Literatura académica sobre el tema "Essay writing strategies"

This paper aims at knowing how indirect feedback affects the writing performance of students who have different language learning strategies. The study used pre-experimental design with pretest and posttest design. Twenty-one students participated in the treatment which lasted for one semester. The treatment applied a process writing approach in which feedback provision was one of the steps in the process. The students were required to write five essays on different topics and the teacher gave indirect feedback on each essay draft. During the revision session, the students revised and rewrote their essays following the feedback provided by the teacher. The last version of each essay was scored. The results showed the students’ writing performance significantly improved from the first essay to the succeeding essays, regardless of their learning strategies. However, a significant difference in writing performance across different learning strategies was not found. They both performed equally well. Keywords: Direct Strategies, Indirect Strategies, Indirect Feedback, Process Approach, Writing Performance

This paper reports on a study about the rhetoric, metacognitive, and cognitive strategies pre-service teachers use before and after a process-based writing intervention when completing an argumentative essay. The data were collected through two think-aloud protocols while 21 Chilean English as a foreign language pre-service teachers completed an essay task. The findings show that strategies such as summarizing, reaffirming, and selecting ideas were only evidenced during the post intervention essay, without the use of communication and socio-affective strategies in either of the two essays. All in all, a process-based writing intervention does not only influence the number of times a strategy is used, but also the number of students who employs strategies when writing an essay—two key considerations for the devising of any writing program.

This article discusses the essential strategies in writing academic essays. An essay is a composition made up of several paragraphs. Each of these paragraphs has a collection of connected sentences on a given topic.

Writing is a tool for communication and learning.However, students’ performance in essay writing in Nigeria has been poor. This under-achievement has been traced to ineffective methods and strategies. Literature reveals that most studies focused on innovative ways to improve students’ achievement in essay writing without attention to essay structure-based instructional strategies. This study, therefore, determined the effects of two modes of Essay Structure-Based Instructional Strategies (ESBIS) on students’ achievement in argumentative and expository (cause/effect) essays. The moderating effects of vocabulary knowledge and attitude to essay writing were also examined. The study adopted a pretest-posttest, control group, quasi-experimental design using a 3×2×3 factorial matrix. Two Local Government Areas (LGAs) in Benin City were randomly selected. Three public secondary schools from each LGA were purposively selected while two intact SS II classes were randomly assigned to each of the treatment and control groups. The instruments used include: Achievement Testsin Argumentative (r=.79) and Expository Essays (r=.80), Vocabulary Knowledge Test (r=.83), Questionnaire on Students’ Attitude to Essay Writing (r=.73). Data were analysed using ANCOVA and Bonferroni post-hoc test at 0.05 alpha level.There was significant main effect of treatment on students’ achievement in each of argumentative (F (2, 284) = 9.78;.064) and expository (F (2, 284) = 55.26;.28) essays and in both combined (F (2, 284) = 4.80;.033). The two-way interaction effect of treatment and the moderator variables on students’ achievement in each of argumentative and expository essays as well as in both combined was not significant.

This study examines how three age-on-arrival (AOA) groups of Chinese-background ESL students use two types of cohesive devices on a standardized essay exam. A discourse analysis of 90 first-year students’ expository writing samples was conducted to ascertain how factors such as first language (L1) and length of residence (LOR) in Canada influence a student’s ability to create cohesive and coherent writing. The study uses both quantitative and qualitative methods to explore how Canadian-born Chinese (CBC) students use lexical and referential discourse markers. Twelve essay features of this group of Generation 1.5 students are compared with those of two other cohorts of Chinese students with a shorter LOR. Key writing variables that measure academic writing proficiency were quantitatively analyzed to compare the expository writings of the CBC cohort with those of the later AOAs. Results indicate that synonymy and content words distinguish the writings of the CBC students from those of their later-arriving peers. A qualitative analysis of one CBC essay reveals that a more flexible and contextualized approach to evaluating writing by longterm Generation 1.5 students is required to acknowledge fully the productive lexical and discoursal strengths of these students.

This research aimed to find out the students strategies in developing their ideas in writing essay in at fourth semester in IAIN Curup who have best score in writing essay. This research is a descriptive research which is presented in qualitative way. The researcher have two research questions, the research question are: the first what are the students’ strategies in developing their ideas in writing essay. The second what are the students’ problem in developing their ideas in writing essay. Subject of the research was 10 students at fourth semester on 2019-2020 academic years of English Study Program at IAIN Curup. The instrument of the research was used interview. In analysis data, first researcher identified and check data that be collected. After that, researcher describes all the data. Next the researcher classified the data of the students which is used the strategy or not.

This research is carried out to investigate Indonesian EFL students’ use of self-regulated writing (SRW) strategies and to identify the SRW strategies applied, particularly by proficient students in writing. The research involved 45 students who have passed an essay writing course focusing on expository essays. Data on the students’ use of SRW strategies came from a Self-Regulated Learning Strategy Questionnaire (SRLSQ) adopted from Abadikhah et al. (2018). The students’ use of SRW strategies were categorized into six dimensions: motive, method, time, performance, physical environment, and social environment. Out of the total number of respondents, four proficient students were involved in a semi-structured interview. The interview was aimed at knowing the students’ use of SRW strategies in the planning, execution, and evaluation (PLEE) cyclical model of process writing. The result of the questionnaire data analysis showed that the students use all of the six dimensions of SRW strategies, with the highest mean for the social environment dimension and the lowest mean for the motive dimension. The result of the interview data analysis revealed that the proficient students also use the six dimensions of SRW strategies. Still, they dominantly apply the method, performance, and social environment dimensions of SRW strategies.

(Title: Development of Essay Writing Learning Moduls Based on Think-Talk-Write Strategy). The curriculum 13 for high school students in class X of the material taught is writing essays. The study aims to determine the development of moduls that can be used in writing essay learning based on think-talk-write (TTW) strategies and the differences in the effectiveness of learning writing essays using the module. The research use the R&D approach. Based on the results of the analysis of the needs students and teachers it can be concluded the students need special teaching materials in learning to write essays. Therefore the TTW strategy was chosen as a strategy used to develop teaching materials. The result of the effectiveness test a t score of 28, 273 and 27, 288. This proves the existence of effectiveness in using TTW astrategy based moduls. Keywords: modul, think-talk-write, writing

Discussion essay plays a crucial role in academic writing. It has been proven to enhance students' analytical and critical thinking skills effectively. However, students often struggle to compose a good writing due to their inability to use the language features. In that regard, this study aims to identify students’ weaknesses in the discussion essay and the changes seen after the intervention. The study used a purposive sample of 10 first-year students from the Computational Science Programme in Universiti Malaysia Sarawak (UNIMAS) who took Academic English 2 as an elective course. The study adapted the four stages of action research proposed by Mertler and Charles (2005). It administered a pre-test, post-test and an observation on the students. The findings indicate a significant decrease in the frequency of errors in the language features, namely verb, persuasive language and technical terms, after the two-month intervention. Students also exhibited positive learning behaviour throughout the intervention by participating actively in the learning activities.

This study was aimed at seeing the writing strategies used by EFL Undergraduate students at Muhammadiyah University of Malang. This study used content analysis as the design, focusing on the quality of rhetoric and strategies in developing English academic essays written in Bahasa Indonesia and in English Language. The study assigned 10 students as the subject of the study. Data of this study included English and Indonesian essays, answers of questionnaires and responses of interview given to the 10 students. The study revealed that good writers wrote linear essays in Bahasa Indonesia and in English language. In writing practices and strategies, poor writers did not write draft of the essays, did not revise, and did not edit the essays, either. Good writers, on the contrary did make drafting, revising, and editing before final copy of an essay was achieved. In addition, reading references were also influential for the good writers to improve writing style and quality of the content of the essays, but not for the poor ones.

This study investigated cognitive factors that might influence Chinese EFL learners’ argumentative essay writing in English. The factors that were explored included English (L2) language proficiency, Chinese (L1) writing ability, genre knowledge, use of writing strategies, and working memory capacity in L1 and L2. Data were collected from 136 university students who received a battery of tests in two sessions. The tests consisted of timed essay writing tasks in L1 and L2, post-writing questionnaires for genre knowledge and use of strategies in the writing process, a timed grammaticality judgment task for L2 grammar knowledge, a receptive vocabulary test and a controlled-production vocabulary test for L2 vocabulary knowledge, and working memory span tasks in L1 and L2. Quantitative analyses using correlations, paired-samples t-test, analysis of variance and multiple regression revealed that L2 language proficiency is the most important predictor of L2 writing, followed by genre knowledge and L2 writing strategies. L1 writing ability and working memory capacity have slight impact as explanatory variables for L2 writing performance in the timed essay writing task.

The purpose of this study was to explore the perceptions of the essay writing process of first year undergraduates at Chancellor College (University of Malawi) and to a lesser extent those of the lecturers responsible for teaching academic skills. A mixed methods design, combining qualitative and quantitative techniques, was employed in order to obtain richer data for deeper understanding of the students’ writing process. Two hundred students from the humanities and social science faculties responded to a self-completion questionnaire towards the end of semester one. Based on the students’ responses, an open-ended questionnaire was administered to four full time English for Academic Purposes (EAP) instructors. Findings from this study indicate that most students find it very challenging to obtain sufficient and relevant source text information, paraphrase or summarise information, and use an appropriate academic writing style. As solutions to these challenges, the students suggested the need for timely essay writing instruction, availability of resources for essay writing, increased amount of time spent on essay writing instruction, and discipline specific instruction in essay writing. EAP instructors identified lack of teaching and learning materials, large EAP classes, and students’ negative attitude towards the EAP course, as some of the challenges they encounter when teaching the course. The EAP instructors proposed an increase in the number of staff members, making students aware of the significance of the EAP course at an early stage, and the availability of up to date resources, as some of the ways in which the teaching of the course can be improved. Overall, the findings seem to suggest that difficulties that students encounter during the writing process and teaching challenges that EAP instructors face, have great impact on students’ perception of academic writing as well as their approach to writing tasks. The findings also suggest a lack of dialogue between the students and their lecturers. This is evident in students’ unawareness of the nature of the writing demands of their lecturers and disciplines; students’ desire to have timely essay writing instruction; and the lecturers’ concerns about students’ negative attitude towards the EAP course.

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Esta pesquisa, vinculada ao Programa de Pós-Graduação em Educação da Faculdade de Ciências e Tecnologia de Presidente Prudente, na linha “Processos formativos, ensino e aprendizagem”, e fomentada pela Secretaria Estadual de Educação de São Paulo, tem por objetivo geral investigar a contribuição dos procedimentos pedagógicos Sequência Didática (do grupo genebrino) e Estratégias de Leitura (de influência norte-americana) para a aprendizagem da produção de texto. O problema da pesquisa consiste em avaliar como a junção de ambos os procedimentos favorece a aprendizagem de produção textual do gênero conto por alunos de educação básica, cuja dificuldade com a língua escrita evidencia-se em avaliações externas e em atividades escolares. Os objetivos específicos da pesquisa são: investigar se o domínio do aluno acerca do contexto de produção do gênero textual conto se amplia após o trabalho com os procedimentos pedagógicos Sequência Didática e Estratégias de Leitura; demonstrar como o desenvolvimento de uma Sequência Didática articulado a Estratégias de Leitura colabora para que os alunos desenvolvam conteúdos para o conto; evidenciar de que maneira Estratégias de Leitura ajudam os alunos na ampliação de saberes sobre o planejamento da estrutura do conto e analisar como uma Sequência Didática proporciona aos alunos domínio sobre a linguagem do conto. O procedimento metodológico é a pesquisa-ação, que visa transformar a realidade e produzir conhecimentos relativos a essas transformações. Nesse sentido, a investigação ocorreu na prática docente da pesquisadora, em 66 aulas de Língua Portuguesa (33 encontros), com uma turma composta por 26 alunos de 6º ano do ensino fundamental, em uma escola pública estadual da cidade de Presidente Prudente. A partir das etapas da Sequência Didática – apresentação da situação; produção inicial; módulos; produção final – foram realizadas aulas de produção de texto, a partir de um projeto de escrita de contos para publicação em uma coletânea. Partindo da produção inicial, foi constatada a dificuldade dos alunos com os quatro níveis principais de ação do sujeito na produção textual: ter clareza do destinatário do texto, da finalidade do texto e da própria posição como autor em relação ao gênero textual em foco; elaborar conteúdos que atendam à especificidade do gênero; planejar o texto para atender à estrutura convencional do gênero; escolher a linguagem adequada para realizar o texto. A partir disso, foram construídas e desenvolvidas atividades modulares de intervenção em cada uma das dificuldades encontradas. Considerando que a leitura é um processo de produção de sentidos e que não pode haver produção textual sem a compreensão de textos, as atividades modulares contaram com as Estratégias de Leitura, para que fosse ampliada a interação dos estudantes com o gênero textual conto, favorecendo a alimentação de conteúdos dos textos a serem escritos, bem como o alargamento dos saberes acerca do contexto de produção, da forma e da linguagem no texto. Por último, os alunos revisaram e reescreveram o conto, capitalizando as aquisições construídas durante as atividades aplicadas. Os resultados mostram que na produção final houve avanço dos conhecimentos da turma em todos os níveis de ação do sujeito na produção textual, pois os procedimentos pedagógicos articulados favoreceram as intervenções docentes a fim de que os alunos-autores elaborassem o conto.
This research, related to the Graduate Program in Education of the Presidente Prudente College of Science and Technology, in the line of research “Formative Processes, Teaching and Learning”, and fostered by the São Paulo State Educational System, has as its general aim to investigate the contributions from both pedagogical procedures, Didactic Sequence (from the Genevan group) and Reading Strategies (from a North American trend), in essay writing learning. The research problem lies in the evaluation of how, when put together, the aforementioned procedures further the learning of writing skills towards the short story genre by students in Basic Education, whose struggles with the writing language are made evident through external evaluations and in school activities. The specific objectives of the research are the following: to assess if the students´ skills in writing short stories are enhanced after the work with the pedagogical procedures Didactic Sequence and Reading Strategies; to show how the application of a Didactic Sequence along with Reading Strategies concur in order to make the students develop subjects to the short story; to make noticeable how Reading Strategies help students in widening their knowledges on planning a short story structure; to analyze how a Didactic Sequence provides the students mastery of the short story language. The methodological procedure is the Action Research, which aims to change reality and create knowledges about these changes. Thus, the survey took place during the researcher´s teaching practice, in 66 Portuguese Language lessons (33 meetings), in a class made of 26 students in the Sixth Grade of the Elementary Education, in a public state school in Presidente Prudente town. Based on the Didactic Sequence stages, presentation of circumstances; initial production; workshops; and final production, writing lessons were carried out: a project of short stories writing to be published in a collection. In the initial production, it was found students´ difficulties concerning the four main levels of the subject´s action in writing: awareness about the text´s recipient, about the text´s function, and about the author´s position itself in relation to the text genre in question; the creation of subjects that comply with the specificities of the genre; the planning of the text in order to comply with the genre´s standard structure; the choicer of the proper language when writing the text. From that, modular interventional activities were developed dealing with each one of the difficulties found. Since reading is a process of production of meanings, and since there cannot be writing without the understanding of texts, the modular activities were furthered by Reading Strategies in order to amplify the students´ interaction with the short story genre, favoring the feeding of subjects of the texts to be written, as much as the widening of knowledges related to the writing context, the short story form and the language of the text. At last, the students reviewed and rewrote the short story, profiting from the gains obtained during the applied activities. Results showed that in the final production, when compared to the initial production, there were improvement of the knowledges of the class in all levels of the subject´s action in writing, because the pedagogical procedures when integrated provide the detailed study of each characteristic of a text genre, help in the teacher´s intervention, widen the students´ stock of knowledge, and support the learner´s brainwork, in order to make possible the students-authors to write the short story.

Magister Educationis - MEd
Writing is an important aspect of language learning and a tool for assessment in Basic and Higher Education across the globe. Learners need to acquire proficient writing skills to learn and to demonstrate their knowledge and creativity. Given the importance of creative writing in expressing one’s thoughts, emotions and imagination, this study sought to investigate how creative writing was taught through the medium of English First Additional Language (FAL) to Grade 9 learners in one primary school in the Western Cape province. It also sought to observe and analyse the teaching strategies employed by teachers in creative writing to Grade 9 learners who were isiXhosa home language speakers, and who were taught all the subjects (except isiXhosa language) through the medium of English (FAL). Through the lens of Vygotsky’s Social Constructivism Theory, this study explored how the learners’ social context and language played a role in the teaching-learning process. The Social Constructivism theory assumes that the home environment is a primary factor in learning and it is concerned with how learning is facilitated in the classroom.

When writing a paper for publication, professional presentation may make the difference between acceptance and rejection. Submitting an essay for a college grade that is free from errors and well organized can change a B paper into an A paper. Effectively proofreading, editing, and revising will assist a writer in turning a “good” paper into an “excellent” one. In addition, it can raise the credibility of the author and maintain his or her professionalism in his or her career. This chapter discusses the revising, editing, and proofreading processes and includes checklists to guide a writer in accomplishing his or her writing goals.

This study began with the question: Can mapping improve the quality of critical thinking in essay writing in an introductory level, core curriculum class? Two sections of the course, Introduction to Communication, were compared, without mapping and with mapping. Dependent measures were: (1) the word count for summarizing the critical incident to be analyzed; (2) the number of concepts/theories employed to analyze the critical incident; (3) the number of times a connection was made between the analytical concepts/theories and the critical incident; (4) the number of words used in summarizing the essay as a whole; and (5) the total number of words in the essay. In addition, the data were analyzed for practice since there were three attempts at essay writing. Practice at writing the paper had an especial effect on writing and mapping had an especial effect on laying out the problem and applying analytical concepts to it.

This essay discusses U.S. Beat censorship history, highlighting attacks on Allen Ginsberg’s “Howl,” William S. Burrough’s Naked Lunch, Michael McClure’s The Beard, and Lenore Kandel’s The Love Book. Theado traces a complicated history of censorship laws and precedents extending back to Regina v Hicklin (England, 1868), distinguishing between the legal boundaries set for public and private educational institutions, and noting 21^st-century censorship cases. In addition to close readings of the four featured texts, he identifies strategies secondary and post-secondary instructors can employ to teach these controversial texts.

This chapter addresses several issues and challenges that one faces when carrying out a real collaborative learning experience following a blended learning design that includes a mixture of face-to-face and online collaborative learning processes. The chapter presents an experience based on a blended course on “Collaborative Educational Systems”. This scenario employed a variety of collaborative strategies, methods and tools to support and enhance debate and information exchange among peers in order to complete a specific task: writing an essay collaboratively. Carrying out this task entails a preliminary study and analysis of the subject matter, which are also performed in a collaborative manner. The authors describe the educational scenario in detail, including the structure of the activities, the rules the groups were asked to apply and the procedures the students had to follow to accomplish the task. They finally analyze and evaluate this learning experience with a critical point of view as regards the collaboration strategies adopted, the way students built their own strategies combining the ones presented in the course, and the collaborative learning process and product.

This essay considers how the self becomes a subject in Virginia Woolf’s memoir, “A Sketch of the Past,” written in 1939, and Dakota Sioux writer Zitkala-Ša’s autobiographical essays, published in the Atlantic Monthly over several months in early 1900. I analyze how both women conceive of their nationality, social position, and politics amid competing pressures vying for their minds and bodies; how mothers and maternal loss shape their autobiographies; how physical and psychological place and displacement influence their lives and writing; and how matters of audience affect their literary self-portraits. Significant differences of course exist between Woolf, raised in an upper-middle-class family in late-Victorian England, and Zitkala-Ša, born on a Sioux reservation at the height of America’s “Indian wars” and initiatives to eradicate Native American languages, cultures, and spiritualities. Nevertheless, their autobiographical reflections on their childhood and young adulthood express comparable feminist impulses and narrative strategies.

This essay provides suggestions for integrating the interdisciplinary field of peace studies and literary analysis by attending to rhetorical strategies in Leonard and Virginia Woolf’s nonfiction. The field of peace studies often relies on the social sciences and data-driven analytics, borrowing from the humanities only for vague ideas like “inspiration” and “creativity.” Andrews argues that the Woolfs’ rhetorical form offers additional resources to peace-activist writers. With a nod to the “political formalist” turn of scholars such as Caroline Levine and Joseph North, Andrews examines the ways that the formal features of the Woolfs’ writing enact their antiwar politics. Leonard Woolf insisted that his strategies for antiwar internationalism were based in reason rather than utopianism, and his prose style displays that “reasonableness” by using the tropes of western, academic argumentation. By contrast, Virginia Woolf’s circular, elliptical, and repetitive style in Three Guineas resists the combative, western academic models in which opposing views are demolished through rhetorical assaults and stockpiles of evidence. The Woolfs were united in their use of ridicule, a device that sometimes seems antithetical to nonviolent speech. Ridicule, however, holds the potential to be the art of “making ridiculous,” of pointing out the absurdity and foolishness of over-inflated, self-serious political views or actors. In this capacity it is a rhetorical form that deflates and redirects political extremity without rising to the level of its violence. As Andrews shows, the Woolfs’ writing suggests a range of options for peace-activist writing today and their rhetorical sophistication extends our capacities for a pacifist imagination.

Noreen O’Connor argues that Katherine Mansfield’s ‘Bliss’ and her cousin Elizabeth von Arnim’s The Enchanted April each present a specifically female narrative of awakening to consciousness of the alienated nature of bourgeois marriage; however, the texts also open up the possibility for women to reinvent and restructure their lives. The essay compares each text’s narration style, discussing the ways in which Mansfield’s third-person limited narration reveals the main character Bertha’s struggle to bring a new desire into language, even as it captures the great difficulties that acting on such an awakening presents in the modernist era. Von Arnim’s use of free indirect discourse narration echoes that of Mansfield’s, revealing the flawed bourgeois social conventions that constrain women from acting upon their desires. However, the narrative also emphasises the shared nature of the multiple women characters’ experiences, and quickly pushes past the isolated alienation that Mansfield’s story addresses. The Enchanted April, further, in the shape of a double quest narrative, moves beyond the scene of awakening to offer a vision for women of individual self-determination as well as strategies for imagining and building a supportive, peaceful, post-World War One community based upon mutual understanding, respect, and pacifist ideals of universal love.