG." Dharmas Education Journal (DE_Journal) 4, no. 2 (October 5, 2023): 653–58. http://dx.doi.org/10.56667/dejournal.v4i2.1098.
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One of the English academic writing at college is English essays. Since English essay writing is one skill that should be taught to students, English essays must be mastered by students. Although writing English essays is complete and well organized, it still has a big contribution to developing students’ writing ability. This research aims to describe the students’ errors of cohesion in students' English Essay writing at STKIP YDB Lubuk Alung. The samples of the research were students of the 3rd semester of the English Department of STKIP YDB Lubuk Alung using purposive sampling which consisted of eight students. The instrument of the research was documentation through students’ essay writing. This study explores types of cohesion that are classified into two cohesions, namely grammatical cohesion, and lexical cohesion. The grammatical cohesion involves references, substitutions, ellipses, and conjunctions. Meanwhile, lexical cohesion involves reiteration and colocation. The result of this study shows that there are 299 errors of cohesion in students’ essay writing. The errors found by grammatical cohesion are 203 and the errors of lexical cohesion are 96. Referring to the research findings, it is recommended that English writing lecturers should more attention to discussing, explaining, and analyzing all these errors to overcome the writing English essays problems dealing with grammatical cohesion and lexical cohesion.
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Cheng, Jiaojiao. "Category of tonality in the genre of essay (on the example of essays of V. M. Peskov)." Филология: научные исследования, no. 11 (November 2020): 32–40. http://dx.doi.org/10.7256/2454-0749.2020.11.34256.
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The subject of this research is the category of tonality — one of the key text categories that reflects mentality of the author of the text. Essay, as a peculiar genre that functions at the intersection of publicistic and fiction styles, has its own typical range of tonality. Examination of the category of tonality in essays is a relevant trend in the humanities. Well-known Soviet essays written by V. M. Peskov, which are considered exemplary, representative, and retain their relevance, served as the material for this work. The conducted analysis of V. M. Peskov’s essays reveals versatile means of explication of tonality and individual manner of the author. The novelty consists in observation that the texts of V. M. Peskov reflect the general tone of freedom and friendliness, the tone of conversation with the audience. His essays also reflect a clear authorial “Self”. Different essays mark different means of explication of tonality: in essays dedicated to nature, the author often applies metaphors, personifications, neutral words with positive connotations and words that express rational evaluation for imagery depiction of landscape with love for nature; in essays dedicated to people, the essayist often uses neutral lexicon with rational-evaluative or positive-evaluative connotations for creating image of the character; in essays dedicated to local culture, V. M. Peskov often applied emotionally expressive lexicon, words with suffixes of subjective evaluation, expressively syntactic constructs, special visual expressive means (personification, epithets, hyperbole, etc.) and colloquialism for admirable depiction of the local life and culture. Different techniques of explication of the category of tonality impose descriptiveness, attractiveness and influential power on the essay.
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Held, Virginia, and Annette C. Baier. "Review Essays: Moral Prejudices: Essays on Ethics." Philosophy and Phenomenological Research 57, no. 3 (September 1997): 703. http://dx.doi.org/10.2307/2953762.
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Mitchell, Douglas. "Special Review Essay: Rhetoric: Essays in Invention & Discovery." Rhetorica 6, no. 4 (1988): 395–414. http://dx.doi.org/10.1525/rh.1988.6.4.395.
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