Journal articles: 'Individualized Writing'

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Moran, Mary Ross. "Individualized objectives for writing instruction." TOPICS IN Language Disorders 7, no. 4 (September 1987): 42–54. http://dx.doi.org/10.1097/00011363-198709000-00006.

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Reid, Richard J. "A toolkit for individualized compiler-writing projects." ACM SIGCSE Bulletin 22, no. 1 (February 1990): 81–85. http://dx.doi.org/10.1145/319059.319090.

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Hojeij, Zeina, and Pinar Ozdemir Ayber. "Effectiveness of Using Digital Feedback on EFL Student Writing Skills." International Journal of Computer-Assisted Language Learning and Teaching 12, no. 1 (January 2022): 1–18. http://dx.doi.org/10.4018/ijcallt.291111.

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This research study investigated the effects of digital feedback on EFL students’ writings in ubiquitous learning. Feedback on students’ writings, especially at university level, must be constructive to enhance their overall academic writing skills and requires purposeful planning. . In this study, teachers created digital screen-recorded feedback to deliver individualized oral feedback to the students. Findings of this study explore the impact of digital feedback on improving the quality of academic writing for EFL undergraduate female learners. Data collected showed that using digital feedback created a positive and active learning environment and promoted learner autonomy. This digital platform also allowed learning to be continuous and ubiquitous. The results present several practical pedagogical implications and suggestions for future research.

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Deng, Xinxia. "Female Repetition in Meaning and Space." BCP Social Sciences & Humanities 14 (December 17, 2021): 157–62. http://dx.doi.org/10.54691/bcpssh.v14i.186.

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The film "Little Big Women" has created a rich image of women. Through the individualized thinking of women in the modernization process, the overwriting meanings presented in the writing of different film subjects show the transformation of the individualized process of modern women in social changes.

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Kelenyi, Gabrielle Isabel. "For the Love of Writing: Writing as a Form of (Self-) Love." Writers: Craft & Context 2, no. 1 (February 23, 2021): 16–24. http://dx.doi.org/10.15763/issn.2688-9595.2021.2.1.16-24.

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In this paper, I describe my writing process and theorize it as an act of self-love by examining what makes writing hard for me and what makes it easy for me; additionally, I present a brief argument for teaching writing as or for love as a manner by which to avoid (re)producing systemic inequities in literacy education. As such, this autoethnography aims to inform readers of my lived experience as a writer and, in so doing, share ways in which writing instruction in school contexts can help students develop individualized writing processes that help them love writing even when it’s hard.

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Regan, Kelley S., Margo A. Mastropieri, and Thomas E. Scruggs. "Promoting Expressive Writing among Students with Emotional and Behavioral: Disturbance via Dialogue Journals." Behavioral Disorders 31, no. 1 (November 2005): 33–50. http://dx.doi.org/10.1177/019874290503100107.

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Written dialogue journals are intended to improve writing and encourage positive social skills by promoting individualized written discussions between a teacher and students' emotional and behavioral needs. This study investigated expressive writing using dialogue journals with five elementary students with emotional and behavioral disturbance (EBD), using a multiple baseline design across baseline, intervention, maintenance, and generalization phases. Students were randomly assigned to treatment order to meet randomization test assumptions. Baseline data were collected from student responses to traditional writing prompts. Individualized dialogue journals, in which students and teachers communicated daily to observed social behavioral issues, were implemented for the duration of the intervention. Dependent measures included student attention to task, length and quality of student written entries, and a student satisfaction survey. Visual analysis indicated an increase in time on task for all participants, and an increase in length of writing and writing quality for four of the five participants. Randomization tests applied to these data yielded significant results for all writing measures. In addition, survey results suggested that participants regarded the dialogue journals with mild satisfaction overall. Implications for future research are discussed.

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Hu, Yuanyan. "Intertextualities in English Writing of EFL Learners in the Context of Chinese University." Journal of Language Teaching and Research 10, no. 2 (March 1, 2019): 271. http://dx.doi.org/10.17507/jltr.1002.08.

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When the writing subject is communicating with the addressee, their texts simultaneously communicate with the present and the past texts. The author carries out an empirical study to find out issues to be addressed in the context of Chinese university in EFL learners’ English writing with respect to intertextuality. The study examines the manifestations of three types of intertextualities---material intertextuality, generic intertextuality and cultural intertextuality and finds out that there are obvious material intertextualities between students’ individualized texts and exterior texts. Certain generic intertextualities manifesting in the repetition of specific structures are deficient. And in terms of cultural intertextuality, it is found that the exterior texts have exerted an obvious cultural intertextual influence on activating pertinent schema texts of participants, promoting the comprehension of the writing theme as well as further affecting the completions of their writings.

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Shirvani, Maryam, and Reza Porkar. "Online-Based L2 Writing Courses and Practicing Metacognitive Strategies: Teacher-Regulated or Individualized?" Theory and Practice in Language Studies 12, no. 7 (July 4, 2022): 1419–27. http://dx.doi.org/10.17507/tpls.1207.23.

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Research findings show the usefulness of employing metacognitive strategies in writing classes. However, the approach toward teaching the strategies is not mainly addressed. The present study investigated the impact of two methods on metacognitive strategies in an online writing course. In doing so, 20 intermediate EFL learners (n1=n2=10) in two classes were randomly assigned to two treatment conditions. A sample of the IELTS test administered at the onset of the study verified the participants’ homogeneity regarding English proficiency. In one group, Teacher-regulated Metacognitive Instruction (TRMI), the teacher taught metacognitive strategies during the different stages of writing tasks. In the second group, Individualized Metacognitive Practices (IMP), the teacher did not teach the metacognitive strategies and only had a facilitating role. The learners used a questionnaire (Zhang & Qin, 2018) to practice the strategies. After the treatment, the groups sat for a writing posttest and answered a metacognitive strategies questionnaire. The independent samples t-test revealed that the IMP outperformed the TRMI in argumentative essay writing. The frequency count obtained from the respondents’ answers to the questionnaire showed that IMP used more strategies in the three levels of planning, monitoring, and evaluating. The study has implications for EFL/ESL teachers and scholars interested in reflective practices.

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Van Coller, H. P. "Between nostalgia and parody: The representation of childhood and youth in Afrikaans literature of the nineties." Literator 19, no. 2 (April 30, 1998): 47–60. http://dx.doi.org/10.4102/lit.v19i2.521.

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White Afrikaans literature of the sixties can be seen as typically modernist, work of the later part of the eighties and of the nineties clearly shows all the characteristics of postmodernism. Against this backdrop recent Afrikaans prose writing dealing with the representation of childhood and youth can be discussed on the basis of a few of the best and most representative texts. A tentative conclusion is that Afrikaans writing in the nineties focuses on the individualized past, an approach Linda Hutcheon calls "historical metafiction". The authorial stance in these texts fluctuates between what can be termed nostalgia and parody, and should be seen as part of a traumatic psychological process facing white South Africans in particular, namely having to deal with the past. In Afrikaans prose writing the nostalgic stance is especially prevalent in the (traditional) prose writings of authors on the right of the political spectrum. In contrast the parodic stance (dominant in recent Afrikaans prose writings) not only leans toward postmodernism - the prevailing paradigm in the Afrikaans literary context - but can almost without exception be termed "leftist" and "progressive".

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KAIZU, Akiko, Katsutoshi SATOU, and Megumi WAKUI. "Teacher Support for Writing Individualized Education Plans : Conclusions From a Survey." Japanese Journal of Special Education 43, no. 3 (2005): 159–71. http://dx.doi.org/10.6033/tokkyou.43.159.

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Shapiro, Desiree N., Nancy Rappaport, Andrés S. Martin, and Heidi Banh. "WRITERS UN-BLOCK: AN INDIVIDUALIZED, INTENSIVE, AND MOTIVATIONALLY ENHANCING WRITING WORKSHOP." Journal of the American Academy of Child & Adolescent Psychiatry 60, no. 10 (October 2021): S327. http://dx.doi.org/10.1016/j.jaac.2021.07.800.

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Jung, Lee Ann. "Writing Individualized Family Service Plan Strategies That Fit Into the ROUTINE." Young Exceptional Children 10, no. 3 (April 2007): 2–9. http://dx.doi.org/10.1177/109625060701000301.

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Zare-ee, Abbas, Navvab Hematiyan, and Sajjad Askari Matin. "Individualized Voiced in Undergraduate Writing in English as a Foreign Language." Procedia - Social and Behavioral Sciences 46 (2012): 5782–86. http://dx.doi.org/10.1016/j.sbspro.2012.06.514.

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Ryan, Lynne B., and Chauncy N. Rucker. "Computerized vs. Noncomputerized Individualized Education Programs: Teachers' Attitudes, Time, and Cost." Journal of Special Education Technology 8, no. 1 (June 1986): 5–12. http://dx.doi.org/10.1177/016264348600800102.

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The purpose of this study was to investigate the difference between school districts using computerized and noncomputerized Individualized Education Programs (IEPs) on the attitudes of teachers towards IEPs, the time spent by teachers writing and preparing IEPs, and the cost per IEP. Teachers from twelve randomly selected districts in Massachusetts were involved in the study. Analysis of the data indicated that teachers in districts using computerized IEP systems spent less time writing IEPs and had a more favorable attitude toward the IEP for instructional planning than did teachers using noncomputerized IEP systems. In addition, the cost per IEP for computerized districts was less than the cost for noncomputerized districts. Implications of these results and areas in need of further investigation are discussed.

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Kang Min-suk and Sim Je-kyoung. "The Effects of Individualized Feedback on Rating Behaviors in Korean Writing Assessment." Bilingual Research ll, no. 61 (December 2015): 1–29. http://dx.doi.org/10.17296/korbil.2015..61.1.

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Zhang, Jinzhu. "Research on the Assessment System Construction of EAP Writing Skill from an Eco-linguistic Perspective." Theory and Practice in Language Studies 9, no. 3 (March 1, 2019): 292. http://dx.doi.org/10.17507/tpls.0903.06.

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This paper comes up with an assessment system of EAP writing development from an Eco-linguistic perspective based on a literature review of English writing construction and assessment of writing skills development under an ecological dynamic model. The paper clarifies that the writing construction in academic contexts consists of genre and rhetorical knowledge, process, strategy knowledge，and academic discourse community knowledge. The paper elucidates that the ecological dynamic assessment of EAP writing skills, as just being conducted at Tianjin Polytechnic University, has been proved to be workable in establishing bio-ecological links between the classroom learning contexts and the broader educational contexts at university. In the research, the individualized and comprehensive employment of assessment tools such as textual analysis，one-on-one interviews，case study and writing portfolios helps achieve dynamic assessment and facilitate ecological transfer of EAP writing competence.

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Xu, Bo. "Constructing English Reading and Writing Learning and Teaching Mode for Senior High Hearing Impaired Students and Teachers on the Basis of New Media." English Language Teaching 11, no. 10 (September 21, 2018): 113. http://dx.doi.org/10.5539/elt.v11n10p113.

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New media is widely used in English teaching and learning, special education, in particular. In the new settings, hearing impaired students’ learning features are individualized learning style, visual-based learning mode, weakness in understanding and laziness in learning. It is easy for hearing impaired students to learn English via micro course of American Sign Language, English reading and writing. Students learning process is divided into three stages: pre-class: micro-course learning; while-class: cooperative learning in groups; post-class: extensive reading for writing. Finally, English reading and writing learning and teaching mode is constructed on the basis of new media.

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Hashey, Andrew I., Katie M. Miller, and Lauren L. Foxworth. "Combining Universal Design for Learning and Self-Regulated Strategy Development to Bolster Writing Instruction." Intervention in School and Clinic 56, no. 1 (March 22, 2020): 22–28. http://dx.doi.org/10.1177/1053451220910733.

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Students with disabilities encounter persistent barriers in writing, which manifest within all phases of the writing process. These challenges can involve both higher order processes (e.g., organization, idea development) as well as lower order processes (e.g., legibility, spelling) related to writing. Educators can apply the principles of the universal design for learning (UDL) to lesson design by prioritizing student engagement considerations, promoting increased options for composing writing, and representing key ideas through multiple modalities. To further support struggling writers, teachers can use the self-regulated strategy development (SRSD) instructional approach to equip students with the knowledge, skills, dispositions, and self-regulatory behaviors that skillful writers regularly employ in their writing. By combining UDL and SRSD, educators have the opportunity to both broaden the reach of their writing instruction from the outset, and to optimize individualized supports for all writers in today’s classrooms.

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Sumarsono, Dedi, and Dira Permana. "Contract Learning as Individualized Instructional Strategies in Improving Students’ Performance in Academic Writing Courses." Journal of Languages and Language Teaching 11, no. 1 (January 20, 2023): 94. http://dx.doi.org/10.33394/jollt.v11i1.6683.

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The use of contract learning is essential to involve students actively in the classroom activities and to facilitate teachers’ control and flexibility in the teaching and learning process, while letting students to work on activities independently. Therefore, this research is aimed at 1) revealing out whether or not contract learning instruction has a significant difference in the students’ academic writing performance; 2) describing to what extent the contract learning promotes students’ learning and autonomy; and 3) elaborating how the students perceive the diagnostic and feedback phases of individualized strategy as embedded in the contract learning. This study is mixed method interventional research design because the data are obtained from quantitative and qualitative. The participants of the study was the year 3 students of English Department at Mandalika University of Education consisting of 21 students. The instruments used in collecting the data are diagnostic test of academic writing performance, contract form, and questionnaires. The quantitative data are analyzed through the inferential paired t-test. Meanwhile, the qualitative data of each individual’s response to each item on the questionnaire are broken down according to the responses to each question, and the responses are compared, contrasted, and explored to find patterns and themes. The results revealed that 1) contract learning has affected positively students’ learning and performance in academic writing, 2) contract learning brings positive improvement on academic writing performance and 3) positive perception towards the application of contract learning was shown by the students as it provided self-study materials and multiple types of feedback from the the lecturer. This implies that students may benefit from multiple types of feedback and that instructors’ expertise in effective feedback delivery is of paramount importance.

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Xiao, Yuehai, and Angel Zhao. "Individualized Learning in Context: Constructivists’ Teaching Philosophy of Academic Writing for EAL Learners." International Journal of English Linguistics 10, no. 5 (September 7, 2020): 360. http://dx.doi.org/10.5539/ijel.v10n5p360.

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The prominent role of teaching philosophy statements is on the rise because they mirror broad skillsets and the expertise of doctoral or master’s program graduates (Merkel, 2020). This paper presents our philosophy of education, of Teaching English to Speakers of Other Languages (TESOL), and of teaching academic writing for English as an Additional Language (EAL) students. First, it is maintained that in education, knowledge is individually and socially constructed (Piaget, 1970; Vygotsky, 1981). In light of the constructivists’ educational philosophy, it is argued that the EAL teachers need to possess knowledge in cognate disciplines to mediate the EAL students’ construction of their individualized linguistic and intercultural knowledge in dynamic, specific learning contexts. Finally, innovative pedagogical suggestions for what to cover and how to deliver the second language (L2) academic writing class with EAL students are offered.

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Barrio, Brenda L., Darcy Miller, Yun-Ju Hsiao, Michael Dunn, Sara Petersen, Aleksandra Hollingshead, and Susan Banks. "Designing Culturally Responsive and Relevant Individualized Educational Programs." Intervention in School and Clinic 53, no. 2 (February 1, 2017): 114–19. http://dx.doi.org/10.1177/1053451217693364.

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Developing culturally responsive and relevant individualized educational programs (IEP) is becoming increasingly more important as the student population becomes more diverse. Current supports available for IEP teams primarily address the technical aspects of the IEP (e.g., writing goals that are measurable) but offer little assistance in designing culturally responsive and relevant IEPs. This article provides a tool and process for integrating culturally responsive and relevant aspects into the IEP document and process. The Culturally Responsive and Relevant IEP Builder (CRRIB) was developed to guide IEP teams through this process and could be used to conduct assessments, evaluate current practices, and guide the development of interventions, strategies, and supports for students. The CRRIB helps maintain the team’s focus on enhancing the student’s cultural competence, incorporating the student’s prior experiences, and valuing the family’s frame of reference. A sample of the CRRIB with student information is included.

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Rashad, Nazly, and Mariyam Nihaadh. "Working towards effective feedback: Exploring students’perceptions of feedback given for their Dhivehi Writing in Higher Secondary Education." International Journal of Social Research and Innovation 4, no. 1 (October 17, 2020): 73–91. http://dx.doi.org/10.55712/ijsri.v4i1.11.

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This paper is based on a case study to investigate students’ perspectives of feedback given to support writing in Dhivehi in higher secondary education in the Maldives. The results revealed that the majority of the students were not satisfied with the feedback they received from their Dhivehi language teachers because of the ambiguity and vagueness of the feedback given to develop their writing. Oral feedback was only given to the whole class, focusing on the common errors in general. Students did not receive any individualized oral feedback to improve their writing, unless they asked for feedback. However, the few students who have sought oral feedback, and received constructive feedback, have shown progress in their writing. Therefore, this paper hopes to guide the teachers on how to improve the effectiveness of both oral and written feedback in Dhivehi writing instruction.

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Schuele, C. Melanie, and Kristina Young. "On the Cusp of Middle School…With Minimal Reading and Writing Skills." Perspectives of the ASHA Special Interest Groups 2, no. 1 (January 2017): 138–50. http://dx.doi.org/10.1044/persp2.sig1.138.

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This article uses a case study to consider how speech-language pathologists (SLPs) and the Individualized Education Program (IEP) team meets the challenges of students with speech sound disorder plus specific language impairment. The case study student is a fourth grader with intellectual skills in the normal range whose speech and language skills have not normalized. Multiple challenges are described and opportunities for collaboration are illustrated.

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Mustapha, Wan Zumusni Wan, and Sheela Paramasivam. "PROPAGATING CRITICAL READING AND CREATIVE WRITING LITERACY USING READER’S DIGEST MAGAZINES." AICLL: ANNUAL INTERNATIONAL CONFERENCE ON LANGUAGE AND LITERATURE 1, no. 1 (April 17, 2018): 330–35. http://dx.doi.org/10.30743/aicll.v1i1.41.

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Reading and writing have been seen as solitary, boring and individualized among ESL learners. Hence, teaching and learning critical reading and creative writing, can pose even a challenge to educators and learners of a second language, at all levels. The challenge is even greater in the digital era where students would rather spend time online on gadgets than flipping pages of magazines. As a receptive skill, reading a textbook outside the classroom would be next to impossible. This paper shares how second language educators can use an authentic material like Reader’s Digest magazines to propagate fun, engaging and outdoor critical reading and creative writing activities. It incorporates various elements such as team building, collaborative learning and problem-based learning while engaging students to learn vocabulary, sentence construction and paragraph writing in an outdoor setting.

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Drecktrah, Mary Ellen, and Berttram Chiang. "Instructional Strategies Used by General Educators and Teachers of Students with Learning Disabilities." Remedial and Special Education 18, no. 3 (May 1997): 174–81. http://dx.doi.org/10.1177/074193259701800306.

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A survey was conducted to determine the instructional strategies used by special education teachers and general educators in teaching reading and writing, their philosophical approach (direct instruction or whole language), and what influenced teachers in making their philosophical decision. a 21-item questionnaire was completed by 183 elementary teachers of second and fifth grades and teachers of students with learning disabilities. the results indicated that the most important factor influencing respondents' philosophical decisions in teaching reading and writing is their teacher training program emphasis. results also indicated that the majority of respondents believe that a combination approach using both direct instruction and whole language is effective. the most commonly used instructional strategies by respondents include journal writing, writers' workshop, tradebooks, sustained silent reading, individualized reading, guided reading, and thematic units.

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Etchegoyen-Rosolová, Kamila, and Alena Kašpárková. "How Do I Cook an Impact Factor Article If You Do Not Show Me What the Ingredients Are?" Educare - vetenskapliga skrifter, no. 1 (September 28, 2021): 70–97. http://dx.doi.org/10.24834/educare.2021.1.6.

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Doctoral studies in the Czech Republic are highly individualized with little coursework outside the supervisor/supervisee dyad, and the PhD students are mandated to publish prior to the dissertation defense. This mandate is troublesome because writing development has been on the fringes of the Czech education culture. In addition, the publications often must be in English, and many doctoral students struggle with English. In this exploratory study, we examined how this mandate translates into practice, how doctoral students learn to meet the requirements and how university administrators/supervisors perceive doctoral writing development. To answer our questions, we interviewed 7 university administrators/dissertation supervisors and 7 doctoral students from various backgrounds and universities, looking for diverse views on the issue. Our analysis confirmed the formal status of supervisors as the key doctoral writing literacy brokers. While the supervisors acknowledged their role, they also tended to view doctoral writing as a matter of self-study and funding, thus indirectly emphasising the publication outcomes. In contrast, doctoral students called for structured support of their writing processes. We propose a systemic approach to introduce writing pedagogies into the Czech discourse. With this study we hope to contribute to research on doctoral writing for publication of EAL (English as an Additional Language) students in Central Europe.

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Sardegna, Veronica G. "Student-Teacher Conferences in an English Pronunciation Course: Goals, Characteristics and Views." Research in Language 20, no. 2 (December 29, 2022): 109–32. http://dx.doi.org/10.18778/1731-7533.20.2.01.

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Student-teacher conferences are considered an effective pedagogical tool for individualized writing instruction. Yet, little is known about the goals, characteristics and perceptions of student-teacher conferences for individualized English as a second language (ESL) pronunciation instruction. This article presents an exploratory study on student and instructor perceptions of mandatory student-teacher conferences in a semester-long ESL pronunciation course. Data were gathered from 24 college ESL students and five experienced ESL instructors via pre-/post-instruction read-aloud tests, four questionnaires and a focus group discussion. The results indicated pronunciation improvement during the course and participants’ overall satisfaction with the learning outcomes, goals, format and characteristics of the conferences. Participants’ views on benefits, drawbacks, and recommendations for these one-on-one meetings revealed valuable insights for pronunciation instructors.

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Petricig, Michael. "Combining Individualized Instruction with the Traditional Lecture Method in a College Algebra Course." Mathematics Teacher 81, no. 5 (May 1988): 385–87. http://dx.doi.org/10.5951/mt.81.5.0385.

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In recent years many colleges have noticed an increase in the number of student applicants who are underprepared in the basic skills of reading, writing, and mathematics. At Chapman College, a large percentage of freshmen have been required to take remedial courses in these subjects. Furthermore, many students were not performing well in the remedial course in Intermediate Algebra. To improve the success rate for students in this course, a method for teaching it was developed that combined individualized instruction with the traditional lecture approach. The method was easy and inexpensive to implement, and it required a minimum of reorganization.

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Smith, Sean J., K. Alisa Lowrey, Amber L. Rowland, and Bruce Frey. "Effective Technology Supported Writing Strategies for Learners With Disabilities." Inclusion 8, no. 1 (March 1, 2020): 58–73. http://dx.doi.org/10.1352/2326-6988-8.1.58.

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Abstract Recent literature has shown the positive impact of supporting writing instruction with technology for students who struggle with writing, including those with intellectual and developmental disabilities (IDD). Based on a yearlong study involving general and special education teachers serving students in inclusive classrooms, we identified specific learning strategies that, when supported with efficient and effective technology, enhance writing outcomes for students with and without disabilities in inclusive settings. To facilitate data collection and assist teachers in identifying needed strategies and technology tools, we integrated a progress monitoring tool. With teachers collecting periodic data on classwide writing progress, instructors were able to offer more responsive instruction to meet the individualized needs of each learner, including those with IDD. These outcomes align with the recent American Association on Intellectual and Developmental Disabilities and The Arc joint position statement promoting placement in the least restrictive environment, high expectations for all learners, academic integration into general education, the utilization of the Universal Design for Learning framework in designing curriculum and instructional supports, the use of evidence-based practices, increased student participation, and appropriate use of technology. Results of this yearlong study are shared and recommendations for inclusive writing instruction are provided.

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Dabiri, Asma. "Raters’ Decision Making Variations in Scoring Writing Samples." Journal of ELT Research 3, no. 2 (September 10, 2018): 142. http://dx.doi.org/10.22236/jer_vol3issue2pp142-151.

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This study examined raters’ decision making variations in a writing assessment task focusing on individual differences in decision-making style (DMS). The participants’ of the study were six TEFL instructors. A rating scale obtained from Turner and Upshur, 2002 and a General Decision Making Style Inventory questionnaire, GDMSI, obtained from Scott and Bruce (1995) were administered to raters. The results showed the raters’ behaviors were not equally the same in the same rating situations. These discrepancies suggested individual socio-cognitive differences in accounting for some rater variability in scoring. In addition, characteristics of the texts (not just individual cognitive characteristics) favored certain decision-making behaviors. Accordingly, a re-visioning of the one-size-fits-all approach that is currently the norm in the training of raters for scoring writing assessments is needed. Further, a more individualized approach to rater training is needed. If the individual decision-making style to a great extent is dependent on basic cognitive abilities that are stable and not easily changed, then the decision support systems need to be flexible in order to match the needs of the individual decision makers.

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Yang, Luxin. "Focus and Interaction in Writing Conferences for EFL Writers." SAGE Open 12, no. 1 (January 2022): 215824402110582. http://dx.doi.org/10.1177/21582440211058200.

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It is widely recognized that writing conferences benefit second or foreign language writers for the immediacy and the potential to address their needs and provide tailored and individualized support. However, limited attention has been given to the foci and interaction between teacher and student in writing conferences longitudinally. To address this need, this study examined writing conferences between five university English-as-a-foreign-language (EFL) students and their instructor in an argumentative writing course over one semester in a key Chinese university. Multiple sources of data were collected, including conferences, students’ essay drafts and written reflections, and interviews with the students and the instructor. Data analyses show that the conferences covered a large variety of topics such as varied aspects about argumentative writing, learning habits, and expectations about the course, which were related to English proficiency and English writing ability of each student. Second, the instructor took different approaches to communicate with each student in writing conferences considering their difficulties and needs. Finally, the conferences contribute to a deliberative process critical to the process of learning to write argumentation. The students found conversations with the instructor helpful in their subsequent revisions whereas the instructor gained a better understanding of students’ difficulties in writing. This study suggests that more research is needed to examine the role of conferences in EFL writing instruction. This study supports that conferences, as an important aid, will facilitate EFL students in the process of learning to write in English in addition to teacher written feedback and peer review.

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Birhan, Amare Tesfie. "Effects of Mastery Learning Instruction on Engineering Students’ Writing Skills Development and Motivation." Journal of Language and Education 4, no. 4 (December 31, 2018): 20–30. http://dx.doi.org/10.17323/2411-7390-2018-4-4-20-30.

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This study was aimed to investigate the effects of mastery learning instruction on engineering students’ academic writing skills and motivation in an EFL context. The participants were software engineering and computer science first-year students, and they were selected using a multistage sampling technique. Observation, a questionnaire, and pre- and post-tests were employed as data gathering instruments. The research was designed through a time series quasi-experimental research design. The data were analysed through repeated measure ANOVA, independent t-tests, as well as descriptive statistics. The findings indicated that there was a statistical difference between the experimental and the control groups. Hence, students who participated in mastery learning instruction improved their writing skills and achieved better scores in writing skills assessment. Particularly, learners who learned through mastery learning instruction were able to develop paragraphs and essays with clear topic sentences and thesis statements. They also developed paragraphs with proper punctuation and minimized various mechanical errors that were observed during the pre-test. Furthermore, the students who engaged in mastery learning instruction had better levels of motivation. Thus, individualized instruction and continuous feedback helped them improve their engagement in writing activities. Hence, this study calls for more attention to self-paced instruction, regular feedback, assessment, and continuous support in writing classrooms.

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Evdash, V. M., and N. N. Zhuravleva. "Strategies for Overcoming University Researchers’ Writer’s Block." Vysshee Obrazovanie v Rossii = Higher Education in Russia 29, no. 7 (July 29, 2020): 80–88. http://dx.doi.org/10.31992/0869-3617-2020-29-7-80-88.

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This paper reveals the importance of overcoming writer’s block for university researchers as second language writers. The idea and materials for the paper come from the experience of the Center for Academic Writing “Impulse” at the University of Tyumen, Russia. The target audience of the Center is the university faculty and researchers who have a lack of time to immerse in the writing process, rather they mainly want to obtain an immediate tangible result. However, our research shows that they often get frustrated by their inability to complete their writing piece because they get stuck at different stages of the writing process. For example, some people find it difficult to finish their papers, or others fade away in the middle, but the main problem is to start writing. Thus, they face writer’s block which can be referred to moderate blockage. To overcome the block, we offer the researchers a variety of activities during courses and special projects. This paper describes two strategies: classroom intervention including mainly pre-writing activities, such as freewriting, looping, word association, aimed to overcome the fear of a white page, and individualized intervention based on the project entitled “Drop in & Reboot your Writing”. The project comprised 10-20 weekly individual meetings lasting for 30 minutes and aiming at dealing with a particular writing issue. The individual approach to each participant led to a better understanding of the causes of writer’s block and finding the cures. These strategies aim to develop researchers’ positive attitude to writing, to enable them to boost their awareness of the writing process in receiving the desired results, and build confidence as second language writers.

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Joly, Robert J. "063A WRITING TO LEARN IN THE PLANT SCIENCES." HortScience 29, no. 5 (May 1994): 437a—437. http://dx.doi.org/10.21273/hortsci.29.5.437a.

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Writing is a powerful tool for thinking and for clarifying complex subjects. It's a much more physical activity than reading. It compels students to organize their thoughts and present them clearly and logically. They must continually reassess whether what they've written is really what they want to say. The focus of this presentation is on the impediments to implementing this approach in our teaching. Our objective is to seek methods for reducing the work load of instructors while maintaining the quality of learning that can occur in a writing-intensive course. Results of workshops conducted during the 1993 North Central Regional Teaching Symposium entitled “Writing to Learn in Science” will be discussed. The workshops were active, participatory sessions designed to elicit as many responses as possible to the question “How can we utilize writing, intensively, in our courses?” Five obstacles or barriers to implementation of writing were identified. These include (1) instructor anxiety, (2) students requiring individualized instruction, (3) time-consuming evaluation of student writing, (4) in-class time needed for writing instruction, and (5) lack of student motivation. A focused-discussion format was utilized in these sessions, and groups of participants were given responsibility to devise creative actions or strategies that could be utilized to meet the challenges noted above. More than forty “actions” were identified which could help to make this approach feasible in both graduate and undergraduate. courses. These are summarized within five broad strategic approaches.

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Reynolds, Julie A., and Robert J. Thompson. "Want to Improve Undergraduate Thesis Writing? Engage Students and Their Faculty Readers in Scientific Peer Review." CBE—Life Sciences Education 10, no. 2 (June 2011): 209–15. http://dx.doi.org/10.1187/cbe.10-10-0127.

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One of the best opportunities that undergraduates have to learn to write like a scientist is to write a thesis after participating in faculty-mentored undergraduate research. But developing writing skills doesn't happen automatically, and there are significant challenges associated with offering writing courses and with individualized mentoring. We present a hybrid model in which students have the structural support of a course plus the personalized benefits of working one-on-one with faculty. To optimize these one-on-one interactions, the course uses BioTAP, the Biology Thesis Assessment Protocol, to structure engagement in scientific peer review. By assessing theses written by students who took this course and comparable students who did not, we found that our approach not only improved student writing but also helped faculty members across the department—not only those teaching the course—to work more effectively and efficiently with student writers. Students who enrolled in this course were more likely to earn highest honors than students who only worked one-on-one with faculty. Further, students in the course scored significantly better on all higher-order writing and critical-thinking skills assessed.

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Konrad, Moira, Kelly A. Clark, and David W. Test. "Effects of GO 4 IT . . . NOW! Strategy Instruction on Expository Writing Skills for Students With Disabilities." Career Development and Transition for Exceptional Individuals 40, no. 1 (December 2, 2016): 45–55. http://dx.doi.org/10.1177/2165143416680884.

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Students with disabilities trail behind their peers without disabilities while in school, as well as in post-secondary outcome areas. Given that self-determination and enhanced academic skills are associated with improved post-school outcomes, one possible solution is to identify interventions that teach self-determination and academic skills simultaneously. This study investigated the effects of GO 4 IT . . . NOW! strategy instruction on expository writing skills of five high school students with low-incidence disabilities. Using a multiple-probe-across-participants design, the authors measured the effects of strategy instruction on quality of expository paragraphs and quality and content of individualized education program (IEP) goal paragraphs. Results indicated a functional relation between the intervention and improved paragraph writing. Limitations, suggestions for future research, and implications for practice are discussed.

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Miller, Roxanne Sue. "ROXIFYonline: Helping Students Improve Their Writing through Online Feedback." Journal of ELT Research 3, no. 2 (July 23, 2018): 152. http://dx.doi.org/10.22236/jer_vol3issue2pp152-167.

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Today’s students want immediate feedback on their writing which instructors often cannot provide. They embrace the internet and want to use it for learning. To keep pace with these desires, Roxifyonline was created. It is a new online Computer Assisted Language Learning (CALL) tool that provides automated essay feedback for use by students worldwide. The program was originally written for ESL learners in Hong Kong, but is now being used by students throughout the Asia Pacific region. It is based on both empirical research and that of other academics. The program is robust enough to be used for general academic writing from upper secondary through post-graduate levels. It is a free Independent Learning (IL) tool. The program utilizes vocabulary to identify possible errors and provides online IL links to aid in the correction of possible errors in writing. Unlike other programs, it does not provide suggested corrections. This can help students to become more autonomous in their learning. Comparisons can be made between drafts, and there is an annotation function which can allow for more individualized peer and teacher feedback.

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Emily Frederick, Emma Palmer, Emily O'Reilly, Amanda Brenske, and Cathy Spencer. "The The Write Stuff: The Development of a Medical Writing Pharmacy Residency Elective." INNOVATIONS in pharmacy 11, no. 1 (February 3, 2020): 6. http://dx.doi.org/10.24926/iip.v11i1.2268.

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The Problem: Effective medical writing requires a mastery of many skills including those of data interpretation, literature evaluation, written communication, and leadership. A number of these skills are considered educational goals and objectives for residents by the American Society of Health-System Pharmacists, yet preceptors and residents oftentimes face challenges in gaining competency, confidence, and success in medical writing. Innovation: A structured yet individualized plan for medical writing, including idea creation, peer reviewing, manuscript preparation, and team management for post-graduate year two pharmacy residents was implemented as an elective learning experience. Results: Feedback from residents participating in the elective was positive. Each of the two residents who participated produced a manuscript that was subsequently published. Conclusion: Though data is limited by number of residents that have completed this learning experience, this longitudinally designed elective has potential benefits and barriers to execution that should be considered, but may be an excellent opportunity to develop critical skills in scholarly endeavors for residents and preceptors alike. Article Type: Note

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Savaiano, Mackenzie E., and Michael Hebert. "A Cross-Sectional Examination of the Writing of Students with Visual Impairments." Journal of Visual Impairment & Blindness 113, no. 3 (May 2019): 260–73. http://dx.doi.org/10.1177/0145482x19854921.

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Introduction: Not much is known about the writing skills of students with visual impairments, and this research is often limited to subgroups of the population or subskills. A more comprehensive approach to research on the writing skills of students with visual impairments is needed. Methods: Researchers used a cross-sectional design to examine the writing of students with visual impairments in Nebraska, attempting to include as many students as possible aged from 4 to 21 years. Fifty students participated. All students were given the Essay Composition subtest of the Wechsler Individualized Achievement Test (third edition), with modified instructions. Essays were scored on number of words, essay elements, and mechanics. Descriptive statistics and statistical comparisons of groups are provided. Results: Mean scores of the overall sample and subgroups fell within the average range when compared to normative samples. There were no statistical differences between students who were blind and students with low vision and no statistical differences between writing modality. There were statistical differences between students with multiple disabilities and others. Results suggest substantial heterogeneity in the sample. Discussion: Results suggest some students with visual impairments write as well as do their sighted peers. These results are complicated by heterogeneity and do not imply anything about the writing ability of individual students. Implications for practitioners: Teachers should avoid making assumptions about the writing potential of specific students. Students with visual impairments in this study scored comparably to a normative sample, and students with multiple disabilities may be able to participate in writing activities in a variety of ways.

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Eckel, Robert H., Steven E. Kahn, Ele Ferrannini, Allison B. Goldfine, David M. Nathan, Michael W. Schwartz, Robert J. Smith, and Steven R. Smith. "Obesity and Type 2 Diabetes: What Can Be Unified and What Needs to Be Individualized?" Journal of Clinical Endocrinology & Metabolism 96, no. 6 (June 1, 2011): 1654–63. http://dx.doi.org/10.1210/jc.2011-0585.

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Objective: This report examines what is known about the relationship between obesity and type 2 diabetes and how future research in these areas might be directed to benefit prevention, interventions, and overall patient care. Research Design and Methods: An international working group of 32 experts in the pathophysiology, genetics, clinical trials, and clinical care of obesity and/or type 2 diabetes participated in a conference held on 6–7 January 2011 and cosponsored by The Endocrine Society, the American Diabetes Association, and the European Association for the Study of Diabetes. A writing group comprising eight participants subsequently prepared this summary and recommendations. Participants reviewed and discussed published literature and their own unpublished data. Results: The writing group unanimously supported the summary and recommendations as representing the working group's majority or unanimous opinions. Conclusions: The major questions linking obesity to type 2 diabetes that need to be addressed by combined basic, clinical, and population-based scientific approaches include the following: 1) Why do not all patients with obesity develop type 2 diabetes? 2) Through what mechanisms do obesity and insulin resistance contribute to β-cell decompensation, and if/when obesity prevention ensues, how much reduction in type 2 diabetes incidence will follow? 3) How does the duration of type 2 diabetes relate to the benefits of weight reduction by lifestyle, weight-loss drugs, and/or bariatric surgery on β-cell function and glycemia? 4) What is necessary for regulatory approval of medications and possibly surgical approaches for preventing type 2 diabetes in patients with obesity? Improved understanding of how obesity relates to type 2 diabetes may help advance effective and cost-effective interventions for both conditions, including more tailored therapy. To expedite this process, we recommend further investigation into the pathogenesis of these coexistent conditions and innovative approaches to their pharmacological and surgical management.

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Helms-Park, Rena, and Paul Stapleton. "Questioning the importance of individualized voice in undergraduate L2 argumentative writing: An empirical study with pedagogical implications." Journal of Second Language Writing 12, no. 3 (August 2003): 245–65. http://dx.doi.org/10.1016/j.jslw.2003.08.001.

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Soltanpour, Fatemeh, and Mohammadreza Valizadeh. "The Effect of Individualized Technology-Mediated Feedback on EFL Learners’ Argumentative Essays." International Journal of Applied Linguistics and English Literature 7, no. 3 (May 1, 2018): 125. http://dx.doi.org/10.7575/aiac.ijalel.v.7n.3p.125.

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This quantitative quasi-experimental study, which followed a pretest-posttest-delayed posttest design, was aimed at investigating the effect of individualized technology-mediated feedback (henceforth, ITMF) on the overall quality of Iranian EFL learners’ argumentative essays. The effect of ITMF, as the experimental treatment, was compared with the common written corrective feedback (henceforth, CWCF) strategies as the control treatment. 57 learners, studying at general EFL courses at upper-intermediate level, formed the participants. They were assigned to two groups: ITMF and CWCF, which, in this study, is meant as the pen-and-paper form of direct and indirect feedback. Each group received six sessions of treatment. The writing tasks and tests were all of argumentative type. First, whether there was any significant difference between the ITMF and CWCF in the overall quality of the essays was investigated. The ITMF group significantly outperformed the CWCF one. Then, whether the difference between the groups varied over time was explored, and it was revealed that the ITMF was still significantly superior over the CWCF. Next, whether there would be any significant change in the ITMF in the long term was examined, and no change was seen. The study supports the advocates of screencasting feedback, revision and teacher-learner negotiation following the feedback.

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Untari, Lilik, SF Luthfie Arguby Purnomo, Nur Asiyah, and Muhammad Zainal Muttaqien. "Speaker-Dependent Based Speech Recognition." Register Journal 9, no. 1 (September 23, 2016): 1. http://dx.doi.org/10.18326/rgt.v9i1.1-12.

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This is the first part of the two parts of a qualitative focused R&D research aimed at designing an application to assist students with visual impairment (VI) in learning English writing and reading skills. The designed application was a speaker-dependent based speech recognition. Conducting alpha and beta testings, it was revealed that MAKTUM, the name of the application, exposed weaknesses on the selection of Ogden’s Basic English as the linguistic resources for the application and on the recording complexities. On the other hand, MAKTUM displayed strengths in individualized pronunciation and simple interfaces to operate.

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Untari, Lilik, SF Luthfie Arguby Purnomo, Nur Asiyah, and Muhammad Zainal Muttaqien. "Speaker-Dependent Based Speech Recognition." Register Journal 9, no. 1 (September 23, 2016): 1. http://dx.doi.org/10.18326/rgt.v9i1.512.

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This is the first part of the two parts of a qualitative focused R&D research aimed at designing an application to assist students with visual impairment (VI) in learning English writing and reading skills. The designed application was a speaker-dependent based speech recognition. Conducting alpha and beta testings, it was revealed that MAKTUM, the name of the application, exposed weaknesses on the selection of Ogden’s Basic English as the linguistic resources for the application and on the recording complexities. On the other hand, MAKTUM displayed strengths in individualized pronunciation and simple interfaces to operate.

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Davis, Kerry J. "Autism in the Schools: IEP Best Practices at Work." Perspectives on School-Based Issues 15, no. 1 (March 2014): 32–37. http://dx.doi.org/10.1044/sbi15.1.32.

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As the Autism of incidence continues to increase, speech-language pathologists need to consider how language is a part of the student’s entire academic day. This article discusses the Content, Assessment, Review and reflect, Extend (CARE) framework; a guide that helps school-based teams to work systematically and collaboratively in writing goals and assessing student performance. The CARE framework easily works with the Common Core State Standards. This article provides additional recommendations related to technology and in-house supports that may assist the school-based clinician in developing a meaningful and cohesive individualized education program for students with autism.

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Subtelny, Joanne, and Karen B. Snell. "Efficacy of a Distinctive Feature Model of Therapy for Hearing-Impaired Adolescents." Journal of Speech and Hearing Disorders 53, no. 2 (May 1988): 194–201. http://dx.doi.org/10.1044/jshd.5302.194.

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Extensive measures of speech production and perception were secured before and after the individualized training of 75 hearing-impaired postsecondary students to evaluate the efficacy of therapy. Additional measures of hearing, reading, writing, nonverbal intelligence, and manual and simultaneous communication reception were made to explore variables that might influence response to training. Significant improvements in vowel, word and sentence production, and word and sentence perception were observed. Pretherapy measures of speech production and perception were the most powerful factors explaining variability in posttest scores. Other variables predicting the outcome of speech therapy were residual hearing and linguistic competence. Clinical implications are discussed.

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Peng, Yao, and Nur Amalia Athifah Binti Azmi. "Noun Phrase Complexity in Academic Writing: A Comparison of Research Proposals Written by Chinese EFL and Malaysian ESL Postgraduates." English Language Teaching 15, no. 5 (April 24, 2022): 77. http://dx.doi.org/10.5539/elt.v15n5p77.

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An increasing body of scholars have investigated noun phrase complexity in L2 English writing from varied perspectives, but few of them focus on the differences of the English writing produced by EFLs and ESLs. Thus, the study explored how three international postgraduates from China and three local Malaysian postgraduates in a top university of Malaysia differ in noun modification. The noun modifiers in their research proposals were coded, categorized, counted, and compared. Based on the findings, the EFLs used premodifiers more frequently than the other group, especially for attributive adjectives and nouns as premodifiers, while the ESLs made more frequent use of advanced postmodifiers, including prepositions other than ‘of’ as postmodifiers to express both concrete/locative meanings and abstract meanings, and multiple prepositional phrases with levels of embedding. The findings highlighted the need to implement explicit individualized instruction for the students with different L1 backgrounds but within the same classroom.   

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Navarre Cleary, Michelle. "How Antonio Graduated On Out of Here: Improving the Success of Adult Students with an Individualized Writing Course." Journal of Basic Writing 30, no. 1 (2011): 34–63. http://dx.doi.org/10.37514/jbw-j.2011.30.1.03.

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Zhu, Yu, Andy Shui-Lung Fung, and Liuyan Yang. "A Methodologically Improved Study on Raters’ Personality and Rating Severity in Writing Assessment." SAGE Open 11, no. 2 (April 2021): 215824402110094. http://dx.doi.org/10.1177/21582440211009476.

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Personality is an inherent rater’s characteristic influencing rating severity, but very few studies examined their relationship and the findings were inconclusive. This study aimed to re-investigate the relationship between raters’ personality and rating severity with more control on relevant variables and more reliable analysis of rating severity. Female novice raters ( n = 28) from a demographically homogeneous background were recruited to rate on two occasions essays written by 111 students in an intermediate-level Chinese as a foreign language program. Raters’ personality traits were measured using the complete version of NEO-PI-R. Many-faceted Rasch measurement model and repeated measurement were applied to yield more robust estimates of rating severity. In addition, rating order effect was carefully controlled. Extroversion was found to be positively correlated with severity, r(26) = .495, p = .010. Furthermore, Extroversion was found to be a valid predictor of severity, t(24) = 2.792, p = .010, R2 = .21, Cohen’s d = .77, Hattie’s r = .37. Practical implications for developing more individualized online rater calibration for large-scale writing assessments were discussed, followed by limitations of the present study.

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Corner, Geoffrey W., Sabrina M. Jhanwar, Judith Kelman, Hayley Pessin, Emma Stein, and William Breitbart. "Visible ink: A flexible and individually tailored writing intervention for cancer patients." Palliative and Supportive Care 13, no. 2 (October 21, 2013): 171–78. http://dx.doi.org/10.1017/s1478951513000710.

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AbstractObjectives:Subjective reports on the effectiveness of and satisfaction with writing interventions in medical populations have indicated that they can have a profound impact on patients. Further, past research on these programs has demonstrated that they can lead to a number of different positive outcomes depending on the personal characteristics of the participating patients and the type of writing with which they are tasked. For this reason, a flexible and individually tailored writing intervention may be particularly effective for patients, molding its approach to their desires and backgrounds. This paper examines Visible Ink, a writing program for cancer patients at Memorial Sloan-Kettering Cancer Center (MSKCC) that follows this model.Methods:At Visible Ink's First Fall Writing Festival in November 2012, an optional survey was provided to all program participants in attendance, capturing both quantitative and qualitative information on patient experiences in the program. Twenty-nine surveys were completed.Results:The program appears to have a variety of positive effects, including fostering personal growth and providing a positive distraction. Respondents reported that they write in a number of different genres on topics both related and not related to their illnesses, which supports the flexible model of the program. All respondents indicated that they would recommend the program to others, and satisfaction with the program's general approach (i.e., individualized work with a writing coach) was unanimous. A few areas for potential improvement were also identified, most of which involved expanding the services and events offered by the program.Significance of results:Despite the limitations of this survey (e.g., small sample size and low response rate), its results support the promise of the Visible Ink model and demonstrate participants' satisfaction with the program. Future research can more thoroughly examine Visible Ink's effectiveness, and additional resources could enable the program to expand.

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Journal articles on the topic 'Individualized Writing'

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