Artículos de revistas: "Writing"

1

Perkin, G. D. "Doctors' writing, and writings." Journal of Neurology, Neurosurgery & Psychiatry 61, n.º 3 (1 de septiembre de 1996): 310. http://dx.doi.org/10.1136/jnnp.61.3.310.

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Silveira, Marilia y Lígia Hecker Ferreira. "Self writing, world's writings: a clinical look toward writing". Athenea Digital. Revista de pensamiento e investigación social 13, n.º 3 (5 de noviembre de 2013): 243. http://dx.doi.org/10.5565/rev/athenead/v13n3.1187.

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3

Brantlinger, Patrick. "Rudyard Kipling, Writings on Writing". Cahiers victoriens et édouardiens, n.º 74 Automne (14 de noviembre de 2011): 210–12. http://dx.doi.org/10.4000/cve.1388.

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4

Murdoch, Yvette Denise, Hyejung Lim y Jiyoung Cho. "Writing Center Visitors: Influence of L1 Writing Skills on Students’ Exophonic Writings". SAGE Open 11, n.º 4 (octubre de 2021): 215824402110622. http://dx.doi.org/10.1177/21582440211062234.

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This study investigated the influence of acquired L1 writing skills on exophonic writings of students ( N = 147) from diverse majors, who visited an English writing center for assistance. Affective differences revealed students with L1 writing tutelage (WL1) had lower avoidance behavior and higher extrinsic motivation and writing self-efficacy. Self-perceived L2 writing ability was found to be a principal factor for WL1. Writing self-efficacy appeared essential for students without L1 writing tutelage (WOL1). Regression analysis found learner self-beliefs and somatic anxiety (negative) influenced self-perceived L2 writing ability for WL1, and holistic self-beliefs on English writing (HSE) and cognitive ability (negative) for WOL1. Acquired L1 writing skills did not tangibly influence L2 performance. No large impact factors were found for WL1, but HSE and attitudes & reaction (negative) impacted WOL1 performance. Implications such as performance may not be a main concern among exophonic writers, and the need for English writing centers in non-L1 (English) countries are discussed.

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5

Lattanzi, Marcia y Mary Ellis Hale. "Giving Grief Words: Writing during Bereavement". OMEGA - Journal of Death and Dying 15, n.º 1 (agosto de 1985): 45–52. http://dx.doi.org/10.2190/tt15-wapl-llmt-x2wd.

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The activity of writing as a coping mechanism during the process of grief is explored. This study is based on questionnaire responses from bereaved persons cared for by Boulder County Hospice's Follow-Up Services Team. Several facets of the writing experience are discussed: forms the writing has taken, whether the writing was spontaneous or structured, difficulties experienced in writing, disclosure of the writings, reactions of others to the writings, perceived helpfulness of the writing experience, and time during the grief process when writing was most helpful. Recognizing certain limitations on the use of writing during bereavement, this article focuses on the potential benefits for bereaved persons and encourages the consideration by caregivers of writing as a valuable coping tool.

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6

Zhou, Nanxi. "Multidimensional Analysis of Continuation Writings by Chinese Learners of English Across Different Proficiency Levels". Lecture Notes in Education Psychology and Public Media 11, n.º 1 (26 de octubre de 2023): 122–29. http://dx.doi.org/10.54254/2753-7048/11/20230727.

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This study used multidimensional analysis to investigate whether English learners writing features vary significantly across their proficiency levels in the continuation writing task. Writings were collected from 30 Chinese high-school English learners, who were divided into three proficiency groups based on their writing scores. Their writing texts were analyzed by using Multidimensional Analysis Tagger (MAT 1.3). The results showed that three groups varied significantly in the dimensions of formality and abstractness of their writings. These two dimensions are related to the proportion of nouns and conjunctions in writings. Writings by higher proficiency students were more formal and abstract because of higher proportions of nouns and conjunctions than those by intermediate and low proficiency students. The results indicate that teachers can improve students writing performance by introducing some formal words and conjunctions to students.

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7

Espinosa Hernández, Patricia. "¿Tiene género la escritura?" Catedral Tomada. Revista de crítica literaria latinoamericana 9, n.º 16 (19 de julio de 2021): 8–29. http://dx.doi.org/10.5195/ct/2021.512.

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In 1993, cultural critic Nelly Richards published a polemic article called “Does Writing Have a Sex?”. From this text I aim, on the one hand, to discuss the question that gives her article a name by stating that no, writing does not have a sex; it has a gender. On the other hand, I am interested in addressing Richards’ non-separatist perspective, which refers to the consideration of female writing as counter-hegemonic, a fact shared with male writings. For Richards, being male is not decisive in the appraisal of writing. Moreover, she points out that feminism is at risk of becoming a ghetto if it does not include writing from counter-hegemonic males. From my vision, while it is true that there are different counter-hegemonic writings, it is not possible to de-gender writing; much less to put female and male writings in the same territory, whether they are heterosexual or homosexual, and even less, to catalogue their productions under “female writing”.

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8

Perry, Gaylene. "Writing/research/writing". Journal of Australian Studies 23, n.º 62 (enero de 1999): 113–18. http://dx.doi.org/10.1080/14443059909387508.

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Calkin, Abigail B. "Writing on writing". International Journal of Educational Research 87 (2018): 127–37. http://dx.doi.org/10.1016/j.ijer.2017.05.002.

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10

Kail, Harvey. "A Writing Teacher Writes about Writing Teachers Writing (About Writing)". English Journal 75, n.º 2 (febrero de 1986): 88. http://dx.doi.org/10.2307/817900.

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11

Fitriana, Ita. "Meaning Representation and Religious Symbols Occur in Baiturrahmah Grand Mosque, Denpasar-Bali". e-Journal of Linguistics 15, n.º 2 (4 de julio de 2021): 218. http://dx.doi.org/10.24843/e-jl.2021.v15.i02.p07.

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Apart from being a place of worship, mosques also have cultural elements that can be researched, especially writing in and around them. This study uses the concept of landscape linguistics as a basis for explaining the meaning and symbols of religion including the writings on the Baiturrahmah Great Mosque in Denpasar. The purpose of this study was to determine the meaning and religious symbols behind the writing surrounding the mosque environment. This study used a qualitative methodology, where the writings about the mosque were recorded with a cellphone camera and analysed one by one. The results obtained from this study are not only the meaning displayed by the Baiturrahmah Grand Mosque, but also the religious symbols scattered in the writings around the mosque. Starting from writing the name of the mosque, writing on the place of ablution, writing on a charity box, a notice board, calligraphy in the room, to writing on sandals. All these writings if examined further turned out to have a variety of functions, namely information, promotions, prohibitions, appeals, decorations in the mosque.

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12

Tay, Hao Yue, Chengen Yu, Chen Sung Wong y Kususanto Ditto Prihadi. "Expressive writing during the COVID-19 pandemic: themes of mixed expressive writing". International Journal of Public Health Science (IJPHS) 11, n.º 1 (1 de marzo de 2022): 195. http://dx.doi.org/10.11591/ijphs.v11i1.21101.

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In order to curb the depression levels among youth during the coronavirus disease 2019 (COVID-19) outbreak, we examined the recurrent themes of mixed expressive writing among undergraduates during the pandemic. Previous quantitative studies had emphasized on the effectiveness of expressive writing in reducing depressive symptoms, however, less qualitative studies were conducted in evaluating the content within people’s writings. As the pandemic had caused major disruptions among people, we implemented mixed expressive writing in capturing both positive and negative experiences during the pandemic. Ten participants were recruited to perform mixed expressive writing twice per week, for four consecutive weeks. Thematic analysis was used in analyzing their writings and forming the emerged themes. Five themes were formed, which included ‘school’, ‘relationships’, ‘reflection’, ‘work’, and “random incidents’. Future research should examine the effectiveness of expressive writing in writing specific themes on improving its respective psychological constructs.

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13

Yang, Li y Zenan Zhao. "Profiling L2 writing development: The case of CFL learners in intermediate classes". Chinese as a Second Language Research 7, n.º 2 (9 de octubre de 2018): 221–47. http://dx.doi.org/10.1515/caslar-2018-0009.

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AbstractThis exploratory study examined the writings of a small group of learners enrolled in intermediate CFL classes at two U.S. universities and attempted to profile these learners’ writing development over five months. It collected data through both in-class timed essays and out-of-class writing assignments and analyzed them in terms of overall rating and a variety of writing measures (i.e., fluency, accuracy, complexity, content, and organization). The results showed negligible improvement in these learners’ overall writing proficiency at the end of the observation period and revealed a non-linear trend of development of their writing competence over time. In addition, the analysis of the learners’ writing profile as well as the errors committed in their writings provided new insights into the promotion of L2 writing skills in CFL classrooms.

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14

Hong, In-sook. "Characteristics of Modern Chinese Letter Textbooks (Cheokdok) from a Viewpoint of Sentence Introduction: Focusing on 「Seohanmunganghwaryakcho (Rhetorical Writing)」 in 『Shincheminun Contemporary Writings Letter Writing Style』". Research of the Korean Classic 60 (28 de febrero de 2023): 129–59. http://dx.doi.org/10.20516/classic.2023.60.129.

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This thesis tries to examine aspects and characteristics of writings called 「Seohanmunganghwaryakcho (Rhetorical Writing)」 in 『Shincheminun Contemporary Writings Letter Writing Style』 from a viewpoint of sentence introduction essays. 「Seohanmunganghwaryakcho」 is a syntax text which includes basic composition methods, the composition theory, writing’s social roles and significance. This writing regards 『Shincheminun Contemporary Writings Letter Writing Style』 as playing an important role as the book with sentence introduction as well as the simple letter textbook. And the thesis tries to examine 「Seohanmunganghwaryakcho」 as the text which was influenced by Jeong, Inbo’s sentence theory by analyzing his preface in 『Shincheminun Contemporary Writings Letter Writing Style』 in detail. For this, the preface by Jeong, Inbo was first examined. The preface shows the sentence theory and letter theory’s directionality pursued by 「Seohanmunganghwaryakcho」 like a completed example. Chapter 1 of 10 chapters of 「Seohanmunganghwaryakcho」 is the general introduction like an independent essay about the origin of languages, letters, and writings. Chapter 2 to 4 describe the characteristics of the composition methods to present concrete writing techniques, Chapter 5 to 6 explain the characteristics of the concrete sentence theory, and Chapter 7 to 10 focus on writings’ styles. Like this, it treats the letter theory in earnest. This 「Seohanmunganghwaryakcho」 is writing to make readers read Widang Joeng, Inbo’s efforts to establish the systematic composition theory and letter theory as the sentence theory made under his academic and cultural influence. Furthermore, it can be thought this text plays an important role in making the characteristics of 『Shincheminun Contemporary Writings Letter Writing Style』 which is the contemporary letter textbook the sentence introduction with the characteristics of strengthening sentences in earnest, not staying at the level of the simple teaching material for letters.

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15

Gupta, Dr Bhupesh. "Writing Skill". Indian Journal of Applied Research 3, n.º 4 (1 de octubre de 2011): 125–26. http://dx.doi.org/10.15373/2249555x/apr2013/40.

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16

Daniels, Peter T. "When is non-writing writing? or, When is writing non-writing?" Written Language & Literacy 26, n.º 2 (31 de diciembre de 2023): 188–237. http://dx.doi.org/10.1075/wll.00078.dan.

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Abstract It was easy to say that writing was invented out of nothing three times (that we can be sure of), in Sumer, China, and Mesoamerica. That syllables were important in those inventions emerged from attention to modern inventions of writing. But in recent years, specialists in Mesopotamian and Mesoamerican texts have been uncovering details about the development of cuneiform and glyphs that, perhaps surprisingly, prove to be comparable and mutually illuminating. In both cases, it seems legitimate to say that the earliest forms did not yet represent the actual writing of specific languages ( Writing : A system of more or less permanent marks used to represent an utterance in such a way that it can be recovered more or less exactly without the intervention of the utterer). Chinese writing, even though we cannot observe any essential changes in the system from its earliest known examples to the present day, also proves to have something to contribute, in the wake of a comparative study of how Chinese writing was adapted for writing neighboring (and unrelated) languages. And even half a century of experience with a semiotic system designed to be alinguistic, “Blissymbolics,” has something to tell us about non-writing turning into writing.

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17

Dungcik, Masyhur. "JAWI'S WRITING AS A MALAY ISLAMIC INTELLECTUAL TRADITION". Journal of Malay Islamic Studies 1, n.º 2 (30 de diciembre de 2017): 113–20. http://dx.doi.org/10.19109/jmis.v1i2.3840.

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Jawi writings began to show their role in the Malay Land since the entry of Islam into the archipelago. However, at this time Jawi writings seem to have been marginalized by Rumi or Latin writings. This condition is inversely proportional to what happens when Malay (Jawi writing) reaches a high level in its time. At that time Christian priests had to translate the Bible into Malay so they could spread their religion in Malay lands. Whereas at present, Muslims must transliterate the Qur'an into Latin letters so that Muslims can read it in Malay lands. This fact shows that the Malays have experienced a setback in the intellectual tradition that was once possessed in the form of Jawi writing. This research aims to find out the role of Jawi writings in the past and what must be done to safeguard one of the valuable intellectual traditions of Malay Islam. The results show that currently Jawi writing has become a rare commodity in the Indonesian Malay world. While neighboring countries such as Malaysia and Brunei still retain Jawi writing through their use on street names, buildings and other public facilities. The Indonesian Malay world community is more familiar with Latin writing than Jawi writing. Therefore, systematic efforts are needed to reintroduce and maintain the treasury of Jawi writing to the younger generation in the Indonesian Malay world.

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18

Jung, Woo-hyun. "Peer Review, Revision, and Writing Quality in L2 Writing". English Teachers Association in Korea 29, n.º 2 (30 de junio de 2023): 17–40. http://dx.doi.org/10.35828/etak.2023.29.2.17.

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This study explores how high- and low-skilled students provide peer feedback, how they revise their writing after receiving peer feedback, and how peer feedback influences writing quality in terms of five component areas (content, organization, grammar, vocabulary, and mechanics). Data were collected from 102 Korean and international university students, who implemented three tasks: a writing task, a peerreview task, and a revision task. The results showed that the high- and low-proficient reviewer groups were preoccupied with giving the surface aspects of peer review, especially grammar feedback. A similar trend was evident in the revision task since the writers adopted and incorporated more grammar feedback into their revisions than any other type of feedback regardless of their level of writing proficiency. As for the reasons for refusing peer review, both high- and low-skilled writers resorted to selfjustification of their ideas. Especially worthy of note was the finding that peer review had an overall beneficial effect on writing quality. In particular, the low-proficient writers improved the quality of their essays more significantly than their highproficient counterparts after receiving peer review. On the basis of the results, the study provides helpful suggestions to help the learners enhance their writing skills.

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Zulkornain, Luqmanul Hakim, Azman Che Mat y Nurul Ajleaa Abdul Rahman. "Does Automated Writing Evaluation (AWE) Improve Students’ Writing? Focus on Technical Aspects and Readability". International Journal of Information and Education Technology 13, n.º 10 (2023): 1656–62. http://dx.doi.org/10.18178/ijiet.2023.13.10.1974.

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Automated Writing Evaluation (AWE) software has gained popularity in the field of writing related research. Most studies focused on perception and acceptance of AWEs and improvements in writing. However, this study was carried out based on the technicality of the writing which are often discussed as readability. The objectives of the study are to investigate the improvement in writing and to compare the results between the control and the experimental groups. The study employed a descriptive research design with two groups (control (n=49) and experimental n=72)) undergoing two tests (pre-test and post-test). The gap between these tests was 10 weeks where the control group went on the traditional teaching and learning method while the experimental group were exposed and trained to use AWE. Using the Flesch Reading Ease Scale and the Flesch-Kincaid Grade Level, the readability of the writings as well as the grade level required to understand the writings were tested. The findings revealed that the improvement of the readability in the experimental group fared slightly less compared to the control group. However, it is still safe to conclude that AWE does help to improve writings.

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Sanyal, Debarati y Dominick LaCapra. "Writing History, Writing Trauma". SubStance 31, n.º 2/3 (2002): 301. http://dx.doi.org/10.2307/3685496.

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Fani, Aria. "Writing Self, Writing Empire". American Journal of Islam and Society 33, n.º 3 (1 de julio de 2016): 106–10. http://dx.doi.org/10.35632/ajis.v33i3.922.

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The seventeenth century marks an exciting period in the life of Persian literarycultures in northern India. Established as a language of administration byTurco-Afghans in the early thirteenth century, several centuries later Persianhad extended well beyond its initial administrative strongholds to become animportant medium for literary and religious composition, historiography, andtranslation. In a literary environment that prized both literary aesthetics andfierce rivalries, the massive textual production on vastly diverse subjects, aswell as the presence of literary salons, standalone bookstalls, and mushā‘irahs(poetic assemblies), cumulatively point to a lively Persian literary culture thatechoed across political, religious, and socio-cultural terrains.Unfortunately, most of the scholarship on Persian in the medieval Indiancontext over the past decades has failed to illuminate this dynamic scene.Moreover, most studies seek to highlight Persian’s influence on India or examineIndia’s civilizational impact on Persian. Both paradigms assume a natural(read: Iranian) ecumene for Persian and thus do not critically considerthe slippage between linguistic, ethnic, and geographic designations wh

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22

Adler, Gillian. "“Writing History, Writing Trauma”". Medieval Feminist Forum 56, n.º 2 (25 de marzo de 2021): 48–72. http://dx.doi.org/10.17077/1536-8742.2215.

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Winsor, Dorothy A. "Engineering Writing/Writing Engineering". College Composition and Communication 41, n.º 1 (febrero de 1990): 58. http://dx.doi.org/10.2307/357883.

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Strathern, Marilyn. "Writing societies, writing persons". History of the Human Sciences 5, n.º 1 (febrero de 1992): 5–16. http://dx.doi.org/10.1177/095269519200500101.

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25

Turvey, Anne. "Writing and Teaching Writing". Changing English 14, n.º 2 (17 de julio de 2007): 145–59. http://dx.doi.org/10.1080/13586840701442950.

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Rohrman, Nicholas L. "Educators Writing About Writing". Contemporary Psychology: A Journal of Reviews 32, n.º 3 (marzo de 1987): 265. http://dx.doi.org/10.1037/026916.

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McLoughlin, Kate, Lara Feigel y Nancy Martin. "Writing war, writing lives". Textual Practice 29, n.º 7 (5 de noviembre de 2015): 1219–23. http://dx.doi.org/10.1080/0950236x.2015.1095442.

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28

Baier, Verena. "Collective Writing – Writing Collectives". Zeitschrift für Kultur- und Kollektivwissenschaft 5, n.º 1 (1 de marzo de 2019): 49–78. http://dx.doi.org/10.14361/zkkw-2019-050105.

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Rubenstein, R. L. "Writing History, Writing Trauma". Holocaust and Genocide Studies 17, n.º 1 (1 de marzo de 2003): 158–61. http://dx.doi.org/10.1093/hgs/17.1.158.

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30

Rank, Allison y Heather Pool. "Writing Better Writing Assignments". PS: Political Science & Politics 47, n.º 03 (19 de junio de 2014): 675–81. http://dx.doi.org/10.1017/s1049096514000821.

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ABSTRACTAlthough most instructors care deeply about student writing, they often give little attention to the part of the writing process over which they maintain complete control: the assignment itself. Yet, the written prompt that we distribute is often where student confusion (and confused writing) begins. Using Bloom’s taxonomy as inspiration, we offer instructors a typology directly linked to course objectives, which we believe can be readily understood by student writers.

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31

Miller, Toby. "Writing culture/writing anthropology". Continuum 6, n.º 1 (enero de 1992): 236–38. http://dx.doi.org/10.1080/10304319209359394.

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Sanyal, Debarati. "Writing History, Writing Trauma". SubStance 31, n.º 2 (2002): 301–6. http://dx.doi.org/10.1353/sub.2002.0040.

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Banerjee, Sukanya. "Writing Bureaucracy, Bureaucratic Writing". Nineteenth-Century Literature 75, n.º 2 (septiembre de 2020): 133–58. http://dx.doi.org/10.1525/ncl.2020.75.2.133.

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Sukanya Banerjee, “Writing Bureaucracy, Bureaucratic Writing: Charles Dickens, Little Dorrit, and Mid-Victorian Liberalism” (pp. 133–158) In its famed representation of the Circumlocution Office, Charles Dickens’s Little Dorrit (1857) is widely recognized as satirizing bureaucracy. Arguing instead that the novel proffers a more nuanced perspective on bureaucracy, this essay situates Dickens’s depiction of the Circumlocution Office amid mid-Victorian debates on liberalism. More specifically, the essay makes note of the tension between ascendant ideals of representative government and the acknowledged importance of a nonelected but competent bureaucracy. Dickens’s mediation of this tension, the essay argues, not only informs his representation of the Circumlocution Office but also accounts for the novel’s subdued tone and characterization, which the essay reads as ambivalence. But in reading the novel’s depiction of bureaucracy through the lens of ambivalence, the essay is also alert to Dickens’s bureaucratic method of writing Little Dorrit itself. The bureaucratic writing of the novel, the essay suggests, opens up the possibility not only of rethinking the role and place of bureaucracy but also of the boundaries between bureaucratic and literary sensibilities as well.

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Mclaren, Anne E. "WRITING HISTORY, WRITING FICTION". Monumenta Serica 60, n.º 1 (diciembre de 2012): 45–69. http://dx.doi.org/10.1179/mon.2012.60.1.003.

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Della Sala, Sergio y Roberto Cubelli. "Writing about mirror writing". Cortex 45, n.º 6 (junio de 2009): 791–92. http://dx.doi.org/10.1016/j.cortex.2008.11.013.

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Graça, João Carlos. "Writing Sociology: Writing History". Sotsiologicheskoe Obozrenie / Russian Sociological Review 22, n.º 2 (2023): 50–70. http://dx.doi.org/10.17323/1728-192x-2023-2-50-70.

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French historian and archaeologist Paul Veyne argued for what he saw as the fundamental lack of object in sociology in 1971. This academic field would definitely not be a science, but, at most, an auxiliary to historiography, itself devoid of any scientific condition since it refers to sublunary causalities, not allowing predictions, only “retrodictions”. Conversely, a set of “praxeologies” could be identified, the core of a future science of man, radically different from both sociology and history, including instead pure economics, operational research, and game theory. While history (and sociology) would inevitably be “Aristotelian”, that is, sublunary and imprecise, scientific disciplines could and should be predominantly “Platonic”, aiming at formal logical elegance. Veyne was only partly right, since economics itself cannot be considered a science stricto sensu. Admittedly, sociology is going through a state of multilevel crisis, allowing us to confront this situation with important recent trends for the emergence of socio-historical grand narratives, sometimes officially called history, less often historical sociology, but all eminently trans-disciplinary. The aim of this research is to overcome the limitations associated with the biographical, elitist, and Eurocentric biases characteristic of traditional historiography. On the whole, the tendency of these studies is nomothetic, but the “laws” identified are at best, approximate. Therefore, they, like economics, are condemned to operate on a mere “Aristotelian” level, and thus, the great “novel of humanity” is bound to remain essentially indeterminate.

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Winsor, Dorothy A. "Engineering Writing/Writing Engineering". College Composition & Communication 41, n.º 1 (1 de febrero de 1990): 58–70. http://dx.doi.org/10.58680/ccc19898980.

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Wong, Ruth Mei Fen y Khe Foon Hew. "The Impact of Blogging and Scaffolding on Primary School Pupils' Narrative Writing". International Journal of Web-Based Learning and Teaching Technologies 5, n.º 2 (abril de 2010): 1–17. http://dx.doi.org/10.4018/jwltt.2010040101.

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Narrative writing is a skill that all primary (elementary) school pupils in Singapore are required to develop in their learning of the English language. However, this is an area in which not all pupils excel. This study investigates if the use of blogging and scaffolding can improve pupils’ narrative writing. Data were gathered from 36 primary five (grade five) pupils through pre-post writing tests, reflection sheets, and interviews. The pre-post writing tests were administered before and after the pupils had completed their blogging activities, while the blogs were used to draft their narrative writings and to comment on their peers’ writings. The teacher also used a writing guide that served as a scaffold to help pupils plan their writing on their blogs. Overall, results showed a statistically significant difference of medium effect size between the pre-post test scores. Pupils’ perceptions of using blogs as a tool for writing were also explored.

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Meihami, Hussein y Zeinab Varmaghani. "The Implementation of Self-Assessment in EFL Writing Classroom: An Experimental Study". International Letters of Social and Humanistic Sciences 9 (septiembre de 2013): 39–48. http://dx.doi.org/10.18052/www.scipress.com/ilshs.9.39.

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Writing skill is an essential requirement to lifelong learner success, yet the way teachers provide feedback for their students on writing is quite challenging. One of the new trends in writing skill instruction is Self Assessment. Self-assessment methods in writing instruction present meaningful ways to promote student writing achievement through reflection and meta-cognition during the writing process. This paper describes the findings of an investigation on using self assessment in EFL writing classroom. For the purpose of conducting this research, 48 Iranian upper intermediate students, all male and with age range of 20 to 23, were chosen to participate in this investigation. These participants were divided into two equal groups: an experimental group (N=24) who worked on their writings through self assessment and a control group (N=24) who worked on their writings based on the traditional ways. It was found that participants in the experimental group significantly improved their writing proficiency means score, whereas improvement in the control group was not significant. The results confirm that self assessment is successful with EFL students.

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Abdul Malik, Mohd Pua’ad, Faisal @. Ahmad Faisal Abdul Hamid y Rahimin Affandi Abd. Rahim. "Analisis dan Kesan terhadap Penulisan Karya Fiqh Melayu abad ke-19". SEJARAH 32, n.º 2 (30 de noviembre de 2023): 21–55. http://dx.doi.org/10.22452/sejarah.vol36no2.2.

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The history progress of writing on Malay jurisprudence plays a significant role in the discipline of knowledge in the Malay world. Based on the writings, we can understand the purpose of writing, result of communication, the revealation of the Malay jurists’ idealisms and idea of thoughts. Nevertheless the writing approach includes format and structure, methods and style of writing, the use of language and the manhaj of writing. The 19th century was a productive century in the writing of Malay jurisprudence. Therefore, the main premise of this article is to outline the analysis and impact of the Malay jurisprudence works in the 19th century. This is due to the fact that the writings in the 19th century were very dynamic in terms of development. This fact is supported by several factors which contributed to the growth development of new ideas in the writing of Malay jurisprudence. The early stage of development started with small treatises on the science of beliefs, jurisprudence and sufism. The identification of writing has its artistic values and originality in writing. In the context of modernization, the contribution of Malay jurisprudence works to the formation of competitive intellectual values should not be denied.

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Abdul Malik, Mohd Pua’ad, Faisal @. Ahmad Faisal Abdul Hamid y Rahimin Affandi Abd. Rahim. "Analisis dan Kesan terhadap Penulisan Karya Fiqh Melayu abad ke-19". SEJARAH 32, n.º 2 (30 de noviembre de 2023): 21–55. http://dx.doi.org/10.22452/sejarah.vol32no2.2.

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The history progress of writing on Malay jurisprudence plays a significant role in the discipline of knowledge in the Malay world. Based on the writings, we can understand the purpose of writing, result of communication, the revealation of the Malay jurists’ idealisms and idea of thoughts. Nevertheless the writing approach includes format and structure, methods and style of writing, the use of language and the manhaj of writing. The 19th century was a productive century in the writing of Malay jurisprudence. Therefore, the main premise of this article is to outline the analysis and impact of the Malay jurisprudence works in the 19th century. This is due to the fact that the writings in the 19th century were very dynamic in terms of development. This fact is supported by several factors which contributed to the growth development of new ideas in the writing of Malay jurisprudence. The early stage of development started with small treatises on the science of beliefs, jurisprudence and sufism. The identification of writing has its artistic values and originality in writing. In the context of modernization, the contribution of Malay jurisprudence works to the formation of competitive intellectual values should not be denied.

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42

Spigelman, Candace. "Argument and Evidence in the Case of the Personal". College English 64, n.º 1 (1 de septiembre de 2001): 63–87. http://dx.doi.org/10.58680/ce20011240.

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Opponents of expressivist writing pedagogy claim that encouraging the personal narrative in first-year rhetoric classis is a great disservice to students. Supporters of personal writing responded by making personal writing activities supplemental to traditional academic writings. Spigelman posits that personal narratives can actually serve the same purpose as academic writing and can accomplish serious scholarly work.

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Kim, Eunjeong. "A Study on Literacy Education Using Constructivism Strategy: Focusing on Writing a Claim and Persuasive Speech". Korean Society of Culture and Convergence 45, n.º 6 (30 de junio de 2023): 503–15. http://dx.doi.org/10.33645/cnc.2023.06.45.06.503.

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The purpose of this paper is to discuss effective literacy education methods through assertive writing and persuasive speech performance using constructivist strategies. To this end, speech learning after writing was designed based on the understanding of constructivism. The learning components are pre-teaching activities, learning guidance, learner-led learning, and assessment. According to the course, learning objectives, learner analysis, learning content mini-lecture, feedback, writing, presentation, teacher evaluation, and peer evaluation were planned. The learners performed solution-type argumentative writings, cold-bang-type argumentative writings, argument-type argumentative writings, goal-oriented argumentative writings, and persuasive speeches. Through this process and results, constructivist learning methods could be suggested to literacy education.

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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, n.º 10 (31 de octubre de 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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Putri, Dian Marisha, Liza Amalia Putri y Rahmadsyah Rangkuti. "Transformation of Writing Habit on Students at Junior High School and Vocational High School Awal Karya Pembangunan Lubuk Pakam". Budapest International Research and Critics in Linguistics and Education (BirLE) Journal 2, n.º 1 (1 de marzo de 2019): 158–63. http://dx.doi.org/10.33258/birle.v2i1.205.

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Writing Learning must still be based on Core Competencies (KI) which are then announced in Basic Competencies (KD) and Indicators through learning material. Similarly, the writing material results from field observations and observations. Add another competition for scientific publication of adolescents conducted at the District / City, Provincial and National Level. While the material can be achieved and competitions can be followed. In this paper, it is discussed giving habit transformation of writing through concepts and for example making students see general writing, then students look for references and field data. Only to discuss the substance of scientific writing needs field reinforcement data carried out by students and must be guided directly by the guidance teacher through habit transformation of writing so that the validity and writing of scientific writings can be accounted for. The results of habit transformation in adolescent students are quite significant, so that the 5 texts that have begun to be seen develop and several texts in the process of improvement. Of the seven texts prepared the results are quite encouraging. 2 manuscripts have started the results of their writings by fulfilling the rule of writing.

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Sumarno, Wahyu Kyestiati. "The effectiveness of process genre and product genre approaches to teach writing to introvert and extrovert students (the case of the tenth year students of state senior high school 1 Wirosari-Grobogan in the academic year of 2013/2014)". JELE (Journal of English Language and Education) 1, n.º 1 (16 de junio de 2015): 93. http://dx.doi.org/10.26486/jele.v1i1.77.

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This present study aims to investigate the effectiveness of Process Genreand Product Genre Approaches to teach writing to introvert and extrovertstudents. A quasi-experimental study with 2x2 factorial designs was conductedto gain answers. Data were collected by using Myers Briggs Type Indicator,observation notes and a pre-and-posttest. Data were analyzed by using T-test,Two-Way Anova, and Tukey test. The findings revealed that first, ProcessGenre Approach was significantly effective to be used to teach writing to boththe introvert and extrovert students; while, the Product Genre Approach wasonly effective to be used to teach writing to the extrovert students. Second,quantitatively, the Process Genre Approach was not significantly more effectiveto be used to teach writing compared to the Product Genre Approach. Third,the students‟ personalities significantly influenced their writing quality, inwhich the extrovert students‟ writings were better than the introvert students‟writings. Fourth, there was a significant interaction occurred between theteaching approaches and the students‟ personalities on their writing quality.Based on the study results, the researcher suggests English teachers to considerusing Process Genre Approach in their writing classes and identify eachstudent‟s personality in the very beginning of lessons, acknowledging that thestudents‟ personalities significantly influence the students‟ writing quality.Keywords: Process Genre Approach; Student’s Personality; Writing Instruction

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Zhang, Ying. "A Contrastive Study on the Application of Mind Maps in Argumentative Writing Instruction for EFL Learners". English Language Teaching 11, n.º 12 (16 de noviembre de 2018): 93. http://dx.doi.org/10.5539/elt.v11n12p93.

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This study is aimed at exploring the relationship between explicit instruction of mind mapping at pre-writing stage and the quality of Chinese EFL learners’ argumentative writing. Thirty-nine first-year English majors from two convenient classes were randomly assigned into the experimental group and the control group respectively. For the control group, the traditional way of teaching writing was adopted, while for the experimental group, the application of mind mapping was integrated into the writing instruction. Five participants from the experimental group participated in the following interview. The comparison of mean scores of post-experimental argumentative writings between two groups indicated that the experimental group significantly performed better than the control group in content and organization of their writings. Through the analysis of interviews, it was found that participants regarded mind mapping as a useful tool for planning their writing and their personal attitudes toward English writing became more positive. The findings provide EFL teachers and curriculum designers with useful insights into improving the efficiency of writing instruction.

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B, Dr Sivakami. "Does Awareness of Writing Process Improve the Student’s Writing Skills?" International Journal of Psychosocial Rehabilitation 24, n.º 4 (30 de abril de 2020): 6605–8. http://dx.doi.org/10.37200/ijpr/v24i4/pr2020471.

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Eshmanova, Nodira Nazarkulovna. "ВEST ESSAY WRITING AND ESSAY WRITING TECHNIQUES IN ELEMENTARY SCHOOL". CURRENT RESEARCH JOURNAL OF PEDAGOGICS 02, n.º 10 (1 de octubre de 2021): 190–95. http://dx.doi.org/10.37547/pedagogics-crjp-02-10-34.

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The article analyzes the most important of them in the practice of Uzbek pedagogy, the development of the skills of writing essays and essays among primary school students and when familiarizing themselves with the laws of the Uzbek language, the implementation of the selection procedure and orientation by disciplines.

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Walters, Lisa y Susan McNamara. "The Effect of Electronic Writing Tools on Business Writing Proficiency". BRC Journal of Advances in Education 2, n.º 1 (15 de marzo de 2014): 1–11. http://dx.doi.org/10.15239/j.brcadvje.2014.02.01.ja01.

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