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Relevant bibliographies by topics / Written English

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Academic literature on the topic 'Written English'

Author: Grafiati

Published: 4 June 2021

Last updated: 28 July 2024

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Journal articles on the topic "Written English"

1

Gaskell, Philip. "Standard written English." English Today 16, no. 1 (January 2000): 48–52. http://dx.doi.org/10.1017/s0266078400011457.

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Klimova, Blanka Frydrychova. "Formal written English revisited." Procedia - Social and Behavioral Sciences 3 (2010): 131–37. http://dx.doi.org/10.1016/j.sbspro.2010.07.024.

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Fang Xuelan and Graeme Kennedy. "Expressing Causation in Written English." RELC Journal 23, no. 1 (June 1992): 62–80. http://dx.doi.org/10.1177/003368829202300105.

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Shi, Dingxu. "Hong Kong written Chinese." Journal of Asian Pacific Communication 16, no. 2 (October 12, 2006): 299–318. http://dx.doi.org/10.1075/japc.16.2.09shi.

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Hong Kong written Chinese is the register used in government documents, serious literature and the formal sections of printed media. It is a local variation of Standard Chinese and has many special features in its lexicon, syntax and discourse. These features come from three distinctive sources: English, Cantonese and innovation. The main concern of this paper is which features come from English and how they are adopted. It is shown that Hong Kong written Chinese has a large number of English loan words, both localized and semi-localized ones, and quite a few calque forms from English. Some of its lexical items have undergone semantic shift under the influence of English or Cantonese. The most interesting characteristic of Hong Kong written Chinese is that a number of its words have changed their syntactic behavior due to English influence and a few syntactic structures are apparently adopted from English. This particular form of written Chinese thus provides an excellent case to study the impact of bilingualism and multilingualism on language use and language change induced by language contact.

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Chandran, Mini. "Writer-Translators of Ethnicity Translations and literatures written in English." European Journal of English Studies 18, no. 3 (September 2, 2014): 263–77. http://dx.doi.org/10.1080/13825577.2014.944019.

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Linse, Caroline, and Stephen van Vlack. "Plain English." ITL - International Journal of Applied Linguistics 166, no. 2 (December 30, 2015): 254–77. http://dx.doi.org/10.1075/itl.166.2.03lin.

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Schools attempting to engage with the families of all learners, including those with culturally and linguistically diverse backgrounds recognize the importance of oral and written communication that is written using understandable English. Using the basic principles of plain English coupled with speech act theory we began to investigate different aspects of text and functional intent. This exploratory research examined exemplar pieces of written school generated communication, using different forms of linguistic analysis to determine whether the communication contained elements recognized to facilitate or impede the comprehensibility of each piece of communication. Additionally, a text assessment tool which can help schools to analyze the written text communication they send to families was developed and refined.

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Osei-Tutu, Kwaku. "The Influence of American English and British English on Ghanaian English." Ghana Journal of Linguistics 10, no. 2 (December 31, 2021): 84–102. http://dx.doi.org/10.4314/gjl.v10i2.4.

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English has been the de facto official language of Ghana since the country gained independence from Britain in 1957. According to Dolphyne (1995:31) “it is… standard written [British] English that newspaper editors and editors of journals aim at, as well as teachers in their teaching of English at all levels.” Shoba et al. (2013) also reinforce this stating that British English has remained the standard of the Ghanaian educational system since colonization. In recent times, however, American English has become more popular in Ghana, especially in the entertainment industry (Anderson et al., 2009). Using data from the International Corpus of English (Ghana component – written and spoken; British component – written and spoken; and the American component – written) and the Corpus of Contemporary American English (COCA), this paper looks at the frequencies of got, gotten and the modals will, shall, should and must with the aim of finding out which of the two native varieties Ghanaian English patterns after. The results of the study reveal that while Ghanaian English reflects some influence from American English by showing a tendency to pattern after it with regard to got and gotten, the same cannot be said regarding the modals will, shall, should and must.

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BARON, NAOMI. "The written turn." English Language and Linguistics 9, no. 2 (October 31, 2005): 359–76. http://dx.doi.org/10.1017/s136067430500170x.

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Bondarenko, Olga R. "Russian Accent in English Written Discourse." IAFOR Journal of Education 8, no. 1 (March 1, 2020): 29–46. http://dx.doi.org/10.22492/ije.8.1.02.

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Celce-Murcia, Marianne, and Arne Olofsson. "Relative Junctions in Written American English." Language 61, no. 1 (March 1985): 220. http://dx.doi.org/10.2307/413448.

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Dissertations / Theses on the topic "Written English"

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Kreyer, Rolf. "Inversion in modern written English syntactic complexity, information status and the creative writer." Tübingen Narr, 2006. http://deposit.ddb.de/cgi-bin/dokserv?id=2778049&prov=M&dok_var=1&dok_ext=htm.

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Sams, Jessica. "A syntactic analysis of written English quotatives." Connect to online resource, 2008. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3337148.

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Guthrie, Karren M. Fitzgerald Jill. "Cohesion in young Latino English-language learners' English narrative written text." Chapel Hill, N.C. : University of North Carolina at Chapel Hill, 2008. http://dc.lib.unc.edu/u?/etd,1582.

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Thesis (Ph. D.)--University of North Carolina at Chapel Hill, 2008.
Title from electronic title page (viewed Sep. 16, 2008). "... in partial fulfillment of the requirements for the degree of Doctor of Philosophy in the School of Education." Discipline: Education; Department/School: Education.

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Klein, Luciana Conceição. "Brazilian college students': awareness of academic written english." Florianópolis, SC, 2002. http://repositorio.ufsc.br/xmlui/handle/123456789/83640.

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Dissertação (mestrado) - Universidade Federal de Santa Catarina, Centro de Comunicação e Expressão. Programa de Pós-Graduação em Letras/Inglês e Literatura Correspondente.
Made available in DSpace on 2012-10-20T01:57:14Z (GMT). No. of bitstreams: 0Bitstream added on 2015-02-04T21:04:36Z : No. of bitstreams: 1 184734.pdf: 13428595 bytes, checksum: 36669ade3412f325017b820ee58e0c11 (MD5)
O objetivo deste estudo é contribuir para o entendimento das atitudes de alunos universitários brasileiros em relação à atividade da escrita acadêmica em língua inglesa e investigar sua consciência em relação aos procedimentos envolvidos no processo da escrita. O estudo se baseia na Teoria da Escrita como Processo Cognitivo de Flower e Hayes (1981) e investiga o entendimento que os sujeitos demonstram do ambiente da tarefa de escrita, dos processos de escrita e da importância do conhecimento prévio para o processo de escrita como um todo. A pesquisa foi conduzida com onze alunos cursando Letras no Centro Universitário de Jaraguá do Sul - UNERJ e dezoito na Fundação Universidade Regional de Blumenau - FURB. O método utilizado na pesquisa consistiu de (1) uma amostra de texto escrito pelos sujeitos, e (2) um questionário para levantar dados referentes à percepção de escrita acadêmica que esses alunos têm, assim como seu envolvimento com a tarefa de escrever em língua inglesa. Os resultados mostraram que os sujeitos desse estudo (1) estão cientes dos processos e sub-processos descritos pelo modelo de Flower e Hayes (1981) e que (2) essa consciência não resulta em uma produção mais fluente de inglês escrito. O estudo também revelou a preocupação dos sujeitos com sua proficiência lingüística principalmente no que se refere à gramática e ao vocabulário. No entanto, o conteúdo a ser transcrito não foi afetado por essas limitações lingüísticas. A conclusão desta dissertação apresenta as limitações do estudo, sugestões para pesquisas posteriores e implicações pedagógicas.

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Zhan, Ying, and 詹颖. "Washback and possible selves: Chinese non-English-major undergraduates' English learning experiences." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2009. http://hub.hku.hk/bib/B43943779.

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Beiner, Judith Sue. "From informal to formal : syntactic variation in written English /." Access Digital Full Text version, 1988. http://pocketknowledge.tc.columbia.edu/home.php/bybib/10798079.

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Eriksson, Anders. "Tense and aspect in advanced Swedish learners' written English /." Göteborg : Acta Universitatis Gothoburgensis, 2008. http://opac.nebis.ch/cgi-bin/showAbstract.pl?u20=9789173466097.

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Grant, Sofia. "An Analysis of English Essays Written by Swedish Students." Thesis, Högskolan i Gävle, Avdelningen för humaniora, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:hig:diva-23572.

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The aim of this study is to analyse essays written in English by Swedish pupils and to map the most common errors made in written communication. The grammatical features selected for the analysis are prepositions, articles, verb forms, subject-verb agreement and word order. Furthermore, the errors will be grouped and ranked according to the Obligatory Occasion Analysis not only to assess the pupils’ development but also to help the teachers to prepare for their lesson planning.

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Park, Sung Bae. "The acquisition of written English articles by Korean learners /." Available to subscribers only, 2006. http://proquest.umi.com/pqdweb?did=1240682871&sid=7&Fmt=2&clientId=1509&RQT=309&VName=PQD.

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Pearce, Martin. "Baptismal texts : the construction of meaning in written English." Thesis, University of Nottingham, 1996. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.307764.

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Books on the topic "Written English"

1

Freeman, Sarah. Written communication in English. Hyderabad: Orient Longman, 1996.

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Turton, N. D. Correct usage in written English. Hong Kong: Commercial Press, 1992.

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Express yourself in written English. Lincolnwood, Ill., USA: National Textbook Co., 1990.

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On verb complementation in written English. [Malmö, Sweden]: C.W.K. Gleerup, 1985.

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Service, Educational Testing, ed. TOEFL test of written English guide. [Princeton, N.J.]: Educational Testing Service, 1989.

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Great Britain. Parliament. House of Commons. Housing, Planning, Local Government and the Regions Committee. English partnerships: Oral and written evidence. London: Stationery Office, 2004.

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Benson, Beverly. Improving the grammar of written English. Belmont, Calif: Wadsworth Pub. Co., 1989.

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James, Aitchison. The Cassell guide to written English. London: Cassell, 1996.

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Service, Educational Testing, ed. TOEFL test of written English guide. 3rd ed. Princeton, NJ: Educational Testing Service, 1992.

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translator, Biswas Ranjita 1950, ed. Written in tears. Noida, Uttar Pradesh, India: Harper Perennial, 2015.

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Book chapters on the topic "Written English"

1

Askey, Simon, and Ian McLeod. "Written English." In Studying Law, 154–80. London: Macmillan Education UK, 2014. http://dx.doi.org/10.1007/978-1-137-41269-0_9.

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Johnson, Keith. "Standardising Written English." In Landmarks in the History of the English Language, 36–45. London: Routledge, 2024. http://dx.doi.org/10.4324/9781003275053-5.

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Freeborn, Dennis, Peter French, and David Langford. "Spoken English and written English." In Varieties of English, 76–103. London: Macmillan Education UK, 1993. http://dx.doi.org/10.1007/978-1-349-22723-5_5.

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Freeborn, Dennis, Peter French, and David Langford. "Spoken English and written English." In Varieties of English, 86–101. London: Macmillan Education UK, 1986. http://dx.doi.org/10.1007/978-1-349-18134-6_5.

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Unruh, Susan, and Nancy A. McKellar. "Written Expression." In Assessment and Intervention for English Language Learners, 145–58. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-52645-4_10.

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Farrell, Thomas S. C. "Written Reflections." In Doing Reflective Practice in English Language Teaching, 50–63. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003178729-4.

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Dollinger, Stefan. "Written sources for Canadian English." In Varieties of English Around the World, 197–222. Amsterdam: John Benjamins Publishing Company, 2010. http://dx.doi.org/10.1075/veaw.g41.10dol.

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Gardner, Sheena, and Emma Moreton. "Written corpora." In The Routledge Handbook of English Language and Digital Humanities, 26–48. Abingdon, Oxon ; New York, NY : Routledge, 2020.: Routledge, 2020. http://dx.doi.org/10.4324/9781003031758-3.

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Irwin, Raymond. "The Written Word." In The Heritage of the English Library, 13–25. London: Routledge, 2021. http://dx.doi.org/10.4324/9781003247555-1.

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Freeborn, Dennis, Peter French, and David Langford. "Variety in written English — II: style." In Varieties of English, 196–222. London: Macmillan Education UK, 1993. http://dx.doi.org/10.1007/978-1-349-22723-5_10.

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Conference papers on the topic "Written English"

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Penniston, Anthony, and Eric Harley. "Attempts to verify written English." In The Fourth International C* Conference. New York, New York, USA: ACM Press, 2011. http://dx.doi.org/10.1145/1992896.1992911.

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Ren, Yuying. "Back-Transliteration of English Loanwords in Japanese." In Proceedings of the Workshop on Computation and Written Language (CAWL 2023). Stroudsburg, PA, USA: Association for Computational Linguistics, 2023. http://dx.doi.org/10.18653/v1/2023.cawl-1.6.

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Sládková, Věra. "Modal verbs in English essays written by Czech secondary-school students." In Eighth Brno Conference on Linguistics Studies in English. Brno: Masaryk University Press, 2020. http://dx.doi.org/10.5817/cz.muni.p210-9767-2020-10.

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This paper presents the findings of a frequency analysis of modal verbs and their complementation in 390 English school-leaving essays written by Czech secondary-school students in a high-stakes B1 level exam. These constitute a learner corpus, CZEMATELC 2017. The study reveals a very high proportion of correct complementation patterns, but predominantly with lexical verbs at A1 and A2 CEFR levels. The most frequent errors are the complementation of modal verbs by past-tense forms of lexical verbs and the absence of complementation.

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Sládková, Věra. "Grammatical collocations in English exam texts written by Czech secondary-school students." In 9th Brno Conference on Linguistics Studies in English. Brno: Masaryk University Press, 2022. http://dx.doi.org/10.5817/cz.muni.p280-0212-2022-8.

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This paper focuses on the frequency and accuracy of five types of grammatical collocations G8E-G8I (Benson et al. 1986) in CZEMATELC, an English language learner corpus (8,338 types; 211,503 tokens) consisting of 1,841 English exam texts from the written part of the national school-leaving exams between 2015 and 2019. The findings reveal the prevalence of A1-A2 CEFR level colligations relying on a limited number of verb lemmas, a wide incorrect pattern variation and preference for patterns which are also the most frequent patterns of their Czech equivalents.

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Long, Shaoyun. "Modals in Chinese Senior High School Students' Written English." In 2013 International Conference on Education, Management and Social Science. Paris, France: Atlantis Press, 2013. http://dx.doi.org/10.2991/icemss.2013.27.

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Dubac Nemet, Lorna, and Ksenija Benčina. "Nursing Case Study in English: Third-Year Written Assignment." In 10th International Language Conference on »The Importance of Learning Professional Foreign Languages for Communication between Cultures«. Unviersity of Maribor Press, 2019. http://dx.doi.org/10.18690/978-961-286-252-7.6.

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Zhang, Chunxia. "An Investigation into Teacher Written Feedback on English Writing." In 2016 International Conference on Education, Management and Computer Science. Paris, France: Atlantis Press, 2016. http://dx.doi.org/10.2991/icemc-16.2016.170.

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Beale, Andrew David. "Lexicon and grammar in probabilistic tagging of written English." In the 26th annual meeting. Morristown, NJ, USA: Association for Computational Linguistics, 1988. http://dx.doi.org/10.3115/982023.982049.

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Michaud, Lisa N., Kathleen F. McCoy, and Christopher A. Pennington. "An intelligent tutoring system for deaf learners of written English." In the fourth international ACM conference. New York, New York, USA: ACM Press, 2000. http://dx.doi.org/10.1145/354324.354348.

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Okur, B. C., H. Takci, and Y. S. Akgul. "Rewriting Turkish texts written in English alphabet using Turkish alphabet." In 2013 21st Signal Processing and Communications Applications Conference (SIU). IEEE, 2013. http://dx.doi.org/10.1109/siu.2013.6531394.

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Reports on the topic "Written English"

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Ishikawa, Lynn, Kelley Hall, and Burr Settles. The Duolingo English Test and Academic English. Duolingo, June 2016. http://dx.doi.org/10.46999/hzgw1059.

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We describe a two-year study of the relationship between the Duolingo English Test (DET) and the academic English ability of non-native international students at DePauw University. We found DET scores to be significantly correlated with on-campus faculty assessments of English ability for incoming international students (r = 0.62*** for written ability and r = 0.49*** for oral comprehensibility). We also found that DET scores significantly predict the faculty’s decisions to place certain students into academic English support classes. Furthermore, the DET was more strongly associated with faculty assessments than TOEFL® iBT scores. These results were consistent across both cohorts of first-year students studied (2014 and 2015 incoming classes).

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English, Christina. The Test of written English : a statistical analysis of validity and reliability. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.5642.

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Katsarou, Spyridoula, Michael Makris, Efstratios Vakirlis, and Stamatios Gregoriou. The role of tight junctions in atopic dermatitis: A systematic review. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, January 2023. http://dx.doi.org/10.37766/inplasy2023.1.0012.

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Review question / Objective: The role of tight junctions in atopic dermatitis. Eligibility criteria: Inclusion criteria: Literature from 2009 to 2022, studies written in english. Exclusion criteria: articles focused in diseases other that atopic dermatitis, articles whose full-text version was not available, articles written in language other than English. Main outcome(s): Exploring the crosstalk between TJs and the immune system, in order to develop topical agents that improve TJs functionality. Publication of new data is possible to change our current knowledge as presented in this review in the future, as this is an emerging field.

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Li, Haitao, Gongwei Long, and Jun Tian. Efficacy and Safety of Photodynamic Therapy for Non–muscle-invasive Bladder Cancer: A Systematic Review and Meta-analysis. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, November 2022. http://dx.doi.org/10.37766/inplasy2022.11.0043.

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Review question / Objective: To comprehensively summarize the relevant clinical studies, and assess the efficacy and safety of PDT in the treatment of NMIBC. Eligibility criteria: (1) pathologically confirmed NMIBC; (2) included > 5 patients who received PDT; (3) clinical studies including randomized-controlled trials, case-control studies, and single-arm reports; (4) included efficacy and/or safety results；(5) follow-up duration > 6 months; (6) report was written in English or has a English abstract.

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Bacci, Marcelo Rodrigues, Catarina Viggiani Bicudo Minczuk, and Fernando Luiz Affonso Fonseca. A systematic review of artificial intelligence models for acute kidney injury prediction. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, March 2023. http://dx.doi.org/10.37766/inplasy2023.3.0025.

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Review question / Objective: We performed a systematic review of the use of AI and ML to build AKI prediction models in hospitalized patients. Condition being studied: Acute kidney injury prediction models efficacy. Eligibility criteria: Manuscripts written in english language with abstract available until the 6th of March. The search strategy should adress the MesH terms in the title and abstract sections.

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Concerto, Carmen, Maria Salvina Signorelli, Antimo Natale, Antonio Di Francesco, Cecilia Chiarenza, Giulia Torrisi, Alessia Ciancio, et al. Transcranial Magnetic Stimulation for the treatment of Gambling Disorder: a systematic review. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, January 2023. http://dx.doi.org/10.37766/inplasy2023.1.0054.

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Review question / Objective: What is the effect of Transcranial Magnetic Stimulation on Gambling Disorder? Condition being studied: Gambling Disorder. Eligibility criteria: Inclusion criteria: studies evaluating the use of Transcranial Magnetic Stimulation for the treatment of Gambling Disorder including randomized and non-randomized studies; studies written in English; studies exploring an adult population, over the age of 18. Esclusion criteria: patients with other psychiatric disoders.

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Sousa, Honorato, Filipe Manuel Clemente, Élvio Rúbio Gouveia, Adam Field, and Hugo Sarmento. Effects of changing the head coach on soccer team’s performance: A systematic review. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, June 2022. http://dx.doi.org/10.37766/inplasy2022.6.0060.

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Review question / Objective: The aim of this systematic review is to analyze the effects of changing the soccer head coach on the overall team’s performance, locomotor demands of players, technical/tactical responses of players, and psychological responses of players. Eligibility criteria: P: Among professional soccer players what is the effect of head-coach replacement; E: Exposure to the change of the head-coach; C: Last weeks of the fired head-coach compared with the first weeks of the new head-coach; O: locomotor performance, sports results, mental health metrics. Inclusion criteria will be: (1) articles written in English; (2) carried out in professional football teams. Studies will be excluded if: (1) written in another language other than the one selected; (2) in the case of theses, books and non-scientific articles.

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Paparazzoa, Ersilia, Vincenzo Lagani, Silvana Geracitano, Luigi Citrigno, Mirella Aurora Aceto, Antoinio Malvaso, Francesco Bruno, Giuseppe Passarino, and Alberto Montesanto. An ELOVL2 based epigenetic clock for forensic age prediction: a systematic review. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, December 2022. http://dx.doi.org/10.37766/inplasy2022.12.0006.

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Review question / Objective: To develop an easy, robust and improved blood-based age prediction model using ELOVL2 promoter methylation data. Eligibility criteria: All studies with the aim of understanding the relationship between the ELOVL2 methylation levels and age written in English language, carried out in humans and providing a publicly available dataset will be included in the systematic review. Articles that did not include original research (e.g., review, opinion article or conference abstract) and for which methylation analysis will be carried out using a technology different from the pyrosequencing in tissues different form blood will be excluded from further analyses.

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Mendes, Diogo, Bruno Travassos, Adilson Marques, and Hugo Sarmento. Talent Identification and Development in Male Futsal: A Systematic Review. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, February 2022. http://dx.doi.org/10.37766/inplasy2022.2.0005.

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Review question / Objective: Identify and synthesize the most significant literature addressing talent identification and development in futsal. Condition being studied: Talent identification and development constraints associated to: (1) the athlete; (2) the environment; (3) the task. Eligibility criteria: The publications included in the first search round met the following criteria: (1) contained relevant data concerning talent identification and/or development; (2) were performed on male futsal players; (3) were empirical studies, and; (4) were written in the English, Spanish and Portuguese language. Studies were excluded if they: (1) included practitioners from other sports; (2) did not contain any relevant data on talent development and/or identification, and; (3) were reviews or conference proceedings.

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Xiao, Youchao, Wentao Wu, Lu Jin, Yanfei Jia, Kefan Cai, Ning Qiao, Lei Cao, and Songbai Gui. Association between radiotherapy and follow-up obesity in craniopharyngioma: a mini-review and meta-analysis. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, December 2022. http://dx.doi.org/10.37766/inplasy2022.12.0008.

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Abstract:

Review question / Objective: The effect of radiotherapy on post-treatment weight is incompletely defined. We determined the associations between radiotherapy and follow-up obesity in patients with craniopharyngioma (CP). Eligibility criteria: The inclusion criteria were as follows: (1) Participants: Patients who were clinically diagnosed with craniopharyngioma; (2) Intervention/control: For the control group, patients have not received radiotherapy, and the patients of the intervention group received radiotherapy alone, or surgery combined radiotherapy, or radiotherapy combined adjuvant therapy; (3) Outcome: The outcome was postoperative BMI or postoperative obesity. We excluded studies with (1) in vitro or animal experiments; (2) not written in English; (3) conference abstracts, reviews, correspondence, and comments; (4) case reports that included less than 10 patients.

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