Journal articles on the topic 'First-year essays'
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1
Lukeman, Howard. "First Year Student Essays in Humanities and Social Sciences." Australian and International Journal of Rural Education 2, no. 2 (July 1, 1992): 37–40. http://dx.doi.org/10.47381/aijre.v2i2.367.
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This article suggests that a major factor in students' struggle with style and structure in essays in Humanities and Social Science subjects is their misunderstanding of the central assumptions and conventions held by their lecturers about essay writing. It illustrates some of the central issues lying behind this misunderstanding by analysing work done in the Learning Skills Centre at Charles Sturt University (Riverina).
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Desmet, Christy, Deborah Church Miller, June Griffin, Ron Balthazor, and Robert E. Cummings. "Reflection, Revision, and Assessment in First-Year Composition ePortfolios." Journal of General Education 57, no. 1 (January 1, 2008): 15–30. http://dx.doi.org/10.2307/27798088.
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Abstract Does revision of graded essays for an electronic protfolio improve First-Year Composition students' scores from anonymous raters? In a sample of 450 paired essays, 46 percent improved by one or more points on a six-point scale, 28 percent remained the same, and 26 percent declined by one or more points.
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MacDonald, Heather. "First-year Student Essays Shed Light on their Experience of ACRL Framework Threshold Concepts." Evidence Based Library and Information Practice 14, no. 4 (December 12, 2019): 168–70. http://dx.doi.org/10.18438/eblip29614.
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Dempsey, P. R., & Jagman, H. (2016). I felt like such a freshman: First-year students crossing the library threshold. portal: Libraries and the Academy, 16(1), 89-107. https:doi.org/10.1353/pla.2016.0011
Abstract
Objective – To synthesize student narratives on searching for an item in the library and to identify information literacy threshold concepts students encountered during their searching.
Design – Constant comparative analysis.
Setting – Academic library at an urban American university.
Subjects – A sample of 97 1-to-2 page ungraded first year student essays.
Methods – A library assignment was developed for first year students in a required academic skills course. Students wrote the essay for peer mentors. After completing the essay, students were asked if they wanted to participate in the study. For the assignment, students were asked to find a library item of interest and write a reflective essay on the process. Essays were analyzed using NVIVO software. The researchers developed codes independently, then came together to review, discuss and recode the essays. Using the constant comparison method, themes were identified from the coding. Narrative analysis was used to understand the coding in the context of the students’ experiences.
Main Results – The authors outlined various search paths that the students described in their essays. The main emotional responses in the essays were surprise, confusion, and excitement. Three ACRL Framework IL concepts were identified in the analysis: Scholarship as Conversation, Searching as Strategic Exploration, and Research as Inquiry. Scholarship as a Conversation was exemplified through students’ selection of a library item. Students chose topics that were of academic interest or associated with personal identity. In the essays, students explained their connection to the item they found, making the connection to the ongoing scholarly conversation. Searching as Strategic Exploration was expressed through student descriptions of connecting the call number to the subject classifications. Some students sailed through, whereas others encountered challenges. Some found that previous library mental models failed, found the catalogue overwhelming, or thought the organization of material was at fault rather than their own skills. Some students described how they overcame their challenges. Students also discussed balancing self-reliance and seeking help when searching for an item. This related to the ACRL frames of Research as Inquiry and Searching as Strategic Exploration. Attitudes on seeking help ranged from complete reliance to anxiety.
Conclusion – This library assignment offered students the opportunity to pursue their own interests and goals. It also encouraged exploration, problem-solving, and reflection. The assignment design allowed students to grapple with information literacy threshold concepts in a safe and independent environment, demonstrating learning and engagement with academia.
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Alfaruqy, Doni, Harits Setyawan, and Tefur Nur Rohman. "Exploring First-Year EFL Students’ Problems in Essay Writing." ELE Reviews: English Language Education Reviews 2, no. 1 (May 31, 2022): 1–12. http://dx.doi.org/10.22515/elereviews.v2i1.4453.
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Writing has been considered the most difficult skill to master by EFL university students. It needs more effort and time for mastery. Some challenges in writing can make students confused. This condition has inspired the researchers to conduct the study. The study aims to identify the common errors in first-year students’ essay writing and provide suggestive solutions for the problems encountered by the students. This study was implemented using quantitative and qualitative approaches (mixed method). The researchers analyzed 205 students’ essays to identify the writing errors. After that, they randomly interviewed selected students to find the specific problems and suggestions. The data gathered were then classified and analyzed thematically. Based on the analyzed data, the most frequent error was faulty sentences which was 60.41%, grammar as the second error was 16.88%, the third error was mechanics with 13.1%, and vocabulary and other errors were 5.38% and 4.22%. The result shows that most students got difficulty writing sentences correctly. Therefore, providing appropriate learning materials for students and giving feedback on their writing are suggested.
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Norton, Lin, Rebecca Clifford, Laurence Hopkins, Istra Toner, and Bill (J C. W. ). Norton. "Helping Psychology Students Write Better Essays." Psychology Learning & Teaching 2, no. 2 (June 2002): 116–26. http://dx.doi.org/10.2304/plat.2002.2.2.116.
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The paper reports on an intervention to help psychology students write better essays by using an Essay Feedback Checklist (EFC). A sample of first year and third year psychology students were asked to rate their own essays in terms of how confident they felt they had been in meeting the departmental assessment criteria. Tutors used the same rating scale when marking the essays and used any mismatches between their rating and that of the student to target their feedback. The aims of the study were to look at the effects of using the EFC in i) writing an essay and ii) clarifying written tutor feedback. Findings showed some mismatches between students and their tutors particularly in the third year. Students were mainly positive about the EFC, although some comments indicated that more help was needed. The implications of these findings are discussed in terms of an action research framework and student self-assessment.
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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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Riddell, Jessica. "Performance, Feedback, and Revision: Metacognitive Approaches to Undergraduate Essay Writing." Collected Essays on Learning and Teaching 8 (June 12, 2015): 79. http://dx.doi.org/10.22329/celt.v8i0.4256.
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This paper explores ways in which frequent feedback and clear assessment criteria can improve students’ essay writing performance in a first-year English literature course. Students (n = 68) completed a series of three scaffolded exercises over the course of a semester, where they evaluated undergraduate essays using a predetermined assessment process. They were then asked to write their own essays and evaluate them using the same assessment criteria. The efficacy of the project was evaluated based upon student feedback, both quantitative and qualitative, and an analysis of their marks. The essay-writing project was informed by fundamental principles supported by research in teaching and learning: namely, that early intervention in first-year courses helps students improve their essay-writing skills, clear and transparent expectations are crucial for positive student perceptions around learning, carefully scaffolded assignment help students develop their writing skills over time, and increasing the frequency of writing opportunities and feedback leads to higher learning outcomes. Findings suggest that a metacognitive approach to essay writing can provide significant opportunities for students to improve their essay-writing skills. The essay-writing project has implications for those who plan, support, and deliver first-year university courses, particularly those courses involving academic writing assignments.
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Sukarno. "THE ANALYSIS ON THE GRAMMATICAL ERRORS OF THE FIRST YEAR STUDENTS ESSAYS." Celt: A Journal of Culture, English Language Teaching & Literature 16, no. 1 (July 20, 2016): 1. http://dx.doi.org/10.24167/celt.v16i1.488.
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A language learner often faces many linguistic differences, especially if the native language and the target language are from different language families. The current study investigates the grammatical errors made by the first year students of the English Department, Faculty of Letters, Universitas Jember, Indonesia. The data were collected from 30 participants essays of Writing 01 class (documentary data) conducted from August to December 2014. Having been identified, the errors were classified into various categorizations, and analyzed based on descriptive-interpretative method to find the possible sources of the errors. The research revealed that the learners committed ten types of grammatical errors, and the six mostly prominent errors were plural form, subject-verb agreement, verb tense, word form, subject/verb omission, and passive voice respectively. This research also showed that the errors mostly resulted from the different linguistic principles of Indonesian and English (interlingual transfer), and partly from the faulty of overgeneralization of English rules (intralingual transfer). The overt influences of Indonesian to English as well as the overgeneralization of English rules can provide the writing teachers and course designers with insightful guidelines for better understanding of the sources of errors, which in turn, can help them to apply the more appropriate approaches to manage the foreign language learners errors of the year students
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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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Koppi, Tony, Elizabeth Nolan, and Damien Field. "Developing Transferable Research Skills in First Year Agricultural Economics Students." Journal of University Teaching and Learning Practice 7, no. 2 (April 1, 2010): 81–98. http://dx.doi.org/10.53761/1.7.2.6.
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A problem-based learning approach was adopted for a unit of study in first year agricultural economics at the University of Sydney with the aim of starting development of students’ research skills earlier than usual. The novel teaching approach employed a structured and guided problem activity in the first semester and progressed to a more authentic problem activity in the second semester where the students worked in online peer groups to identify their own problem within a specified challenging area (market failure), carry out research and discuss findings prior to submitting an individual essay on their chosen topic. A structured learning journal with 10 questions was used in the second semester where the students recorded their reflections on a range of aspects of the learning process. None of the questions specifically asked about research yet 72% of the students mentioned it at least once. These learning journals were analysed for unsolicited comments about learning and research to gauge what the students themselves believed they had learned about research and how it can be transferred to other disciplines and future employment. The final essays were independently analysed by using eight research performance criteria to estimate the degree of research skills displayed by the students. Most of the students performed well in six of the research criteria indicating that development of research skills can be initiated in the first year of a degree program.
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Krishnan, Rakesh M. "Book review: Essays from The India Forum (Ed.), India and the Pandemic: The First Year." Sociological Bulletin 71, no. 1 (January 2022): 153–55. http://dx.doi.org/10.1177/00380229211063406.
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Sharma, Lok Raj. "Analysis of Errors Committed by Students in Writing English Essays." International Research Journal of MMC 2, no. 4 (December 22, 2021): 27–35. http://dx.doi.org/10.3126/irjmmc.v2i4.41551.
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Error analysis in linguistics is a systematic process of collecting, identifying, describing, explaining and evaluating unaccepted linguistic forms committed by learners in their writings or speeches. This article attempts to assess the errors committed by 128 bachelor first year education students studying English as a foreign language at Makawanpur Multiple Campus, Hetauda, Nepal in the year 2021. Every student was assigned to write an essay on ‘The Impact of Corona Pandemic on Students’ in about 500 words as the written language sample in a free mode. 128 essays were selected as a sample through the simple random sampling method lottery from 190 essays. All the errors in their essays were identified, described, classified, explained and analyzed. The results revealed that most of the students committed errors in omission at the sentence level, and the causes of the errors were due to intralingual transfer, whereas the highest frequency of errors at the word level was preposition resulted due to mother tongue transfer and overgeneralization.
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Bloom, Lynn Z. "The Ineluctable Elitism of Essays and Why They Prevail in First-Year Composition Courses." Open Words: Access and English Studies 1, no. 2 (2007): 62–78. http://dx.doi.org/10.37514/opw-j.2007.1.2.05.
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Nagao, Akiko. "Adopting an SFL Approach to Teaching L2 Writing through the Teaching Learning Cycle." English Language Teaching 13, no. 6 (May 19, 2020): 64. http://dx.doi.org/10.5539/elt.v13n6p64.
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This study applied a Systemic Functional Linguistics (SFL) model to explore how 27 first-year university students in two different English proficiency groups improved their lexicogrammatical choices and metafunctions for writing analytical exposition essays during a 15-week course. To explore how “the teaching learning cycle” influences students’ understanding of the target genre essay, a survey was conducted; furthermore, to explore changes in students’ understanding of metafunctions (ideational, experiential, and textual meanings) of the target genre essay, students’ pre- and post-essays were scored by raters using the SFL framework rubric. Then, six students with lower rating scores at the pre-essay stage from both English proficiency groups were selected to explore how they progressed differently in the target linguistic resources. The results demonstrated that applying an SFL framework of writing assessment to English students’ understanding of essay writing can be used to explicitly examine their improvements.
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Silambanan, Santhi. "Evaluating the best tool to assess the cognitive domain of first year MBBS students in the subject of Biochemistry." International Journal of Clinical Case Reports and Reviews 7, no. 5 (July 28, 2021): 01–06. http://dx.doi.org/10.31579/2690-4861/154.
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Introduction: Assessment is an essential part of the learning process in education. Students follow a surface approach when assessment emphasis is on recall of factual knowledge. Students adopt a deep approach if assessment demands cognitive abilities. The aim of the study was to evaluate the best tool for assessing the cognitive domain of the first year MBBS students. Materials and Methods: I MBBS students of 28 in number who had scored more than 60 percent marks in the formative assessment examinations were included. Institutional Ethics Committee approval was obtained. Ten types of assessment tools were used. Answer scripts were evaluated by two examiners. SPSS version 16.0 was used for statistical analysis. ANOVA and Tukey posthoc analysis were used. A P value less than 0.05 was considered statistically significant. Results: All the students performed well in the close-ended questions with statistical significant P=0.000 Conclusion: Good performers did well in all types of questions. Average performers did well in closed ended questions. Poor performers did not perform in both. Essays and SAQs remain the choice to differentiate a best performer in good performing candidates.
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Douglas, Veronica Arellano, and Celia E. Rabinowitz. "Examining the Relationship between Faculty-Librarian Collaboration and First-Year Students’ Information Literacy Abilities." College & Research Libraries 77, no. 2 (March 1, 2016): 144–63. http://dx.doi.org/10.5860/crl.77.2.144.
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Using surveys, interviews, and a rubric-based assessment of student research essays, the St. Mary’s College of Maryland Assessment in Action team investigated the relationship between faculty-librarian collaboration in a First Year Seminar (FYS) course and students’ demonstrated information literacy (IL) abilities. In gathering information on the experiences, attitudes, and behaviors of faculty, librarians, and first-year students, the project team uncovered additional questions about the integration of IL in the FYS, the ways in which faculty and librarians work towards educational goals, and just what should be expected from students in their first year of college.
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Ross, Paula T., Brent C. Williams, Kelly M. Doran, and Monica L. Lypson. "First-Year Medical Students’ Perceptions of Physicians’ Responsibilities Toward the Underserved: An Analysis of Reflective Essays." Journal of the National Medical Association 102, no. 9 (September 2010): 761–68. http://dx.doi.org/10.1016/s0027-9684(15)30672-6.
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Garrison, Kevin. "An Empirical Analysis of Using Text-to-Speech Software to Revise First-Year College Students’ Essays." Computers and Composition 26, no. 4 (December 2009): 288–301. http://dx.doi.org/10.1016/j.compcom.2009.09.002.
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Ho, Victor, and Cissy Li. "The use of metadiscourse and persuasion: An analysis of first year university students' timed argumentative essays." Journal of English for Academic Purposes 33 (May 2018): 53–68. http://dx.doi.org/10.1016/j.jeap.2018.02.001.
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Naas, Michael. "Issues: The Promise of a Speech Act." Research in Phenomenology 50, no. 3 (October 14, 2020): 333–50. http://dx.doi.org/10.1163/15691640-12341455.
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Abstract This essay celebrates the fiftieth anniversary of Research in Phenomenology by reimagining or rethinking the speech act (whether explicit or implicit) that would have launched or inaugurated the journal back in 1971. It does this by rereading Derrida’s signature text on speech act theory, “Signature Event Context,” a text first presented by Derrida in the very year of the journal’s founding. The essay takes Derrida’s theses regarding the speech act’s fundamental relationship to writing, absence, death, and testimony in order to reread some of the first issues of Research in Phenomenology, including the memorial essays contained within them. The essay concludes by suggesting that Research in Phenomenology has done as much as any journal over the last half century to live up to the promise of that original speech act.
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Bloom, Matthew. "Assessing the Impact of “Open Pedagogy” on Student Skills Mastery in First-Year Composition." Open Praxis 11, no. 4 (December 31, 2019): 343. http://dx.doi.org/10.5944/openpraxis.11.4.1025.
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This article presents the results of a 2016 classroom research study assessing the impact of open pedagogy on student skills mastery in English 101, a first-year undergraduate composition course at a two-year community college in North America. Ninety-two students in five sections used the same free OER course materials, but two sections were given traditional assignments (i.e. formal essays and grammar exercises) and the other three sections were given “open” assignments that involved designing and remixing open resources. Assignment results and other course metrics used to investigate the impact on student skills mastery yielded no statistically significant differences in performance between the student groups, which suggests that there may be no harm in shifting away from the traditional “disposable” assignment.
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Raymen, Thomas, Anthony Lloyd, Tereza Kuldova, and Oliver Smith. "The Longest Year." Journal of Contemporary Crime, Harm, and Ethics 1, no. 1 (October 3, 2021): i—vi. http://dx.doi.org/10.19164/jcche.v1i1.1176.
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This editorial is an introduction to the first special issue of the Journal of Contemporary Crime, Harm and Ethics. The aim of this issue is to draw together a range of perspectives on 2020 as ‘the longest year’ and its implications for the future of crime, harm and justice. The collection of papers, essays and interviews incorporate empirical data, theoretical analysis, and speculative horizon-scanning to outline the current position and future directions for crime, harm and ethics.
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Yuliana, Dian, Ernie D. A. Imperiani, and Eri Kurniawan. "ENGLISH WRITING SKILL ANALYSIS OF FIRST YEAR INDONESIAN TERTIARY STUDENTS IN A UNIVERSITY IN BANDUNG." Jurnal Pendidikan Bahasa dan Sastra 16, no. 1 (August 29, 2016): 43. http://dx.doi.org/10.17509/bs_jpbsp.v16i1.3061.
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Abstract This article reports a study on English writing skill of Indonesian tertiary students. The purpose of the study is to examine students’ initial ability in writing English compositions. The subjects of the study are 22 university students in their first year at English Language and Literature study program at one university in Bandung. The data are taken from students’ descriptive essays written in the classroom. The texts are then analyzed based on writing rubrics developed by Lane and Lange (1999) to see the recurrent global and local errors, supported by analytic writing rubrics proposed by Jacobs et al. (1981) to see the students’ writing ability in general. The results of the study show that the recurrent errors made in twenty-two English descriptive essays are singular/plural nouns for local errors and sentence structure for global errors. In terms of analytic view, errors in language use are the most frequent errors made by the students. The findings provide useful information for constructing teaching materials for English writing in this study program.Keywords: writing skill, descriptive text, composition scoring technique, analytic scoring technique, global and local errors. Abstrak Artikel ini melaporkan hasil kajian mengenai keterampilan menulis bahasa Inggris mahasiswa. Tujuan penelitian ini adalah untuk memotret kemampuan awal menulis mahasiswa dalam bahasa Inggris. Adapun subjek penelitian adalah 22 orang mahasiswa tingkat I di Program Studi Bahasa dan Sastra Inggris, di sebuah universitas di Bandung yang dipilih untuk mengetahui kemampuan awal mereka. Data diperoleh melalui karangan deskriptif yang ditulis di kelas.Teks dianalisis dengan menggunakan rubrik penilaian yang dikembangkan oleh Lane and Lange (1999) untuk tataran global dan lokal (global and local errors); dan rubrik penilaian analitik yang dikembangkan oleh Jacobs (1981) untuk melihat keterampilan menulis mahasiswa secara umum. Analisis data menunjukkan bahwa kesalahan yang paling banyak dilakukan mahasiswa pada tataran lokal terkait pemarka nomina tunggal dan jamak (singular/plural nouns), sedangkan pada tataran global, kesalahan pada struktur kalimat (sentence structure) merupakan kesalahan yang paling sering dilakukan oleh mahasiswa. Dari sisi analitik, kesalahan pada penggunaan bahasa merupakan kesalahan yang paling sering ditemukan dalam kebanyakan tulisan mahasiswa.Hasil temuan ini diharapkan dapat memberikan masukan bagi penyusunan bahan ajar matakuliah menulis di lingkungan program studi. Kata kunci: keterampilan menulis, teks deskriptif, teknik penilaian tulisan, teknik penilaian analitik, kesalahan global dan local.
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Roza, Veni. "THE DEVIATIONS OF MORPHOSYNTAX OF GRAMMATICAL CATEGORIES IN THE ESSAYS OF THE ENGLISH GRADUATE STUDENTS OF STATE UNIVERSITY OF PADANG." Lingua Didaktika: Jurnal Bahasa dan Pembelajaran Bahasa 3, no. 1 (December 18, 2009): 72. http://dx.doi.org/10.24036/ld.v3i1.7370.
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This research dealt with deviations or errors of morphosyntax of grammatical categories which consist of structural properties and distributional properties of nouns, verbs, adjectives and adverbs made by the first semester English graduate students of State University of Padang (UNP) in writing their essays. It aimed at explaining what errors of morphosyntax of grammatical categories committed by those students in writing their essays. The subjects of this research were the first semester English graduate students of 2008/ 2009 academic year of UNP. There were 15 randomly selected students who took the course of Academic Writing as the subjects of the research. The instrument used was through a test with one administration where the lecturer asked the students to construct essays based on the topics given. The analysis of data was based on theories proposed by Payne (1997) describing morphosyntax, error analysis method by James (1998) and Scovel (2001). It was found out that deviations of morphosyntax of grammatical categories mostly occurred. First, in the mis-formation of verbs (54.45%) as a structural property that exhibits subject agreement and in the omission of verbs which serves as predicates of clauses as a distributional property. Second, in the misformation of nouns (32.07%) exhibiting number as structural property and in the omission of nouns as a distributional property which serves as heads of noun phrases. Third, in the misformation of adjective (8.33%) which exhibits predicative function; and fourth in the errors of omission suffix –ly in adverbs (5.05%) modifying verbs. The findings reveal that the use of correct morphosyntax of grammatical categories of the first semester English graduate students of 2008/ 2009 academic year of UNP in writing essays is low implication?
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Press, Valerie G., Cassandra D. L. Fritz, and Monica B. Vela. "First-Year Medical Student Attitudes About Advocacy in Medicine Across Multiple Fields of Discipline: Analysis of Reflective Essays." Journal of Racial and Ethnic Health Disparities 2, no. 4 (March 24, 2015): 556–64. http://dx.doi.org/10.1007/s40615-015-0105-z.
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Sutherland, Peter. "The Adequacy of the Study Skills of a Cohort of First-Year Nursing Students: An Investigation of Attitudes." Journal of Adult and Continuing Education 9, no. 1 (July 2003): 22–31. http://dx.doi.org/10.7227/jace.9.1.3.
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The focus of this investigation was the study methods of nursing students during their first year. The sample was 113 first-years. Quantitative data were gathered from all who completed Section C of the revised version of Entwistle and Tait's (1995) Approaches to Learning and Studying. Analysis showed that the majority did not consult their tutors; however peers provided a strong source of learning support. The skills of reading, writing essays, listening to lectures and contributing to seminars were generally satisfactory. However, there was some concern about some of the other basic academic skills of this cohort: in particular their ability to read textbooks.
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MacCoun, Robert J., James P. Kahan, James Gillespie, and Jeeyang Rhee. "A Content Analysis of the Drug Legalization Debate." Journal of Drug Issues 23, no. 4 (October 1993): 615–29. http://dx.doi.org/10.1177/002204269302300404.
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We analyzed two convenience samples of opinion essays from U.S. newspapers to examine differences in the content and complexity of argumentation in the drug legalization debate. The first sample was of fifty-one New York Times essays over a twenty-year span of the 1970s and 1980s. The second sample was of 133 essays from twenty-seven newspapers across the country in 1989 and 1990. Content analyses suggest that the debate has shifted over time from decriminalization of marijuana, based on the civil rights of users, to legalization of cocaine and heroin, based on the perceived need to disrupt the connection between drugs and crime. Proponents of legalization provided significantly more complex arguments than proponents of continued prohibition.
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Demirel, Elif Tokdemir. "Detection of Common Errors in Turkish EFL Students’ Writing through a Corpus Analytic Approach." English Language Teaching 10, no. 10 (September 21, 2017): 159. http://dx.doi.org/10.5539/elt.v10n10p159.
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The present study aims to explore Turkish EFL students’ major writing difficulties by analyzing the frequent writing errors in academic essays. Accordingly, the study examined errors in a corpus of 150 academic essays written by Turkish EFL students studying at the Department of English Language and Literature at a public university in Turkey. The essays were written on assigned topics as take home exam papers or assignments in the context of a first year academic writing course. The corpus consisted of essays of various lengths ranging from 500 word essays to 1500 word essays. The essays were compiled into a corpus and analyzed by using a concordance program. The essays were also checked for plagiarism using the online plagiarism detection software and plagiarized essays were excluded from the analysis. Errors were classified by using an error classification system which was organized according to lexico-grammatical categories. The resulting categories consisted of mostly syntactic and lexical categories of error but academic style errors were considered as well. As a result of the analysis, in terms of error categories, the most frequent errors were observed in the verb related error categories. When considered individually, the most frequent errors were observed in noun modification and were mostly interference related.
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Casio, Marvic M., Joan O. Sabalberino, Rodel C. Tinonas, and Analyn C. Españo. "Markers in Select Electronic Essays of English Language Students." Randwick International of Education and Linguistics Science Journal 3, no. 4 (December 31, 2022): 603–16. http://dx.doi.org/10.47175/rielsj.v3i4.587.
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This study ascertained specific discourse markers used under the categories of contrastive, elaborative and inferential in the selected electronic essays of freshmen Bachelor of Arts in BA English Language students of a government run university in Tacloban City, Leyte, Philippines. It pinpointed the discourse markers that are used incorrectly by the freshmen students in their writings. Using a qualitative research design, the data were sourced from the sixty-two students’ electronic essays, enrolled in the History of the English Language course during the first semester of academic year 2021-2022. The essays were described, analyzed and interpreted using the framework on discourse markers developed by Fraser in 2009. Results showed that the students used restricted set of contrastive (“but” and “however”), elaborative (“and” and “furthermore”), and inferential (“because (of/this)” and “so (that)”) discourse markers (DMs). Furthermore, multiple incorrectly used DMs were also found as caused by misused, unnecessary, non-functional, and ungrammatical DMs. As use of discourse markers seemed restricted among the language students, the researchers found a gap of familiarization with other discourse markers and their functions among them, hence, limiting them to use common discourse markers (e.g. but, and, so that etc.). Moreover, students are also still incognizant with the basic functions and categorization of discourse markers which somehow affect the quality of their electronic essay outputs.
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Nagao, Akiko. "Longitudinal Study of EFL Students Using the Systemic Functional Linguistics Method." International Education Studies 10, no. 11 (October 29, 2017): 47. http://dx.doi.org/10.5539/ies.v10n11p47.
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This study examined the progress of English as a foreign language (EFL) writers using the instructional framework of systemic functional linguistics (SFL) and the communities of practice (CoPs) model. The study participants comprised 11 first-year undergraduate students in Japan with intermediate-level English proficiency who were exposed to SFL in a single EFL classroom (CoP). The participants’ genre understanding and meaning-making decisions when writing discussion essays were studied over two semester-long courses. To do so, their developmental changes were analyzed using pre- and post-instructional writing tasks. In particular, their ability to convey interpersonal meaning, such as through the use of modal verbs, was examined and compared between the pre- and post-tasks. To triangulate the findings, participants’ genre awareness in relation to discussion essays was also examined using in-depth qualitative analysis of their self-reflective texts and peer assessments, based on a grounded theory approach. In the pre-writing task, it was apparent that the learners lacked understanding of the components of discussion essay writing. However, analysis of their post-instructional tasks revealed that most had begun to apply the language components required to convey interpersonal meaning in their discussion genre texts. These results suggest that the changes in learner’s genre awareness and knowledge affected the lexicogrammatical features they used when writing discussion essays. Thus, this study concludes that applying the SFL framework to writing instruction enhanced EFL learners’ awareness of textual meaning and their understanding of the function of discussion essay texts.
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Amoakohene, Benjamin. "Error Analysis of Students Essays: A Case of First Year Students of the University of Health and Allied Sciences." International Journal of Higher Education 6, no. 4 (July 23, 2017): 54. http://dx.doi.org/10.5430/ijhe.v6n4p54.
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Writing is considered as a daunting task in second language learning. It is argued by most scholars that this challenge is not only limited to second language speakers of English but even to those who speak English as their first language. Thus, the ability to communicate effectively in English by both native and non-native speakers requires intensive and specialized instruction. Due to the integral role that writing plays in students’ academic life, academic literacy has garnered considerable attention in several English-medium universities in which Ghanaian universities are no exception. It is therefore surprising that prominence is not given to Academic Writing and Communicative Skills at the University of Health and Allied Sciences (UHAS). In this paper, I argue for much time and space to be given to Academic Writing and Communicative Skills, a programme that seeks to train students to acquire the needed skills and competence in English for their academic and professional development. This argument is based on the findings that came out after I explored the errors in a corpus of 50 essays written by first year students of UHAS. The findings revealed that after going through the Communicative Skills programme for two semesters, students still have serious challenges of writing error-free texts. Out of the 50 scripts that were analyzed, 1,050 errors were detected. The study further revealed that 584 (55.6%) of these errors were related to grammatical errors, 442 (42.1%) were mechanical errors and 24 (2.3%) of the errors detected were linked to the poor structuring of sentences. Based on these findings, recommendations and implications which are significant to educators, policy makers and curriculum developers are provided. This study has implications for pedagogy and further research in error analysis.
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Handayani, Anis, Nur Arifah Drajati, and N. Ngadiso. "Engagement in high- and low-rated argumentative essays: Interactions in Indonesian students’ writings." Indonesian Journal of Applied Linguistics 10, no. 1 (June 1, 2020): 14–24. http://dx.doi.org/10.17509/ijal.v10i1.24957.
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This study reports the use of engagement in high-rated and low-rated EFL undergraduate students’ argumentative essays. The engagement here refers to one of the aspects in interacting with the readers, which is called metadiscourse (Hyland, 2005a). The data in this study were ten highest-rated and ten lowest-rated argumentative essays written by first-year undergraduate students. The data were coded manually by two raters to maintain data validity. The results reveal that high-rated essays contain less engagement than low-rated ones. However, it also shows that the engagement in high-rated essays was more varied and grammatically sophisticated than those in low-rated essays. Furthermore, while this study reveals that the higher number of engagement used in argumentative essays does not always coincide with the improved quality of the writing, it implies that the writing quality and score do not depend on the number of engagement expressed but more on the ways students use the engagement effectively. Thus, the explicit teaching on how to use engagement effectively in persuasive writings may be useful for the students to build more persuasive arguments as well as to improve their writing quality.
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Marita, Yosi. "An Error Analysis of Phrasal Verb Mistake Based on Surface Strategy Taxonomy In Writing An English Essay." Edu-Ling: Journal of English Education and Linguistics 3, no. 2 (July 30, 2020): 215. http://dx.doi.org/10.32663/edu-ling.v3i2.1412.
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The purpose of this study was to find and analyze phrasal verb mistake based on surface strategy taxonomy in English essays written by students. This research was conducted using a qualitative approach with content analysis methods. The data source of this research is the first semester students of the Accounting Program Prof. Dr. Hazairin, SH University in academic year 2019/2020. The data consisted of 24 essays written by students. The results of this study indicate that there are 76 errors from four categories of errors including: obmission, misformation, addition, and misordering. Based on the research findings, it can be concluded that the highest error is found in misformation namely 30 times (86%). Causing a misperception between the writer and the reader. Therefore phrasal verb is indispensable in writing essays in English.
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Stroka, Ogerta Koruti. "Frequency of the misuse of prepositions by Albanian students: A case study with first year students studying Greek, Italian and German at the Faculty of Foreign Languages." European Journal of English Language and Literature Studies 10, no. 8 (August 15, 2022): 22–32. http://dx.doi.org/10.37745/ejells.2013/vol10n82232.
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This study looks at English prepositions and the challenges that students learning English as a Foreign Language (EFL) encounter in mastering them. The purpose of this study is to describe the problems Albanian students studying English have in discovering out how to use prepositions correctly. Examples of preposition misuse are taken from the descriptive essays submitted by Albanian students at the University of Tirana, Faculty of Foreign Languages. We acknowledge that inappropriate use of prepositions was one of the ten most common errors observed in the collected corpus of essays based on the findings of the study conducted with students of the Faculty of Foreign Languages. The findings suggest that Albanian students studying English as a foreign language have difficulty using prepositions correctly. Prepositions are the most frequently misused part of speech. By, at, in, on, to, of, and for were the most often misused prepositions.
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Acker, Stephen R., and Kay Halasek. "Preparing High School Students for College-Level Writing: Using ePortfolio to Support a Successful Transition." Journal of General Education 57, no. 1 (January 1, 2008): 1–14. http://dx.doi.org/10.2307/27798087.
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Abstract Seniors submitted and revised essays within ePortfolios for evaluation by high school faculty and university first-year writing instructors. The project also examined differences between high school and college teachers' responses and effects on students' assumptions about the writing expected and valued in college. Results suggest techniques useful for portfolio-supported instruction.
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Hume, David. "Moral, political, and literary essays: Of public credit." Economic Thought journal 66, no. 6 (December 20, 2021): 91–106. http://dx.doi.org/10.56497/etj2166606.
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David Hume (1711-1776) was a Scottish philosopher, historian and economist who, in just nine essays, part of his Political Discourses (first published in 1752 and then revised and undergoing numerous editions and revisions until his death), made an important critique of so-called mercantilist ideas on money, prices, international trade, taxation and employment. In the same year, 1752, which some consider to be the early dawn of economic science, Adam Smith was a student at Oxford and was reprimanded by his tutor for reading these newly published essays. This did not prevent this other Scotsman from becoming, in 1776, after the publication of The Wealth of Nations, a major enlightener in this field of human knowledge. What are some of Hume's major contributions according to modern views? First, his analysis of the mechanism of how prices are influenced by monetary money flows largely refutes the mercantilist thinking that the state should always strive for a positive trade balance. Second, Hume's positive attitude toward manufactures and crafts exposes the limited views of the Physiocrats. Third, in discussing taxation, he initiated economists' consideration of the problems of personal and corporate income that resulted from taxation and customs. Whereas Hume's multi-volume History of England, published between 1754 and 1761, enjoyed some success among readers in the 18th century and gained financial independence, his philosophical and economic ideas seem to be more popular in modern times.
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Larkin, Derek, and James Hartley. "The academic performance of mature and traditional–entry psychology students at Keele University: A replication study." Psychology Teaching Review 14, no. 1 (March 2008): 65–71. http://dx.doi.org/10.53841/bpsptr.2008.14.1.65.
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In this study we report the findings that we obtained when we repeated a study conducted approximately 10 years ago. In the initial study we found that mature students did as well as traditional–entry ones in first–year essays and examinations. However, they did less well initially when writing laboratory reports. In this replication study these results were reversed. This time our mature students did as well as the traditional entry–ones on their laboratory reports, better than the traditional–entry ones at essay writing, but worse on their examinations. Some possible causes for these findings are discussed, and the paper concludes by examining the final degree performance (some two years later) of these two groups of students. Here there were no significant differences between them.
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Gevorkyan, Tatiana M. "‘I live as long as I work…’." Voprosy literatury, no. 6 (December 20, 2019): 133–50. http://dx.doi.org/10.31425/0042-8795-2019-6-133-150.
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The essay is devoted to the memory of the critic, philologist and Dostoevsky scholar Karen Stepanyan. His long-time friend T. Gevorkyan carefully reconstructs their encounters as well as episodes of Stepanyan’s personal and scholarly biography: from their first meeting as first-year philology students of Yerevan university to their city walks in Moscow in the 2000s; from Stepanyan’s early student papers and essays on theatre to his later books – To Realize and to Say: ‘Realism in the Highest Sense’ as Dostoevsky’s Creative Method [ Soznat i skazat: ‘Realizm v vysshem smysle’ kak tvorcheskiy metod F. M. Dostoevskogo ] (2005), The Visitation and Dialogue in Dostoevsky’s Novels [ Yavlenie i dialog v romanakh F. M. Dostoevskogo ] (2010), and Dostoevsky and Cervantes [ Dostoevsky i Servantes ] (2013), and to the publication of the almanac Dostoevsky and World Culture [ Dostoevsky i mirovaya kultura ]. While Gevorkyan devotes plenty of attention to Stepanyan’s scholarly legacy and carefully maps its milestones, her essay primarily serves to portray his persona, that of a close and untimely departed friend.
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Nakabayashi, Kiyoshi. "Course design investigation and trial on the subject of self-regulated learning using video content and online report submission." Interactive Technology and Smart Education 15, no. 2 (June 18, 2018): 104–18. http://dx.doi.org/10.1108/itse-10-2017-0050.
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Purpose This study aims to propose and evaluate a course design to promote university students’ understanding and intentional use of the concept and strategy of self-regulated learning (SRL). Design/methodology/approach The course is designed on the basis of the experiential learning model. It is intended that the students reflect and conceptualize their own learning experience and prior knowledge by combining them with SRL theory. The course design exploits TV documentaries describing junior high school students struggling to achieve good results, as well as online essay submissions with which university students are expected to interpret the documentaries from the viewpoint of SRL theory. All the submitted essays are distributed to students to give them a chance to compare their own ideas with those in the essays written by other students to deepen their thoughts. Findings The course was taken by first-year university students. The results of a questionnaire administered to 112 students indicate that the students could associate their own experience with SRL theory and deepen their understanding on SRL. Originality/value Compared with previous intervention procedures, the course design activating student’s own leaning experience through TV documentary viewing and essay submission would be an effective, efficient and practical way especially for university and adult students to make them aware of and able to use SRL theory.
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Nienhuis, L. J. A. "Schrijfvaardigheid in een Vreemde Taal." Taalonderwijs aan gevorderden 25 (January 1, 1986): 61–72. http://dx.doi.org/10.1075/ttwia.25.07nie.
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At university level, many modern language courses continue to use translation in their training and testing program of writing proficiency. In this article we report on an empirical investigation intended to trace differences between translations and short essays of third year students of French. Two groups of about 30 students translated a text of 300 words and wrote an essay of the same length; the topics of both texts were somewhat controversial: a-the relative value of the study of Latin .and Greek; b-the moral problem of the transplantation of the heart of a monkey in a human baby. Group I translated the text on topic a and wrote an essay on topic b; group II did the reverse. The products of each group were rated on one aspect, correctness of language, by three raters who worked independently. First, they rated the texts according to the impressionistic method as is usually done for essays; in order to improve reliability, they divided each writing product in four paragraphs of approxi-mately equal length, and scored each paragraph separately. A month later, they rated the same texts; this time, they marked and counted errors: this corresponds to the usual way of rating translations. The mean scores for the translations were somewhat lower than the mean scores for the essays: quality of language thus seems to be superior in the latter. Correlations between translation and essay scores of the same rater were about .64; this does not seem to differ much from what is known about correlations between the scores for two essays of one student on different topics. Correlations between the impression scores and the error-count scores of the same raters were about .75 : it is evident that the two rating methods didn't yield very different scores. Counting errors with or without the comparison of the translations with the original text resulted almost in the same scores: correlations were about .90. The error-count method yielded a higher rater reliability (of about .80) than the impressionistic method, but this rating too was relatively reliable (about .70). The analysis of a small number of translations and essays didn't show any remarkable and systematic differences between three stylistic characteristics of these two kinds of written products; the characteristics we analysed were: type/token ratio, mean T-unit length, syntactic complexity. No systematic relation between these characteristics and quality of language, i.e. the two kinds of correction scores, was found.
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Marzam, Marzam, Ambiyar Ambiyar, and Ishak Aziz. "Effectiveness of Learning Assessment through Feedback with Test Essays." Komposisi: Jurnal Pendidikan Bahasa, Sastra, dan Seni 22, no. 2 (November 1, 2021): 82. http://dx.doi.org/10.24036/komposisi.v22i2.111025.
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The use of strategic and well-planned feedback in the assessment process is key to promoting learning. This article evaluates the role of the two-stage test process in guiding and assisting the learning of students in the second year of teaching materials at sendratasik Education Program, FBS Padang State University. After being given oral and written feedback without grades from the first test, students were given the opportunity to write different tests, the second test, and each was asked to choose which one was assessed. Students are generally very positive about the assessment process, most participate voluntarily and fully, learn a lot differently for the second test, and there is evidence of meta-cognitive awareness and understanding. Nevertheless, some students have difficulty and frustration in assessing the quality of their work. Discussions focus on learning processes and issues, on the usefulness of feedback and on formative test assessment procedures.
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O'Donnell, Linsey, Lesley Carson, Mary Ann Forciea, Bruce Kinosian, Judy Shea, Jean Yudin, and Rachel K. Miller. "What Students Experienced: A Narrative Analysis of Essays Written by First-Year Medical Students Participating in a Geriatrics Home Visit." Journal of the American Geriatrics Society 61, no. 9 (July 26, 2013): 1592–97. http://dx.doi.org/10.1111/jgs.12405.
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Cahyono, Bambang Yudi. "The Overall Proficiency in English Composition of Indonesian University Students of EFL." TEFLIN Journal - A publication on the teaching and learning of English 11, no. 1 (August 31, 2015): 78. http://dx.doi.org/10.15639/teflinjournal.v11i1/78-87.
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This study was aimed at examining the students' overall proficiency in English composition across university-year cohorts and across academic options. The participants were undergraduate students of Universitas Negeri Malang. They were asked to write persuasive essays on whether violence as exposed on TV programs should be restricted. The essays were evaluated using the ESL Composition Profile. The results showed that that there was a significant difference between the first- and fourth-year students' overall proficiency in English composition. In addition, there was no significant difference between the overall proficiency in English composition of the students taking the thesis option and those taking non-thesis option. The instructional program and writing curriculum appeared to play an important role in developing the students' over-all proficiency in English composition. However, the thesis prerequisite courses provided to prepare the students to write a thesis proposal did not seem to affect their overall proficiency in English composition.
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Deveci, Tanju, and Nader Ayish. "Qualitative Adjectives in EFL Students’ Reflective Writing Essays." Journal of Language and Education, no. 1 (March 31, 2021): 65–79. http://dx.doi.org/10.17323/jle.2020.10979.
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Qualitative adjectives are often used in expressive writing, including reflective writing. They express and (de)intensify feelings and emotions, thereby expressing stance. This study investigates the adjective profiles of 60 first-year EFL students’ reflective essays and compares male and female university students’ utilization of qualitative adjectives and those used as attitudinal stance markers. Data were collected from a reflective writing task after students participated in a seminar on effective listening. Analyses were conducted considering the General Service List (GSL), the Academic Word List (AWL), and words that do not appear in either of the preceding lists. The results indicated that qualitative adjectives accounted for 6% of the words in these reflective writing essays, and the male students used a greater number of adjectives than the female students. This difference, which was at a statistically significant level, likely stems from male students’ greater use of adjectives from the Academic Word Lists. The results also showed that 47.5% of the adjectives used in these essays were attitudinal. There was no statistically significant difference between the frequencies with which the male and the female students used these attitudinal adjectives. The results are discussed and recommendations are made to increase students’ effective use of adjectives in reflective writing.
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Roldan, Amalia E., and Nimfa B. Pastrana. "AN ASSESSMENT OF ENGLISH PERFORMANCE ACHIEVEMENT: BASIS FOR POLICY DIRECTION AND INTERVENTION PROGRAM." Cognizance Journal of Multidisciplinary Studies 2, no. 5 (May 30, 2022): 75–80. http://dx.doi.org/10.47760/cognizance.2022.v02i05.006.
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The purpose of this study is to monitor and evaluate the English Performance of the respondents in a tertiary state college from their first year to the second year of their stay in the institution. One hundred twenty sophomore students across colleges were used in the study. One group pre-test and post-test design was used to determine the increase in the English performance of the respondents. The results of their Diagnostic Test in English taken during their first year college were used as the basis of their pre-test. To see if there is a difference in their performance in English after taking English subjects in first year and second year of stay in the institution, they were asked to take again the same diagnostic test. Results of their first take and second take of the test were compared using the t-test for a dependent sample of means. To evaluate the test, the results of the test per component were scrutinized and analyzed to determine the strengths and weaknesses of the students. Results of the analysis showed that there is a significant difference in the performance of the respondents in the first take and second take of the test. Most of the students got high scores on nouns, pronouns and adjectives, conjunction, and preposition; however, low mean scores were reported on identifying adverbs, tenses of the verb, vocabulary, and essay. The weak areas of the students are recommended for possible intervention. Based on the findings, it is concluded that generally, (1) there is a marked increase in scores in the second take of the English Diagnostic Test across all colleges; (2) There is no significant difference in the English performance of the respondents in the first and second take of the test.(3) the strengths of the students in English are noun, pronoun, adjectives, conjunction and preposition.The weak areas of the students are adverbs, verbs, vocabulary, and essays.
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Rahman, Md Momtazur. "An Error Analysis of Students' Paragraphs and Essays: A Case of First-Year Students of an English Medium University in Bangladesh." International Journal of Language and Literary Studies 4, no. 4 (December 31, 2022): 350–63. http://dx.doi.org/10.36892/ijlls.v4i4.1094.
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Writing is deemed an enticing task in second language learning. Most researchers reason that second-language speakers of English not only find difficulty in writing tasks but speakers whose first language is English also face problems in writing. Therefore, the ability to communicate viably in English by both second language speakers and native speakers requires comprehensive and specific instruction. It is obvious that writing plays an integral role in student's academic life, and academic writing in English has brought considerable attention in English medium universities in Bangladesh. So, the International University of Business Agriculture and Technology (IUBAT) is no exception. This university, a non-government tertiary level and English medium institution in the country emphasize English's importance in producing its graduates from its inception. Writing is a productive skill; as an instructor at this university, I identify students’ difficulty writing compositions. In this paper, I explored the writing errors in a corpus of 30 paragraphs and 15 essays written by first-year students of IUBAT. The findings revealed that students have to face the serious challenges of writing error-free compositions even after completing the two English proficiency courses. Out of the 45 scripts that were analyzed, 96 errors were identified. The study further revealed that 66 of these total errors were related to grammatical errors and poor structuring of sentences. 28 errors were related to the mechanics of writing. The findings of the study direct recommendations and implications for educators, policymakers, and curriculum developers. This study has repercussions for pedagogy and future research in error analysis.
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Andall, Jacqueline, Charles Burdett, and Derek Duncan. "Introduction." Modern Italy 8, no. 1 (May 2003): 5–7. http://dx.doi.org/10.1080/1353294032000074043.
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The articles in this special issue were first presented at the 2001 ASMI conference on ‘Italian Colonialism and Post-Colonial Legacies’. This collection of papers is the first in a series of publications planned on different aspects of Italian colonialism. A second collection, offering new historical interpretations of Italian colonialism, will be published in the Journal of Modern Italian Studies later this year. A third group of essays on the legacy and memory of Italian colonialism will be published by Peter Lang in early 2004.
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Tolppanen, Sakari, and Maija Aksela. "Important Social and Academic Interactions in Supporting Gifted Youth in Non-Formal Education." Lumat: International Journal of Math, Science and Technology Education 1, no. 3 (September 30, 2013): 279–98. http://dx.doi.org/10.31129/lumat.v1i3.1106.
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This case study investigated how 16–19-year-old international gifted youth felt that a non-formal educational program in math, science and technology, called the Millennium Youth Camp, supported them and what kind of long-term impact did it have on their lives. In the first part of the research, 88 international students answered an open-ended questionnaire about their opinions on the non-formal program. According to content analysis, the two most important aspects of the non-formal educational program were (i) social interaction between each other and the experts and (ii) academic activity and support. The second part of the research was conducted a year after the camp by an online survey, in which the attendees wrote an essay on how the experience had affected their lives. The content analysis of the essays indicated that the experience had a long-term impact on how the students saw themselves and their future. Based on the findings, it is outlined what principles should be implemented into non-formal learning in order to support the gifted.
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Pratiwi, Damar Isti, Armyta Puspitasari, and Ainun Fikria. "Mind-Mapping Technique and Writeabout Application Integration in an Online Writing Class: An Indonesian Vocational University Context." Teaching English as a Second or Foreign Language--TESL-EJ 26, no. 4 (February 1, 2023): 1–20. http://dx.doi.org/10.55593/ej.26104a4.
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While writing has evolved away from the conventional method of using pens and paper in favor of digital tools (Li et al., 2019), English teachers continue to face difficulties in teaching writing. This study shows how mind-mapping and the program, Writeabout, can be merged for online writing classes in English for Specific Purposes (ESP) clasrooms. It reports on a classroom-based research with a qualitative research design which includes class observations and essay analysis of first-year undergraduate students enrolled in the Railway Mechanical Technology program in Indonesia during the academic year 2020/2021. The analysis of students’ essays via TOEIC-adopted writing criteria showed that the students lacked competence in vocabulary (range: 2-5), grammar (range: 2-5), and sentence quality (range: 2-5). However, their text organization skills were a bit higher (range: 3-7), which was likely due to the course instructions’s incorporation of mind-mapping techniques. The findings revealed that incorporating the mind-mapping technique and the Writeabout application into online writing lessons can have a positive effect on students’ writing.
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Buell, Jesi, and Lynne Kvinnesland. "Exploring information literacy assessment: Content analysis of student prefocus essays." College & Research Libraries News 79, no. 11 (December 5, 2018): 598. http://dx.doi.org/10.5860/crln.79.11.598.
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Juggling the value of performance-based assessment of student information literacy competencies with the limited time and resources required to do this type of assessment remains an ongoing challenge for many librarians.This article chronicles our initial foray into content analysis, a fairly labor-intensive methodology, but one which allowed us to examine student approaches to the research process as narrated in their own words in the form of a prefocus essay. Our goal was to gather data that would help to inform our university library’s information literacy curriculum. What follows documents our process, methodology, results, and lessons learned in order to aid those at other institutions in their assessment planning.Colgate University is a selective, private liberal arts institution with an approximate student body of 2,900. The information literacy program is well-established, with an on-going presence in the Core Curriculum and First-Year Seminar courses, as well as frequent requests for library instruction in upper-level courses.