Relevant bibliographies by topics / Writing attitude

Academic literature on the topic 'Writing attitude'

Author: Grafiati
Published: 10 December 2022
Last updated: 28 January 2023

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Journal articles on the topic "Writing attitude"

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Floranti, Astri Dwi, and Hanif Nurcholish Adiantika. "The Correlation between EFL Students’ Attitudes towards Their Writing Ability." Biormatika : Jurnal ilmiah fakultas keguruan dan ilmu pendidikan 7, no. 1 (February 17, 2021): 1–10. http://dx.doi.org/10.35569/biormatika.v7i1.975.

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This study aims at examining the relationship between students’ attitude towards their writing ability. This study employed quantitative study by using Pearson-product correlation. The samples were randomly selected 35 students out of the total population 70 students in one senior high school in Bandung. The Data were obtained through questionnaire with regard to attitude and writing proficiency which are appropriate with several criteria of each writing element to scrutinize the correlation between students’ attitude and writing skill ability. The findings indicate that attitude has moderate correlation (.456) with students’ writing ability. In other words, it is obvious that attitudes are very essential for students to increase their writing ability. The English teachers are suggested to figure out the prominence of attitudes to their students for it has been found that attitudes is able to significantly contribute to the students’ writing ability.
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Giordano, Gerard. "Attitude Toward Writing." Academic Therapy 22, no. 4 (March 1987): 419–22. http://dx.doi.org/10.1177/105345128702200413.

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Fitriati, Sri Wuli, Yuni Awalaturrohmah Solihah, and Tusino Tusino. "Expressions of Attitudes in Students’ Narrative Writing: An Appraisal Analysis." Lingua Cultura 12, no. 4 (October 30, 2018): 333. http://dx.doi.org/10.21512/lc.v12i4.4789.

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This article investigated attitude, one of subsystem appraisal, in the English as a Foreign Language (EFL) university students’ narrative writings. Five narrative writing was selected purposefully from undergraduate students of the English Department at a local private university in Central Java. The findings demonstrate that the affect is the most dominant subsystem of attitude used in the students’ narrative writing to convey feelings and emotion of characters and events in the stories in order to make the readers involved in the stories. The prominent finding of this research implies that most students used expressions of attitudes which belong to basic English words and repetition of same words. This present research suggests English language teachers and lecturers pay more attention to the explicit teaching of attitudinal words usage in writing, especially narrative writing.
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Fitria, Eka Nur. "Exploring EFL Undergraduate Students’ Attitudes towards Learning Writing over Virtual Learning System: A Case Study of Indonesian College Students." Al'Adzkiya International of Education and Sosial (AIoES) Journal 3, no. 1 (June 9, 2022): 66–78. http://dx.doi.org/10.55311/aioes.v3i1.186.

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The study aimed to find out the EFL students’ attitudes toward learning writing over a virtual learning system. The researcher used a qualitative study. There were 46 undergraduate students participating in the study. The data were collected by using a questionnaire and interview sheet through a google form. The result shows that none of the students has a low attitude toward learning writing through online learning, while 58.69% of them have a moderate attitude toward learning writing through virtual learning and the rest of them have a positive attitude toward learning writing over virtual. The interview also reveals that although the students have a moderate attitude toward learning writing online, they see learning writing through online learning as difficult and ineffective while the students who have a high attitude toward learning writing through virtual mostly view learning writing online as interesting, effective, and easy. The students also faced challenges during learning writing through online learning. They are internet connectivity and distraction. The finding also reveals several students’ efforts to improve their writing skills, among others, are reading a lot to get knowledge and ideas, diary writing, and practice writing.
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Yoon, Heejeong. "The Effects of Genre-Based Writing on EFL Students’ Writing Performance and Attitude of English Writing and English Learning." Korean Society of Culture and Convergence 44, no. 10 (October 31, 2022): 651–64. http://dx.doi.org/10.33645/cnc.2022.10.44.10.651.

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The purpose of this article is to look into the effects of genre writing on EFL learners’ writing ability and attitude toward English writing and English learning. For this study, nine students were chosen as the participants and given genre writing instruction. In order to measure the students’ writing, pre-and post-writings were performed before and after the treatment. In addition, questionnaires, oral interviews and writing journals were conducted for data collection. In evaluating students’ writing products, holistic and analytical rubric were employed in this study. The following results have been obtained in this study. First, this study showed that there was great improvement in students’ writing in holistic and analytical scoring. Second, there were meaningful changes in attitude toward English writing and English learning as shown in questionnaires, interview and writing journals. Theses imply that genre writing practices had a positive effect on improving students’ writing ability and attitude toward English writing and English learning.
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Amri, Samsul. "Exploring EFL Higher Education Learners’ Attitudes Toward Writing Skills Process." PANYONARA: Journal of English Education 4, no. 1 (March 31, 2022): 94–108. http://dx.doi.org/10.19105/panyonara.v4i1.5878.

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Learners' writing attitudes have been heavily debated as a research topic. The main objective of this current investigation is to explore the learners' attitudes towards the writing process and functions at the higher education level. It is designed as a quantitative approach, with the design as survey research. Thirty-five learners of the English Study Program of FKIP Universitas Islam Indragiri were chosen as the samples. The researcher utilized a questionnaire designed on a Likert scale in obtaining the data. Then the data was analyzed using descriptive statistical analysis, which included individual scores, percentages, mean scores, and attitude level. The findings indicate that the learners' attitudes toward the writing process and functions ranged in the mean score of 3.83, which was categorized as a positive attitude. Therefore, it can be inferred that they have good skills for writing because they have a positive attitude toward writing.
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Yen, Hsiu-Ling, Shi-Jer Lou, and Ru-Chu Shih. "Integrating Blended Learning into Situational Writing for Vocational High School Students." International Journal of Online Pedagogy and Course Design 3, no. 3 (July 2013): 85–100. http://dx.doi.org/10.4018/ijopcd.2013070106.

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This study aims to explore vocational high school students’ attitudes toward integrating blended learning into situational writing, and the learning effectiveness of that integration. A total of 84 vocational high students were divided into an experimental group and a control group. The experimental group received writing instruction through an online platform, whereas the control group received writing instruction in traditional classrooms. Attitude toward writing and writing performance were assessed before and after the experiment. Also, learning satisfaction survey was conducted afterwards. The findings of this study reveal that results of the post-test total scores and behavior are significantly higher than the pre-test total scores and behavior results for both the experimental and control groups. Particularly, organization, language usage, and the overall performance in the students’ writings are significantly improved. Scores for affection and behavior and total scores for attitude toward writing are significantly higher for the experimental group than for the control group. Both groups show significant satisfaction with the instructional method, interactivity, and total grades.
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Bozgun, Kayhan, and Fatih Can. "Digital Reading and Writing Attitudes of Preservice Elementary Teachers: A Correlational Research." International Journal of Education and Literacy Studies 10, no. 3 (August 12, 2022): 25–32. http://dx.doi.org/10.7575/aiac.ijels.v.10n.3p.25.

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This study aims to examine the relationship between digital reading and digital writing attitudes of preservice elementary teachers. The sample of the research consists of 294 preservice elementary teachers studying at the faculty of education. The research sample was determined using the convenience sampling method. Attitude Scale for Digital Writing, Attitude Scale towards Digital Reading, and Personal Information Form were used as data collection tools. Data were analysed using R Studio software. Independent sample t-test, one-way ANOVA and simple linear regression analysis were used in the analysis process. The findings indicated that the reading attitudes and writing attitudes scores of the preservice elementary teachers did not differ according to gender, age, and grade level. However, it was found that the preservice teachers who stated that they read digital books had a higher level of reading and writing attitudes than the preservice teachers who stated that they did not read. It has been determined that there is a high level of significant relationship between digital reading and writing attitudes. According to the results of the simple linear regression analysis, it was found that the writing attitudes of the preservice elementary teachers who had high digital reading attitude levels were also high. As a result, it can be said that as the digital reading attitudes of the preservice elementary teachers increase, their attitudes towards writing will also increase. Experimental studies can be conducted to determine the effect of reading digital books on digital writing attitudes.
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Aliyu, Muhammad Mukhtar, and Gambo A. Danladi. "Attitude of Hausa ESL Secondary School Students Towards Spelling and Writing in English." International Journal of Language Teaching and Education 2, no. 3 (December 1, 2018): 184–94. http://dx.doi.org/10.22437/ijolte.v2i3.5908.

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Writing skill is described as an essential language tool for students. Studies have shown that Hausa ESL secondary school students commit various errors in their writing in English. Various factors have been identified as responsible for the problems. However, the students’ attitude towards spelling and writing has not been investigated. It is believed that students’ attitude plays an important role in motivating and influencing their second-language learning. Therefore, the aim of this study is to explore the attitude and perception of Hausa ESL secondary school students towards English spelling and writing. The study adopts a survey research design where an intact class of 75 students from a secondary school in north-eastern Nigeria was selected. To collect the data for the study, a questionnaire was employed. The questionnaire comprises two sections: (i) attitudes toward English spelling and (ii) attitudes toward writing in English which include four writing purposes: (a) School Use, (b) Social Use, (c) Official Use, and (d) Creativity. Findings of the study revealed that the participants have a moderate positive attitude and perception towards English spelling and writing. The findings also indicated that the students’ attitude toward the School Use of English is the highest, whereas their Creativity in writing has the lowest means among the four purposes. In addition, the study revealed that there is a significant positive relationship between the participants’ attitude towards spelling and writing. To enhance students’ creative writing and thinking skills, the study suggests that literature in English should be made compulsory to all secondary school students. Story-reading and creative writing should be incorporated into the curriculum. Other extracurricular activities such as spelling completion should be organised to help the students.
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Mousavi, Seyedeh Maryam, and Laya Heidari Darani. "Effect of collocations on Iranian EFL learners’ writing: Attitude in focus." Global Journal of Foreign Language Teaching 8, no. 4 (November 30, 2018): 131–45. http://dx.doi.org/10.18844/gjflt.v8i4.3568.

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This study aimed at investigating the effect of collocations as language chunks on Iranian female intermediate EFL learners’ writing skill. Moreover, the researchers intended to find out the attitude of learners towards writing skill after collocations were taught. To this end, 30 female Iranian EFL learners who were studying English in a language institute in Isfahan, aged between 18 and 26 years old formed the sample. The instruments used for data collection included three tests (Oxford Placement Test, writing pretest and posttest) and an attitude questionnaire developed by Peter Elbow and Pat Belanoff. The results obtained from the statistical analyses revealed that there was a significant effect of using collocations on the writing skill of Iranian female intermediate EFL learners. Furthermore, based on the findings, it can be claimed that the learners’ attitude boosted in the course of this experiment, indicating that using collocations had a significantly positive impact on the attitudes of Iranian EFL learners towards writing skill. Keywords: attitude, collocations, language chunks, writing skill
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Dissertations / Theses on the topic "Writing attitude"

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Barnes, Helen F. A. "Writers' Club: The Effect of Extra Writing on Fourth-Grade, Hispanic Students' Writing, and Their Attitude Towards Writing." FIU Digital Commons, 2015. http://digitalcommons.fiu.edu/etd/2183.

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Nationally, as well as at state and local level, 75% of students in Grades 4, 8 and 12 have been determined to be writing at the basic or below basic level. In 2012, the standards were made more stringent for the incorporation of details and adherence to customary English conventions. After that, students’ writing scores plummeted. Hispanic students scored more poorly than their White counterparts. Earlier studies indicated that students’ attitude towards writing becomes less positive as they progress through the grades. The purpose of the study was to examine the effect of extra writing on 60 fourth-grade, Hispanic students’ writing, and their attitude towards writing through participation in a Writers’ Club versus an At Home Writing Group or a group with no extra writing. The study followed a quasi-experimental, pretest-posttest, non-equivalent group design. The groups were the Writers’ Club (n = 22), the At Home Writing Group (n = 18 and no extra writing (n = 20). All students received regular writing instruction and homework. The Writers’ Club met 24 times for 30 minutes each meeting, over an 8-week period. Pretest and posttest writing samples were evaluated using Spandel’s Teacher Six-Point Writing Guide and attitude towards writing was evaluated using Kear, Coffman, McKenna, and Ambrosio’s Writing Attitude Survey. A univariate analysis of covariate was conducted on the pretest and posttest writing samples and responses to the Writing Attitude Survey protocol. The independent variable was group membership, the dependent variable was the posttest scores and the covariate was the pretest scores. The writing samples were examined for three conditions: incorporation of details (ideas), adherence to the conventions of customary English and overall writing skill. The results of the current study showed no significant difference in fourth-grade, Hispanic students’ writing or their attitude towards writing based on group membership. The conclusions of the study are that the results were potentially compromised by a variety of limitations and that it may have been conducted over too short a period for positive effects to be seen. The conclusion is that further research is warranted with adjustments to the setting and the timeframe.
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Li, Nim-yu Kitty. "The word processor and ESL college basic writers : a study of writing quality, revision strategies, writing attitude and writing apprehension /." Hong Kong : University of Hong Kong, 1994. http://sunzi.lib.hku.hk/hkuto/record.jsp?B1594993X.

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Schleifer, Neal. "The Effects Of Using Computers In Writing Instruction on Writing Apprehension and Attitude Toward Using Computers." NSUWorks, 1992. http://nsuworks.nova.edu/gscis_etd/822.

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This study investigated the effects of using computers in writing instruction on writing apprehension and attitude toward writing with the computer. Possible correlates of writing apprehension considered in the study were gender and GPA. Possible correlates of attitude toward writing with the computer were gender and the number of courses taken requiring in-class use of the computer. Analyses were conducted to determine if there was any correlation between the test instruments and to identify differences between the computer treatment group, the non-treatment comparison group, and an advanced placement group. Riverview High School seniors and advanced placement juniors (N=234) who were enrolled in English classes in the 1991 fall quarter were tested before and after completing nine weeks of writing instruction. Data about the subjects' writing attitudes and attitudes toward writing with the computer were collected by means of standardized scales, and demographic data for the subjects was obtained from a survey and the Riverview guidance department. Hypotheses were tested at a .05 confidence level using paired t-tests for dependent samples, unpaired t-tests for independent samples, Pearson product moment correlation coefficients, or analysis of variance. Because the analysis of variance indicated differences in writing attitude among the groups, a Scheffe F-test and a Fisher PLSD test were used to determine where the differences occurred. Of the possible correlates of writing apprehension tested, only gender was found to be significant. No correlates were found to be related significantly to attitude toward writing with the computer, and no significant correlation was found between the scales. Differences between the mean writing attitude scores and mean attitude toward writing with the computer scores were identified. Scores increased significantly in the computer treatment group on the Writing Attitude Scale (WAS) and the Attitude toward Writing with the Computer Scale (ATWCS). On both scales, posttest scores of the grade 12 treatment group were also significantly higher than those of the non-treatment grade 12 group. Scores did not increase significantly in the non-treatment group on the Writing Attitude Scale, but did increase significantly on the Attitude toward Writing with the Computer Scale, although the treatment group scores were still significantly higher. Several curriculum recommendations were made based upon the results of this study. Recommendations for future study included extending the duration of the study, testing more grade levels, and expanding the population from which subjects were drawn.
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Chen, Wenting. "How Knowledge and Attitude Affect ESL Students’ Collaborative Writing Outcomes." University of Toledo / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1438696895.

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Millican, Beverly Robinson. "The Effects of Writing-to-learn Tasks on Achievement and Attitude in Mathematics." Thesis, University of North Texas, 1994. https://digital.library.unt.edu/ark:/67531/metadc279196/.

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The problem of this study was to determine the effects of implementing writing-to-learn tasks in mathematics instruction on fourth grade students' achievement and attitude toward mathematics. Also addressed in this study is whether or not achievement and attitude measures of female students and low achieving students are effected by the use of writing in mathematics.
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Folkeryd, Jenny W. "Writing with an Attitude : Appraisal and student texts in the school subject of Swedish." Doctoral thesis, Uppsala universitet, Institutionen för lingvistik och filologi, 2006. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-7410.

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Learning in school is in many respects done through language. However, it has been shown that the language of school assignments is seldom explicitly discussed in school. Writing tasks are furthermore assigned without clear guidelines for how certain lexical choices make one text more powerful than another. The present study is a contribution to a linguistic and pedagogical discussion of student writing. More specifically the focus is on the use of evaluative language in texts written by students in the school subject of Swedish in grades 5, 8 and 11. The major investigations of the study have been accommodated within the theoretical framework of Appraisal. An overview is given of the language resources in the student texts for constructing emotion, judging behavior in ethical terms and valuing objects aesthetically. Another question addressed is that of how attitudinal meaning is intensified, thus creating greater or lesser degrees of positivity or negativity associated with the feelings. The results show that manifestations of attitude are found in practically all texts in the study. However, variations are noted in relation to different genres, age, proficiency level, language background and gender. A contribution of the study in relation to the theoretical framework upon which it draws is an extension of the system of Attitude as well as an identification of different patterns in the use of attitudinal resources. These patterns are furthermore discussed in relation to how students talk about their own written production in terms of text movability. Results indicate that students with a high degree of text movability also use attitudinal resources to a large extent. It is argued that applying the linguistic tool of Appraisal can facilitate a discussion of how to make one aspect of the hidden curriculum more visible, namely, how to write with an Attitude.
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Folkeryd, Jenny Wiksten. "Writing with an attitude : appraisal and student texts in the school subject of Swedish /." Uppsala : Acta Universitatis Upsaliensis : Uppsala universitetsbibliotek [distributör], 2006. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-7410.

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Vanli, Gokce. "Student And Instructor Perceptions On Feedback To Student Writing." Phd thesis, METU, 2013. http://etd.lib.metu.edu.tr/upload/12615711/index.pdf.

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Giving written feedback to students&rsquo
essays has gained importance by the emergence of the process approach to teaching writing. In the literature, many studies have been conducted to when and how to provide teacher feedback to students&rsquo
writing. In contrast, there have been very few studies on the teacher and students&rsquo
perceptions of teacher feedback. The aim of the present study is to investigate the EFL students&rsquo
expectations of, preferences for and handling of teacher feedback and to investigate the instructors&rsquo
perception of written feedback and their expectations of the students. To this end, the researcher designed this study and carried it out in ENG 102 course at Middle East Technical University. The data for the study were collected through both quantitative and qualitative data collection tools. These tools were the questionnaire and the Writing Self-Efficacy Scale administered to the students and the interviews held with some of the students and instructors teaching at the Department of Modern Languages. The data were collected in the spring semester of the 2009-2010 academic year. Analyses of the collected data revealed that both the teachers and the students think that teachers play a key role in improving a student&rsquo
s writing ability. However, there seems to be a kind of mismatch between what the students expect and what the teachers provide. The study also displays that the students&rsquo
expectations of, preferences for and their handling of teacher feedback changes according to some factors such as the students&rsquo
gender or faculty. The teachers should be aware of such differences and reflect this knowledge in their teaching practices. Finally, the study reveals that there is a positive correlation between the students&rsquo
writing self-efficacy beliefs and their perceptions regarding the value they attach to teacher feedback in general.
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Anderson, Dianne S. "The impact of writing and collaborative problem solving on student achievement and attitude in intermediate algebra /." ProQuest subscription required:, 1999. http://proquest.umi.com/pqdweb?did=990270451&sid=1&Fmt=2&clientId=8813&RQT=309&VName=PQD.

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Cote, Robert Arthur. "The Role of Student Attitude towards Peer Review in Anonymous Electronic Peer Review in an EFL Writing Classroom." Diss., The University of Arizona, 2013. http://hdl.handle.net/10150/307005.

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Over the past 30 years, there has been little consensus on the benefits of peer review (PR) with respect to the teaching of expository writing in English to non-native speakers. Lu & Bol (2007) reported on several ESL writing instruction studies (Chaudron, 1983; Mangelsdorf, 1992; Paulus, 1999) that suggested peer feedback was as good as, and in some cases better than teacher feedback in helping revise and improve students' papers (p. 101). Brammer & Rees (2007), however, reported, "We frequently hear students complain bitterly that peer review is a waste of time or blame their peers for `not catching all the mistakes' and students do not stay on task during the peer review process" (p. 71). The literature also identifies social issues that can negatively affect the outcome of face-to-face PR, such as students being easily biased or not honest when providing feedback due to friendship, gender, race, interpersonal relationships, or personal preferences (Carson & Nelson, 1996; Ghorpade & Lackritz, 2001; MacLeod, 1999; Nilson, 2003; Zhao, 1998). To maximize the benefits of PR and reduce social interferences, this study incorporated anonymous electronic-peer review with 25 EFL students enrolled in an expository writing class in Spain. The goal of this dissertation is to explore the relationship between students' attitudes towards peer review and one) the amount and type of corrections a student makes to an essay in anonymous electronic-peer review, and two) the amount and type of corrections a student incorporates into his/her original essay after receiving feedback from a peer. The participants completed several Likert questionnaires, participated in PR training, wrote two drafts of an essay and were interviewed. The interviews provided data not only on the corrections mentioned above, but also how the participants viewed the experience, the effects PR had on their writing, insecurities about their English writing skills, and confidence they had in themselves and their peers based on perceived target language competence. Findings include discussion on perceptions and implications of electronic peer review on EFL learners' ability to provide helpful feedback and the willingness of the students to participate in peer review again in the future.
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Books on the topic "Writing attitude"

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Barbara, Garside, and Prodromou Luke, eds. Attitude. Mexico: Editorial Macmillan, 2006.

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Godorecci, Barbara J. After Machiavelli: "re-writing" and the "hermeneutic attitude". West Lafayette, Ind: Purdue University Press, 1993.

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Bird, Jennifer Lynne. Innovative collaborative practice and reflection in patient education. Hershey, PA: Medical Information Science Reference, an imprint of IGI Global, 2015.

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J, Armstrong Katherine, ed. Perfect phrases for writing employee surveys: Hundreds of ready-to-use phrases to help you create surveys your employees answer honestly, completely, and helpfully. New York: McGraw-Hill, 2010.

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Davis, Michael. Writing heritage: The depiction of indigenous heritage in European-Australian writings. Kew, Vic: Australian Scholarly Publishing, 2007.

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White, Janet. Pupil's attitudes to writing at age 11 and 15. Windsor: NFER-Nelson, 1987.

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Taylor, Marlene. Writing to read: Technology in action. Regina, Sask: Research Centre, Saskatchewan School Trustees Association, 1988.

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SpotxNotebooks. Our Attitude Toward Life Determines Life's Attitude Towards Us: John N. Mitchell - Place for Writing Thoughts. Independently Published, 2020.

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Writing with Attitude: An Almost No-Rules Approach to Paragraphs and Essays. Kendall Hunt Publishing Company, 2012.

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Scribblers, Krazed. I Speak Fluent Sarcasm: Sassy Attitude College Ruled Quote Composition Writing Notebook. Independently published, 2019.

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Book chapters on the topic "Writing attitude"

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Hood, Susan. "Writing with Attitude." In Appraising Research: Evaluation in Academic Writing, 73–108. London: Palgrave Macmillan UK, 2010. http://dx.doi.org/10.1057/9780230274662_3.

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Thomson, Pat. "Refine with attitude." In Refining Your Academic Writing, 24–37. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003031680-3.

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Hood, Susan. "Prosodies of Attitude." In Appraising Research: Evaluation in Academic Writing, 141–70. London: Palgrave Macmillan UK, 2010. http://dx.doi.org/10.1057/9780230274662_5.

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Finegan, Edward, and Benjamin T. Lee. "Legal writing: attitude and emphasis." In The Routledge Handbook of Forensic Linguistics, 48–63. Title: The Routledge handbook of forensic linguistics / edited by Malcolm Coulthard, Alison May, Rui Sousa-Silva. Description: Second edition. | London ; New York : Routledge, 2020. | Series: Routledge handbooks in applied linguistics: Routledge, 2020. http://dx.doi.org/10.4324/9780429030581-6.

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Hood, Susan. "Attitude and Field in Academic Writing." In Appraising Research: Evaluation in Academic Writing, 109–40. London: Palgrave Macmillan UK, 2010. http://dx.doi.org/10.1057/9780230274662_4.

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Liu, Xinghua, and Anne McCabe. "A Study of Attitude in Student Writing." In Corpora and Intercultural Studies, 37–52. Singapore: Springer Singapore, 2017. http://dx.doi.org/10.1007/978-981-10-6415-9_4.

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Little, Deborah. "Story-Building with Computers: Effects on Reading Comprehension, Vocabulary, Attitude and Writing." In Computers and Writing, 375–87. Dordrecht: Springer Netherlands, 1992. http://dx.doi.org/10.1007/978-94-011-2854-4_24.

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Carrió-Pastor, María Luisa. "Chapter 12. Do writers express the same attitude in historical genres?" In Writing History in Late Modern English, 236–57. Amsterdam: John Benjamins Publishing Company, 2019. http://dx.doi.org/10.1075/z.225.12car.

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Oliver del Olmo, Sonia. "Hedging and attitude markers in Spanish and English scientific medical writing." In Dialogue Studies, 273–89. Amsterdam: John Benjamins Publishing Company, 2014. http://dx.doi.org/10.1075/ds.25.13oli.

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Rheindorf, Markus. "Doing stance and engagement: Austrian graduate students’ awareness of reporting signal and attitude in German (L1) and English (L2)." In Academic writing across languages: multilingual and contrastive approaches in higher education, 209–32. Wien: Böhlau Verlag, 2019. http://dx.doi.org/10.7767/9783205208815.209.

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Conference papers on the topic "Writing attitude"

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Kulprasit, Watcharee. "Writing Rubric And Three Types Of Reflective Written Feedback: Students’ Attitude Boosters." In INCoH 2017 - The Second International Conference on Humanities. Cognitive-Crcs, 2019. http://dx.doi.org/10.15405/epsbs.2019.09.10.

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Dimyati, Ashadi, and Hariyanto. "The Impact of Journal Writing Training on Self Efficacy and Attitude of Postgraduate Program Students in Writing Scientific Publication Articles." In Proceedings of the 4th Annual International Seminar on Transformative Education and Educational Leadership (AISTEEL 2019). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/aisteel-19.2019.95.

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Luo, Yilun, Chi Chiu Tsang, Guanglie Zhang, Zhuxin Dong, Guangyi Shi, Sze Yin Kwok, Wen J. Li, Philip H. W. Leong, and Ming Yiu Wong. "An Attitude Compensation Technique for a MEMS Motion Sensor Based Digital Writing Instrument." In 2006 1st IEEE International Conference on Nano/Micro Engineered and Molecular Systems. IEEE, 2006. http://dx.doi.org/10.1109/nems.2006.334563.

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Bražienė, Nijolė, and Daiva Grakauskaitė-Karkockienė. "Writing (Text Creation) Development of Primary Students at their Mother Tongue Lessons: Teachers’ Attitude." In ATEE Spring Conference in Riga. LU Akadēmiskais apgāds, 2019. http://dx.doi.org/10.22364/atee.2019.itre.24.

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Hsiang Peng, Hsiao-Chuan, and Shueh chin Ting. "Effect of Number Limit of Advisors’ Graduate Students on Students’ Learning Attitude toward Thesis Writing." In 2015 International Conference on Education Reform and Modern Management. Paris, France: Atlantis Press, 2015. http://dx.doi.org/10.2991/ermm-15.2015.29.

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Kim, Dongman. "Flying Height Deviation Measurements at Ultra Low Fly Heights." In STLE/ASME 2003 International Joint Tribology Conference. ASMEDC, 2003. http://dx.doi.org/10.1115/2003-trib-340.

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The flying height tester contribution to flying height tolerance is investigated with different calibration techniques in this study. The flying attitude change in head gimbal assembly (HGA) by supplying writing current is discussed along with newly proposed methodology for feature size measurement on the air bearing slider (ABS) using a flying height tester.
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Birkenkrahe, Marcus. "Using storytelling methods to improve emotion, motivation and attitude of students writing scientific papers and theses." In 2014 IEEE 13th International Conference on Cognitive Informatics & Cognitive Computing (ICCI*CC). IEEE, 2014. http://dx.doi.org/10.1109/icci-cc.2014.6921453.

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Huda, Nadia Nurul. "Student Team Achievement Division (STAD) and Students’ Attitude Towards Writing Achievement at SMP N 34 Pekanbaru." In Eighth International Conference on Languages and Arts (ICLA-2019). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200819.026.

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Sitorus, Mei Lusiana. "Non-Native English Teachers Interpretation of Rubrics Used for Assessing Students’ Writing." In International Conference on Future of Education. The International Institute of Knowledge Management, 2020. http://dx.doi.org/10.17501/26307413.2020.3202.

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The benefits of rubrics as teaching learning tools have been identified specifically for performance-based assessment in language. In Indonesia, the ability to produce quality written work has become a necessity to complete higher education but it remained unclear how learning and assessment on this area were conducted. This paper focused on exploring the use of rubrics by four non-native teachers’ working for a private ESL school in Indonesia for assessing students’ writing tasks. The study investigated how the teachers’ current practice and how they approached rubrics for assessing writing by means of both closed and open-ended surveys. Additionally, an analysis of the assessed essay against the rubrics was conducted to identify interrater reliability. The results showed that the teachers had positive attitude towards rubrics, used rubrics regularly and approached rubrics in a similar fashion which was to use them as an assessment tool but not learning tool. There was an identified interrater inconsistency in the scoring results. Additionally, the teachers put a lot more focus on Grammar, Spelling and Punctuation category than on the other two categories (Function & Content, and Cohesion & Coherence). The implication of the study calls for more effective use of rubrics as teaching and learning tools by the teachers as well as the provision of teacher training which enable the teachers to do so and consequently resulting in improvement of interrater reliability. Keywords: rubrics, interpretation of rubrics, non-native teachers, English writing, writing assessment
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FAISAL, MOHD, MUHAMAD AZHAR, SITI MARIAM, SYED KAMARUZAMAN, and WAIL ISMAIL. "The influence of teaching practice and students attitude to the level of ability in writing Jawi script." In Second International Conference on Advances in Management, Economics and Social Science - MES 2015. Institute of Research Engineers and Doctors, 2015. http://dx.doi.org/10.15224/978-1-63248-046-0-68.

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Reports on the topic "Writing attitude"

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Buchan, Greg. Student Attitudes Toward Word Processing and Writing in the English as a Second or Other Language Classroom. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.6749.

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